TABLE OF CONTENTS. Hunter Christian School Annual Report 2016 Page 2

Annual Report 2016 TABLE OF CONTENTS SCHOOL OVERVIEW INFORMATION School Context Messages from Key Bodies  Hunter Christian School Board  Introduct...
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Annual Report 2016

TABLE OF CONTENTS SCHOOL OVERVIEW INFORMATION School Context Messages from Key Bodies  Hunter Christian School Board  Introduction from Principal  Parents & Friends Report  School Captain's Report  School Community Survey Reports

3 3 4 5 7 8 10

SCHOOL STRATEGIES School-determined Improvement Targets Initiatives in Curriculum and Course Delivery Initiatives and Targets for 2017 Initiatives Promoting Respect and Responsibility

11 11 11 12 12

STAFF INFORMATION The People of our School Summary of Professional Development Teacher Standards

13 13 15 16

SCHOOL POLICIES Enrolment Profiles and Policies Student Welfare and Discipline Policies Complaints and Grievances Anti-bullying Procedures Attendance Policy

17 17 20 24 26 28

SCHOOL OUTCOMES AND PERFORMANCE School Performance in State Wide Tests NAPLAN 2016 - Primary Years 3 & 5 NAPLAN 2016 - Secondary Years 7 & 9 2016 Record of School Achievement (RoSA) 2016 NSW Higher School Certificate

31 31 31 31 31 32

STUDENT INFORMATION Student Body Student Attendance Rates Retention Rates in Secondary School Post School destinations

33 33 33 33 33

FINANCIAL INFORMATION SUMMARY

34

ATTACHMENTS Confession of Faith Vision, Mission And Values Statements Parent Survey Staff Survey Student Surveys

35 35 36 37 59 86

Hunter Christian School Annual Report 2016  Page 2

SCHOOL OVERVIEW INFORMATION School Context Hunter Christian School is an independent Christian school that is a member of Christian Schools Australia. It continues to be sponsored by Mayfield Baptist Church and caters for students from Pre-Kinder through to Year 12 after 35 years of operation. Our students and their families come from a broad geographic area within the Hunter Valley as well as a wide cross section of socio- economic and cultural groups. Our families also are actively involved with a range of church denominations while some have no current church involvement. Our school community is also a very mobile one, with a large number constantly relocating because of work opportunities. This is also an increasingly common dynamic for our school community.

Hunter Christian School Annual Report 2016  Page 3

Message from Key Bodies Hunter Christian School Board At Hunter Christian School, we strive to be a school community where every child is known and cared for by teachers and staff and in an environment where students are supported to attain their full potential in Christ. We also want to be known as a school that partners with the families of students. Over 30 years ago, a group of passionate Mayfield Baptist Church members gave birth to the vision of establishing a school to provide Christ centred education to the local community. The team established Mayfield Christian Community School on the grounds of Mayfield Baptist Church in 1981. Not many years later a significant parcel of land was purchased by the church at the corner of Bull & Kerr Streets Mayfield and bordering the industrial Highway to allow the school to build the first stage of buildings on the land and take occupation by 1989. The School name was changed in 1999 to Hunter Christian School as a reflection of the diverse geographical spread of families. Initially one of the first Christian Schools in the Hunter, the School now seeks to maintain its role as a leader in Christian Schooling in the Hunter. Today, Hunter Christian School has a well-established niche market as a school with a smaller, intimate atmosphere, with an outward focus of serving the local and global community. Many families in the Hunter desire to have their children educated in a setting that embraces a God-centred worldview within a Christ-centred community. We seek to also instil in students a desire to grow in Christ-like character and to have a Christ-filled courage in understanding and caring for the world that we live in. Students at HCS readily become known by their teachers, and the staff are committed to the School’s Mission statement to ‘stand with Christian families and the Church in equipping and empowering children to attain their full potential in Christ, within a loving, serving, caring school community’. Students have the opportunity to choose from a wide range of elective choices for senior years. This is possible through diverse and innovative delivery methods. Pre-Kinder at the modern facility at the school provides an entry level for children aged four years and over that prepares them for school readiness in a fun environment. The school continues to provide a quality education to students with the HSC results reflecting well the commensurate efforts and potential of students and staff. Together with the COLA (Covered Outdoor Learning Area) and extensions to the library and auditorium in recent years, these new facilities have refreshed and renewed the heart and hub of the school, centred around the Library and the communal hall and sport areas. The school’s own bus service provides access to the school for students from areas not serviced by government buses. In addition, the Government bus service has now been expanded to incorporate runs from a wider range of suburbs. A key area of learning and understanding for our students is their role and place in the community. Staff and students serve the local community for a full day each semester at a range of local community centres, schools, churches and emergency services. Mission trips are planned each year relevant to the age level of the students. Students travel regionally, nationally and overseas to provide a range of mission activities to benefit other communities, in turn gaining exposure to a greater understanding of their place in the nation and the world. Sam Wong HCS Board Chair

Hunter Christian School Annual Report 2016  Page 4

Introduction by the Principal At Hunter Christian School, we strive to be a school community where every child is known and cared for by teachers and staff and in an environment where students are supported to attain their full potential in Christ. We also want to be known as a school that partners with the families of our students; who bless us with the privilege of caring for their precious children. The theme for the year was “Walk in joy” from which we looked at such things as celebrating with joy those things that God has provided for us, celebrating the works of our students and teachers, along with working through the hard times with joy and many other aspects of joy from the scripture. In 3 John 1:4 we see:- ‘I have no greater joy than to hear that my children are walking in the truth.’ As teachers and as parents, we are in the joy business! Indeed when walking around the school seeing the smiles and happiness in our students and staff we see the joy of the Lord in action.

Once again as a school, we have sought to expand and strengthen our commitment to this, not just being an educational institution but indeed an educational community with Christ at its centre. It is encouraging to see parents, students and staff all going above and beyond to make Hunter Christian School a place of difference. The School Board has continued its faithful service to the school as it takes on the task of guiding us as a ministry of Mayfield Baptist Church within the community. This task is an onerous one of making sure that governance of our school is timely, efficient and effective whilst fulfilling all the accountability constraints placed upon the school from without and within. Once again our committed and creative staff have sought to further improve the teaching and learning experiences presented to our students and continue to strive to be leaders in innovative approaches for the benefit of our students. New initiatives such as the Lunchplus program and staff involvement in the Kidsmatter framework in primary; along with the development of theme days; Year 9 classes coming into Primary to help out with activities and SEG initiatives in the Secondary; demonstrate the staff’s genuine desire to extend the opportunities for the students in our care. Our administration staff have sought out new technologies in order for us to better able to communicate with our parents and carers. The development of the school portal and school app along with a Facebook page have allowed for greater contribution and communication both inside and out of our school community. The end of 2016 was a year of difference in regards to staffing, as we farewelled a number of staff who were departing to other ministry opportunities in God’s Kingdom. A number of those staff were long serving members of Hunter Christian School who will now bless other schools and workplaces with their enthusiasm and desire to be witnesses for Christ. In particular, some were long serving members of leadership within the school. Mr Ron Bulley, the Head of Secondary; Ms Kim Hawgood, our Primary coordinator and Mrs Kristine Zehnder, the Vocational education coordinator, have all departed. Our thoughts and prayers go with them on their exciting new adventures. During 2016 the Parents and Friends committee continued to develop new events that allowed even more community involvement and it was pleasing to see the added numbers of parents and others coming along to participate or simply volunteer in running an event. The Mother’s day morning tea was spectacular to say the least. To call it a high tea was not even close. As we head into 2017, the groundwork by our small committee has already paid dividends and set the Parents and Friends on a path of growth within our school community.

Hunter Christian School Annual Report 2016  Page 5

Once again, our student body has excelled in a number of areas. The most noteworthy though is the continued enhancement of the reputation of our school whenever and wherever our students go, outside of school. Their behaviour and general demeanour along with their joy and courtesy is well noted by those that they come into contact with. The school regularly receives feedback from the community regarding our students. Places of interest, camping centres, and venues our students attend; as well as visiting performers, speakers, bus drivers and teachers, make comment on their lovely nature and enthusiasm. In 2016 our HSC again performed very creditably with a raft of Band 6 results. We had winning Chess teams, Primary Gala day teams making the finals of the CSSA Metro Cup, along with Secondary sporting teams being successful against much larger schools. Our Stage 3 students were entered into a video competition that ran State wide in the NSW Sport and Recreation Centres and won; while our Stage 2 students managed to enter a Newcastle Jets competition where they won free tickets to a home game plus a range of gear and signed apparel. The school’s commitment to mission and fundraising for charities and worthwhile causes, continues to see Hunter Christian School performing well above what would be expected from a school of our size. Our House on the Rock Committee saw the realisation of a vision to help the cyclone-ravaged village of Raki Raki with provision of accommodation for distant students to come and stay, while they received their high school education. This was due to not only funds raised by the students but also to a generous donation from Mayfield Baptist Church. A great way to partnership. As we head into 2017 with a theme of Renewal, we have appointed a new Head of Secondary, a new coordinator in Primary and recruited new and talented staff, along with welcoming new students and their families to our community. We continue to praise God for his provision as we work together as part of his plans in this part of his Kingdom. John Rolland Acting Principal

Hunter Christian School Annual Report 2016  Page 6

Parents & Friends Report Firstly, we would like to take this opportunity to thank teachers, staff, students and families for their support, help and kindness. Parents and Friends started 2016 with a small but dedicated group of parents, everyone worked well together and enjoyed new friendships. The year began with a “Welcome to HCS” morning tea. A small handmade gift and card was given to families who were sending their children for the first day of their school life and to families who were new to our school. Our goals for 2016 were to fundraise and more importantly to stand alongside the teachers and staff and be part of a positive, inclusive, Christian school community. Prayer Group met Tuesday mornings throughout the year praying for the school’s events, staff, students and families. Along with prayers we were blessed with many families helping to provide meals and school lunches for families in need. We sincerely thank all who joined the meal train. We enjoyed two community dinners the first was held at Wests New Lambton earlier in the year and the second dinner at Wests Mayfield. It was a great opportunity to meet new friends and share a meal together. In 2016, we decided to help our talented students make a gift for their wonderful mums for Mother’s Day. With thanks to Birdy’s Café at Tighes Hill who washed and saved their milk bottles. We recycled them into bookmarks, the students then beautifully decorated them with the help of Year 9 students. Thanks to Sarah for her great idea also a special thanks to Jo Dampney who very kindly donated gorgeous handmade cards. We celebrated our amazing mums, grandmothers and carers with a morning tea. This was a great success and special thanks to all who baked delicious cakes and slices, to Susan Procter who decorated the room and to Annette Hessle for her help and guidance. A special handmade crocheted cross was given as a gift to all who attended, many thanks to Mrs Williams. The National Excellence in Teaching Awards were announced and it was great to see our school community recognise and nominate the dedicated teachers that we have at Hunter Christian School. In July, we entered the CUA schools grant competition, our entry was “The Positive Art Project”. The successful school would receive $5,000.00 towards their project. We thank everyone who voted online and those who went into the branches of CUA and voted. We weren’t successful last year but it was great “to have a go”. Book week is always an exciting and fun time for the Primary students. It is also a great time to have a Scholastic book stall, many thanks to Fi Shelton and the parents who helped sell books during that week. As a result of the number of books sold we received many books for our school library. Father’s Day was our next special event, once again we chose to help students make a gift for their dads. This time we recycled old fencing pallings and made a unique wall plaque with kid’s handprints on them. Great fun and students did an awesome job. Thank you to Mrs Budge for your time and help. To celebrate Father’s Day we asked dads, grandfathers and carers to come early to school and share a barbeque breakfast with their children. A very special thanks to Annette Hessle who’s help was invaluable and very appreciated. Many thanks also to Mr Bulley, Mr Allen, Mr Rolland for being our chefs, also thank you Mr O’Sullivan, Mr Blunt for turning up early and setting up for us. We enjoyed throughout the year helping where we could with barbeque lunches for the students, many thanks to Stephen and Juilia Kitanovski for their great cooking skills. Our last project for 2016 was to create some “Positive Art” with the primary school students. This was a lot of fun and produced three great pieces of art. Each art had a positive word, Possibilities, Connect and Belong. The artwork was presented to the school on Presentation Day and is now hanging on the wall opposite the Principal’s office. Our small group of Parents and Friends always welcomed the chance for a coffee and a chat. We look forward to continuing our coffee mornings in 2017 and meeting new friends. It has been our pleasure in 2016 to be part of a committed Christian school community. Our hope is the coming year will be filled with lots of events and opportunities to get together that will enhance our school and will continue to make a positive difference to Hunter Christian School. God Bless, Parents and Friends for 2016 “Let your light shine before others, that they may see your good deeds and praise your Father in heaven.” Matthew 5 : 16 Hunter Christian School Annual Report 2016  Page 7

2017 School Captains' Report Introduction As captains, it is our honour to represent the students of Hunter Christian School and the achievements they have strived towards so far in 2017. In our contribution to the 2017 Hunter Christian School Report, we will outline the various sporting, fundraising and active participation in local communities that our school has partaken in the last two terms.

Sporting Achievements Hunter Christian School may be small, but as evidence in our outstanding participation and achievements this past year proves, we have cultivated a spirit well deserving of a legacy of sportsmanship. So far, in the duration of 2017, our student body had partaken in: • Volleyball - Our Mixed team won the state competition and our Men's division came third overall. A fantastic achievement. • Port to Port - Mr. Monk, Mr. English and four students participated in the Port-to-Port race earlier this term. One of our year ten students also volunteered as a sweeper across two of the days. • Soccer- our four teams undertook the early rise to compete in the Soccer gala day held in Tamworth. Unfortunately, an accident prevented their arrival on the day. However, our two junior teams participated in a make-up day where the boys came out with a one-all draw and the girls played in an exemplary performance of school values. • Futsal- Our senior and junior boys team won the gala days in their divisions, while the Senior girls came second, losing the finals 1-Nil.Our junior girls performed extremely well for having to compensate for no substitutes. • Chess- participated in the local competition and even travelled to Foster. Our school has performed extraordinarily well in the past in this area and will hopefully continue to do so under the caring expertise of Mrs Coates. Our school has additionally held our annual carnival days for Athletics, Swimming and Cross Country. The Athletics and Swimming Carnivals proved to be a fun day out for the whole school and resulted in the students coming together in teams and as individuals to spur one another on in friendly competition. It is our Cross Country carnival however, that deserves the most attention this year. Our school has had a long-standing relationship with our sister school in Fiji- spanning a decade in 2016. In celebration of our Fiji Mission team travelling for the tenth time this year to aid Raki Raki District School and Nakavandra High, our school placed the initiative to raise funds for the House on the Rock project - the endeavour to renovate two cottages to allow student in remote areas to come and study at Nakavandra High. As the implementation to this plan, the school ran its own colour run in accordance with the Cross¬-country carnival. The students were invited to dress up in their best grey shirts and run the course and to exit the event covered in an array of colours, in which the people around them would donate money to this event so more students can enrol in Fiji. Not only did the carnival provide the funds necessary to help the HOTR project continue but also was a great opportunity for the school to strengthen and grow as a community.

Mission Trips As already stated, our school has participated in an annual Fiji Mission Trip every winter holidays, for the past ten years. However, last year prior to our team leaving the main island of Fiji was struck by a devastating cyclone, rendering the community unable to host the student team. In our relationship with the community of Raki Raki, the school set up a renewal team, after the initial relief aid had entered the area, helping reconstruct and recuperate the community so that the schools and families could get back on track to physically implementing God's plan for the area. This year, our team consisting of students from years 10-12 goes over to celebrate their tenth year of continuing the mission's relationship with the area and intend to use the funds raised over the past year to touch up and finish the HOTR project. Our school enables a mission for our junior students. Tahlee mission is a local chance for our students to engage with the wider community and serve for three days. This is offered in fourth term, and consists of the students organising and running their own scripture lesson for Karuah Public School, wedding, cooking, cleaning and gardening. Hunter Christian School Annual Report 2016  Page 8

It is an excellent opportunity for the students to act independently and as a team in the position as volunteers and missionaries. The experience is an empowering one and is fundamental is establishing stepping stones for the students to consider stepping further out of their comfort zone in later years when confronted with the opportunity of Fiji mission.

Fundraisers House on the Rock- this is an overall project our students are helping to support. Some of the fundraisers involved in this include: Fiji Friday Fundraiser- this is taking place on the 30/6/17, the last day of term two. In it, the students are encouraged to bring a $2 donation, which will allow them to come out of school uniform and buy a piece of gaffer tape to tape our acting principal - Mr Rolland, to a pole. There will also be a sausage sizzle and cold rock style ice cream shack. This brings us, as a school, together and demonstrates our communal support for the HOTR program and the values our school represents. A number of smaller fundraisers have also been implemented. We also take part in Compassion- with each stage having a sponsor child. Every Friday, the students donate change to raise money so that their stage's respective sponsor child may continue to gain an education while being supported by their local church or community through Compassion.

Biblical and Prayer Initiatives Our school additionally provides opportunities for its students to gather in faith and promote spiritual affirmation. There is a weekly bible for girls, that runs with an emphasis on study in a specific book of the Bible this past term, the girls have been studying Esther. Throughout these weekly sessions , the girls are encouraged to ask and engage in questions that aim to create conscientious individuals that consider and grow in faith. It also is an excellent opportunity for the girls in the high school to grow in fellowship and eagerness of reading God's word. The school also has a traditional history of a weekly prayer group. Unfortunately, this has not been running as smoothly as the prefect body would like but is an initiative that we would like to see continue and are attempting to implement in a more forward and deliberate way.

Community Service Day This is a proud tradition of Hunter Christian School which has enabled our students to not only become more aware citizens but also more aware individuals that have established relationships that promote the actions and teachings of biblical principles. The various activities undertaken include : • Volunteering at Ronald McDonald house-cleaning, cooking and wrapping bears for the children there. • Mayfield East Public- cleaning and weeding • Cameron Park School- cleaning , weeding and assisting in maintenance of the schools' buses • Hunter Wetlands- beautification, landscaping and maintenance In 2016 the School also participated in Cityserve on it’s second Community Service Day. While there has only been one Community Service Day so far in 2017, the legacy of the previous will hopefully encourage this tradition to continue.

Extracurricular • HSC Encore! Performances • Artexpress • School Camps- Barrington Tops, HSC Study Lockdown, Urban Challenge • Mini Muddies

Hunter Christian School Annual Report 2016  Page 9

Other Initiatives • Renovation of the girl's bathrooms • Year 12 Kitchenette • Bubblers • Welcoming at School gates by prefects and captains • This year, the prefect body has really been encouraged and challenged to consider forms of leadership, and the role and duty we have in facilitating and exemplifying these ideas.

Future Goals • Encourage greater awareness and excitement for Compassion, particularly in Stage 6, in the hope of leading by example, the prefect body looks to creating a mindset in which the students are regularly thinking of our sponsor children. • Senior and Visitor Cafe- this will endeavor to be a space in which students and teachers can meet and have one-on-one tutoring and in the atmosphere of an energising and affirming environment. • Encourage and continue Prayer Group - in its role as an important facilitator of Christian faith, this initiative also encourages younger students to enter and commit to a wider role in their new school community. It also brings together the older and younger students of Hunter Christian School encouraging fellowship in other areas of our school's community. The hopes are that this space will also be an opportunity to widen the school community and encourage the older students to grow in independence and affirm the school's belief in their maturity. It has been an honour, as captains, to assist, contribute and facilitate the growth in the students and environment of Hunter Christian School. We long for the students and teachers to grow closer and develop a relationship that reflects the values of our Lord, and cannot wait to see the achievements of our school grow and develop as the school's community continues to mature and opens more doors.

Hannah Allen and Ben Wiley-2016-17 School Captains

School Community Survey Results Parent satisfaction In addition to anecdotal discussions, scheduled parent-teacher interviews and P & F meetings; a formal quantitative survey was also given to parents to consider aspects of the School’s Vision and measure the School’s achievement and growth in those areas. (results attached) The majority of parents (PK-12) reported feeling supported by the staff and the School in bringing up and educating their children in a Christian environment with a Christ-centred view.

Student satisfaction Student satisfaction is continuously viewed through contact with students by teachers, their stage leaders, coordinators and school executive. The students in Secondary and upper Primary also were provided with a quantitative survey (results attached) which indicates overall, an understanding that students feel valued, safe and cared for.

Teacher Satisfaction Measures of the staff’s satisfaction include the low staff absentee rate and excellent staff retention. Staff were asked to complete a survey also (results attached). In general, staff reported that they feel they are part of a Christian community with Christ-like values experienced. Also they report that students have opportunities to reach their personal potential as well as opportunity to respond and grow in a personal relationship with God/Jesus.

Hunter Christian School Annual Report 2016  Page 10

SCHOOL STRATEGIES School-determined Improvement Targets School-determined Improvement Targets While the school’s performance is pleasing in a range of areas, we recognise that further improvement is needed and must always be our goal. We have sought to sustain, develop and grow the following initiatives. Initiatives in Curriculum and Course Delivery Pre-determined 2016 Targets

2016 Achievements

Expand Bring Your Own Device from a trial basis to compulsory for Years 7-10

This has been implemented successfully. In conjunction with the digital texts, it has added versatility to our Secondary students learning activities.

Introduction of digital textbooks for Years 7-10 through LearningField

Completed. Students can now access their texts digitally both here at school and at home. It has decreased the heavy load in their schoolbags as well as not bringing the right textbook on the right day.

Introduction of Special Elective Groups (‘SEGway’ classes) in Stage 4

Implemented in stage 4. The creativity of both staff and students were enhanced by this initiative. Further development of how to give students access to more “interest” driven learning activities to be carried out.

Further development of ‘Growth Mindset’ training and approaches for staff in Secondary

Head of Secondary conducted professional development seminars and meetings to begin this initiative.

Extension of the BounceBack program in Primary to a ‘Bounce On’ initiative in Secondary

Ongoing development and expansion of this will be carried out in 2017.

Development of the mentoring and peer support programs between Year 10 students and Year 7 students, in conjunction with Year 9 Character & Citizenship engagement with Primary students generally and YearK-2 in particular

Successfully developed and carried out. In particular the Year 9 Character and Citizenship component was a very welcome and worthwhile addition to the K – Year 6 learning activities. This added to the community aspect of Hunter as a whole school community.

Development of the K-6 Scope and Sequence for History / Geography Syllabus

Carried out and successfully implemented.

Development of the Primary LunchPlus+ program to engage students in a range of creative activities.

Staff devised a wide range of activities from gardening to construction to computer coding to cooking to music. The student’s engagement in these activities was incredibly high. This will be an ongoing program in 2017.

Development of the Kidsmatter framework P-6

Nominated staff attended professional development for two of the four modules. Those staff then trained the whole Primary staff in the modules of Positive School Community and Social and Emotional Learning for Students.

Hunter Christian School Annual Report 2016  Page 11

Initiatives and Targets for 2017 

Have a theme for the Year of Renewal. Looking at all we do and ask why to determine if it is still relevant to our culture.



Redevelop Segs into Rich Tasks for Stage 4.



Develop processes and procedures for the student leaders in K-6 and 7-12 to lead and run school assemblies.



Secondary staff to develop the use of S.M.A.R.T. goals in planning.



Redevelop, refresh and refine the Sport Houses concept.



Revise and reshape Secondary School Reports.



Redevelopment of the Leadership structure across both Primary and Secondary departments.



Development of collaborative Learning Programming in Primary.



Ongoing development of Kidsmatter framework in Primary



Fundamental Movement Skills



Stages 3 and 4

Initiatives Promoting Respect and Responsibility 2016 saw the continuation, development and consolidation of a range of programs that promote respect and responsibility within our school. These have ranged from existing morning devotions with primary classes or secondary support groups, to key theme scripture passages reflecting respect and responsibility as a normal expression of the Christian faith, to special assemblies and chapel times for both departments. Guest speakers, visiting pastors and members of staff were able to speak at assemblies and chapel services to promote positive attitudes and Christ-like living. The Peacewise program has continued to be integral to the school’s teaching and working with students regarding relationships and anti-bullying practices. The importance of dealing appropriately with conflict and other people is a strong distinctive of this program that we take responsibility for our actions while still respecting others and their actions. The Peer Support program, where Year 7 students are mentored by Year 11 and 12 students and Prefects, is a key expression of Peacemaker training and practice. Whole staff was involved in refresher Peacewise training. Selected staff have been helping Peacemaker Inc. develop more Australian centered resources for students in schools. The BounceBack program in the Primary department has focused on building student resilience along with the different dimension stage 1, 2 and 3 classes have added. This has been tied in with our Peacewise and Bible study initiatives. In 2016 the Secondary department continued a year group ‘celebration’ for the end of each grade’s school year, promoting a positive response and a sense of community around the shared experiences of the preceding year. In 2016 the school continued to be involved in overseas Mission trips to Fiji as well as a range of local missions. These events engaged the participants but also gave others the opportunity to be involved through fund raising and prayer support. Camps, overnight excursions and other learning opportunities beyond the school grounds give students the opportunity to develop responsible behaviour and self-reliance. Our school-based Character and Citizenship Program for Year 9 students continues to help promote respect and responsibility for Yr 9 and the wider school community. In 2016 the Yr 9 students were involved in a program of mentoring and peer instruction with various groups in the Primary Department on the same campus. Students have continued to be involved in a range of avenues for serving others such as raising funds for Compassion children, Bandanna Day, World Vision, paying their own way to missions, 40 Hour Famine and Community Service Days. Hunter Christian School Annual Report 2016  Page 12

Staff Information for 2016 Head of School: Principal: Mr Boyd Allen / Acting Principal: Mr John Rolland Support Services Staff Executive Support Services Manager: Mr Luke Kirkegard Mrs Heather Malone

Personal Assistant to Principal and Enrolments Registrar

Mr Bradley O’Sullivan

Grounds and Maintenance

Mr Scott Matsen / Wes Turton / Mr Steve Blunt

Grounds and Maintenance

Mr Timothy Kidd

Information Technology Officer

Mrs Annette Hessel

Support Services Assistant

Mrs Barbara Rae

Laboratory Assistant

Mrs Annette Rees

Administrative Assistant

Mrs Robyn Atkins

Finance Officer

Ms Ashlyn Napier

Administrative Assistant

Mrs Kathryn Glapa

Accounts Officer

Mr Luke Elkhuizen

Chaplain

Mrs Karen Stabler

Librarian

Mrs Linda Axford

Library Assistant

Primary Department Head of Primary: Mr John Rolland Primary Co-ordinators:

Mrs Kim Hawgood

Ms Suzanne Chegwidden

Kindergarten

Mrs Amanda Grieg

Kindergarten

Mrs Susan Lowth

Stage One

Mrs Martha Atkins

Stage One

Mrs Shaona Folwell

Stage Two

Mrs Sally Pilgrim

Stage Two

Mr Tom Lambert

Stage Two

Mr Luke Bowie

Stage Three

Mrs Kim Hawgood

Stage Three

Mrs Heidi Tyrie

Stage Three

Mrs Susan Procter

Learning Support Teacher

Mrs Janene Wright

Prep / Pre-Kinder Class Teacher

Mrs Sharlene Herd

Prep / Pre-Kinder Class Teacher

Ms Natasha Blanch

Prep / Pre-Kinder Class Educator

Hunter Christian School Annual Report 2016  Page 13

Secondary Department Head of Secondary: Mr Ron Bulley Faculty Heads Mr Ron Bulley

Co-ordinator Mathematics and Sciences

Mr Ken Budge

Co-ordinator English, Ancient and Modern History, Technology, IST, IT, Drama, Society and Culture, Careers, LOTE, Learning Support, Studies of Religion/Christian Studies

Mrs Maree Watts

Co-ordinator CAFS, Commerce, Geography, HSIE, Visual Arts, Music, PDHPE,

Stage Leaders Mrs Paul Monk

Stage 4 (Years 7 and 8)

Mr Nathan Collyer

Stage 5 (Years 9 and 10)

Ms Melissa Collins

Stage 6 (Years 11 and 12)

Secondary Teaching Staff

Subjects

Mr Ken Budge

Modern History, Ancient History, Studies of Religion 1 & 2, Christian Studies

Mr Ron Bulley

Mathematics Extension 2, Science

Mr Gavin Carter

Science, Biology

Mrs Charlene Coates

Mathematics, Mathematics Extension 1

Ms Melissa Collins / Ms Anna Burns

Music, Technology

Mr Nathan Collyer

Technology, Industrial Technology, PDHPE, Character & Citizenship, PE, Mathematics

Ms Natalie Creed

Advanced English, Society & Culture, Christian Studies, Community & Family Studies

Mr John Evans / Ms Emma-Lee MacMaster

Technology, Design & Technology, Information & Software Technology, Science

Mrs Christine Halyburton

PDHPE, Character & Citizenship, PE

Mr Lance Hawkins

English, Drama, History, PDHPE, Geography,

Mrs Tracey Hickey

Mathematics

Mr Paul Monk

Metals and Engineering, Technology, Food Technology, Science

Mrs Diane Ponsen

English, Learning Support

Ms Rachel Scully

Science, Chemistry, Physics

Miss Caitlin Sneddon

Visual Arts, Geography, PDHPE, History

Mrs Kerryn Taylor

English, Geography

Mr Stephen Taylor

English, Ancient History, Studies of Religion, PDHPE

Mr Chris Tyrie

PASS, PE

Mrs Maree Watts

Geography, Commerce, Business Studies

Mrs Kris Zehnder

Japanese, Careers, VET Co-Ordinator

Hunter Christian School Annual Report 2016  Page 14

Workforce Composition In 2016 the workforce was composed as follows: Teaching Staff: Full time Males: 9 Females: Part time Males: 2 Females:

14 12

Non-Teaching Staff: Full time Part time

3 8

Males: 4 Males: 1

Females: Females:

During 2016, no staff members identified as Indigenous.

Summary of Professional Development K – Yr 6 Teachers

January

Hunter Christian School January Conference Staff handbook, protocols Child Protection Briefing Combined K-12 Swimming Carnival Briefing. Primary Policy Review. Resources planning. NSW K-6 History / Geography Curriculum (National Curriculum) – Familiarisation, planning, initial implementation.

All K-6 Staff All K-6 staff All K-6 staff All K-6 staff All K-6 staff All K-6 staff All K-6 staff

Risk Logic Chief Warden and Warden Training Planning and Programming – NSW Syllabus for the Australian Curriculum Science and Technology

Executive and All Staff J.Forbes

May

Kidsmatter – Positive School Community

S.Pilgrim, J.Rolland

June

Risk Logic – EPC training; Warden Training Computer Science for Schools

Executive and All Staff S.Chegwidden

CSA Regional Conference in Wyong  Directions in Christian Education  Variety of workshops School Conference  Mezzanine Media – School Promotion  Peacewise Training – Bruce Burgess /  NSW K-6 History / Geography Curriculum (National Curriculum) – Further familiarisation, planning, initial implementation. Whole School Staff Retreat  Guest Speaker – Spiritual development

All staff

Risk Logic – Evacuation training / Warden training

All staff

Kidsmatter – Social and emotional learning for students

K.Hawgood, M.Atkins

Risk Logic – Lockdown training / Warden training

All staff

March

July

August September November

All staff All staff All K-6 staff

Hunter Christian School Annual Report 2016  Page 15

Yrs 7 – 12 Teachers in 2016 All teachers

January

Hunter Christian School January Conference Child Protection Briefing Staff handbook, protocols Combined K-12 Swimming Carnival Briefing. Pastoral Care – Mental Health & Well-Being MindMatters

February

Feedback for HSC Maths

C.Coates

Getting Started – Mindmatters PIP How NSW Accreditation Works Unpacking NSW Syllabus Geography 7-10

C.Halyburton, R.Bulley R.Scully M.Watts

April

Chemwatch Training Peacemaker Programming

B.Rae C.Halyburton D.Ponsen

May

Maximising Higher order thinking in the 21st century classroom Christian Schools Library Conference Peacemaker Programming

C.Halyburton

CSA Regional Conference in Wyong  Directions in Christian Education  Variety of workshops School Conference  Mezzanine Media – School Promotion  Peacewise Training – Bruce Burgess / Whole School Staff Retreat  Guest Speaker – Spiritual development

All teaching staff

Mental Health First Aid Course

All Secondary Staff

Peacemaker Programming

C.Halyburton

MANSW Conference

C.Coates

October

VET Construction Training – 10 Day Course

P.Monk

November

TTA – the big questions in 2 unit maths TTA – teaching Ext2 maths for the first time

C.Coates C.Coates

March

June

July

August September

K.Stabler

Teacher standards All staff at Hunter Christian School are committed Christians of evangelical protestant persuasion who subscribe to the school’s Statement of Faith (see attached). They are committed to teaching from a Christian worldview perspective. All teaching staff members have teaching qualifications from a higher education institution within Australia or as recognized by the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines.

Hunter Christian School Annual Report 2016  Page 16

SCHOOL POLICIES Enrolment Profiles and Policies Profile Total enrolments at the time of our school census was 390 (200 in Primary, 190in Secondary), was within the target set by the School Board. The consolidation of total enrolments is reflective on a range of factors including the economics circumstances experienced by the wider community. Parents who elect to become part of the School community agree to support the School’s Christian ethos and educational, discipline and uniform standards. This agreement is an ongoing one, and parents need to continue to support these standards. Similarly, it is important that students remain positive community members, as evidenced in their attitude towards others and the school’s expectations.

Rationale As a Christian Community School, our school aims to reflect and teach Christian Community values. Education is centred on Christ – the author and sustainer of creation. The apostle Paul writes to the Colossians 2:2-4 “My purpose is that they may have the full riches of complete understanding, in order that they may know the mystery of God, namely, Christ, in whom are hidden all the treasures of wisdom and knowledge. T tell you this so that no one may deceive you by fine sounding arguments” Our school believes that the most effective out working of this Christ-centred education occurs when there is a strong commitment to Christian home, church and Christian School working together to “train up a child in the way he should go.” Proverbs22:6 Our Enrolment Policy Hunter Christian School was established by the members of Mayfield Baptist Church to assist Christian parents in the education of their children by providing a school committed to excellence, based on Christian understanding and values. It is the expectation of the Board of the School that all staff are committed Christians, serving as faithful disciples of Jesus Christ, and whose lifestyle and beliefs inside and outside the school reflect biblical values. The School also expects that parents who wish to enrol their children in the School should share these biblical values and beliefs on which the School is based and that they are committed to teaching and modeling these values and beliefs to their children. The School would normally expect that the parent/s, would be committed Christians , would be committed to the ethos of the School and give their consent to their child being given a Christian education. Parents who are not Christians, but who genuinely desire a Christian education for their children, are invited to discuss this with the Principal during the initial meeting prior to enrolment. Normally parents would be invited to share in an inter-denominational course called “Christianity Explained”, “Alpha” or similar. This allows parents to better appreciate the School’s ethos and the teaching being shared with the students of the School. However, where student places are limited, priority will be given to children from Christian families. All students are assessed prior to enrolment. Each student is required to meet with one of our specially trained staff for an age relevant assessment. All application forms and school reports as well as allied health reports as relevant to each child needs to be submitted prior to the assessment. Students with special needs will have their needs fully identified by the parent to the staff at the time of the assessment if not prior. The School reserves the right to partner not only with parents and caregivers but also with any allied health support that the child accesses. The Principal will identify to parents the school’s capacity to provide for each child and young person so that the student receives a sound Christian education.

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The School may choose to decline an enrolment application where it is believed that such an enrolment would prejudice the school’s capacity to continue to operate financially. Parents who wish to enroll their children in the School will be asked to: a. Complete an enrolment form, providing relevant details regarding their family and their child. The form requires each enrolling parent or caregiver to sign to indicate that they give permission for their child to be educated according to the School rules and policies and to signify their agreement with the School’s Statement of Faith and acceptance of responsibility for fees and charges. b. Have the Minister/Church leader of the Church they attend and one other person complete the attached reference forms [note: if a member of Mayfield Baptist Church, no references are required]. c. Attend an interview at the School, where the School’s mission, vision and ethos will be explained and where parents will have the opportunity to ask questions and learn more about the School and its programs. d. Ensure that the correct School uniform and other equipment required is provided. e. Agree to their child [children] being involved in all activities of the School, including worship, excursions and sport. Enrolment positions are continuous from Pre-Kinder through to Yr 12. It is a condition of enrolment, that the School and parents remain in communication and partnership, and include health and other allied fields as required. Parents wishing to withdraw their child(ren)’s enrolment are required to provide 1 Terms / 10 school weeks written notice. Failure to provide notice will result in the equivalent of 1 Terms total fees and charges being charged to their account for each child. Pre-enrolment information should be carefully read before completing an application. Failure to include relevant and requested information may delay enrolments being processed. Upon receipt of your application, an interview will be arranged and you will be advised in writing of the school’s decision. Financial assistance is available for families whose income qualifies them for assistance. Parents or carers should discuss their circumstances with the Principal before the interview if required. Lodgement of an application does not guarantee enrolment.

CONDITIONS OF ENROLMENT In order that the school may fulfil its role and responsibilities, enrolment at the school is subject to the following terms and conditions: 1. That the parents will support the aims of the school and order their own lives and home so that the student will be given every opportunity to grow up into Christ, as expressed in the Statement of Faith. 2. That the parents will agree to allow the student to share fully in the life and program of the school, including the Christ-centred curriculum, devotional activities and Christian studies lessons. 3. That the parents undertake to provide the student with the correct uniform as approved by the Board from time to time, and to ensure that the student is always sent to the school neatly and modestly dressed in the required uniform. 4. That the parents undertake to provide the student with all necessary text books and other equipment of a personal nature that may be required to enable the student to benefit from the education offered. 5. That the parents accept the right of the school to employ such discipline as it deems wise and expedient for the student and agrees to uphold in every way possible the school’s authority and right to administer appropriate punishment in accordance with the policies of the school. Hunter Christian School complies with the Education

Hunter Christian School Annual Report 2016  Page 18

Reform Amendment (Corporal Punishment) Act 1995. As a result corporal punishment is not a part of our discipline policy. 6. That the parents will give one term’s written notice to the school of the intended termination of the student’s enrolment. If this notice is not given, the Board will require one term’s full (non-discounted) fees in lieu. 7. That a refund of unused fees on termination of enrolment for any reason whatsoever will be solely at the discretion of the school, provided that written notice of the termination has been received by the school prior to the date of termination as required by clause 6. 8. That the student will uphold the School Rules and Code of Conduct. 9. That the school may suspend or terminate enrolment at its discretion for failure to comply with these conditions or other serious breaches of the school rules and regulations. 10. That parents agree to the collection and use of personal information about the family as explained in the Collection Notice. 11. That parents will ensure any report considering issues that could impact their child’s school experience be included with their application including legal, academic, social, emotional, physical, health, spiritual and behavioural information. Parents also agree to update or acquire, any reports identified by HCS and acknowledge any reports that may have been previously requested but not pursued. You also agree to grant the school permission, where appropriate, to contact any author of these reports including previous school/s, education and health professionals.

12.That the school reserves the right to amend, modify, add to or remove from the ‘Conditions of Enrolment’ such items as required from time to time and that such changes will be notified to parents in writing while their student remains at the school.

Hunter Christian School Annual Report 2016  Page 19

Student Welfare and Discipline Policies Whole School Discipline, Commendation and Welfare Procedures General Principles: Each student at Hunter Christian School should have the freedom to develop spiritually, academically, socially and emotionally. Each student needs to know that He or she is safe, and to be treated with respect and dignity and to learn without interference from other students. The discipline strategies and structures outlined in this Policy are designed to encourage student ownership of self-disciplined, responsible and mature behaviour so as to prevent students from interfering with their own and other students’ education. It is recognised that, although behaviour itself is not necessarily an indicator of the ‘heart’ of the student, it is believed that these discipline strategies and structures will help our teachers provide just and fair discipline while also allowing provision for God’s mercy and grace. Hunter Christian School seeks to work in partnership with our parents in their God-given responsibility of nurturing and disciplining their children. Communication with parents is a vital ingredient of this Discipline Procedure and it is in the co-operation between school and home that our students can be better guided towards godly behaviour. These principles can be summarised as working together to disciple (train and nurture) students who need attention to their response to authority and respect in relationships, for the building up of the Christian community. Whole School Compliance Statement Hunter Christian School complies with the Education Reform Amendment (Corporal Punishment) Act 1995. As a result corporal discipline is not a part of our discipline policy. Further, the school does not encourage nor endorse any recommendation for parents or other non-staff persons to carry out corporal discipline at or outside the school on behalf of the school. Classroom Management (whole school) and the Classroom Teacher As with commendation, the best ongoing discipline is in the hands of the classroom teacher. The regular contact the teacher has with students provides the most consistent environment for preventative and corrective discipline measures to be utilised and relationships restored. It should be the most supportive environment for students to learn that any misbehaviour has a consequence. The intention isn’t to SHAME students, with the behaviour the focus of concern, not the value or worth of the student. Management and discipline strategies that the classroom teacher should use include: • Their promptness to class • Orderly and neat entry and exit • Modelling respect for each student • Seating arrangements • Moving a student to a specific seat • Using the whiteboard, digital projector as a focus for student attention • Moving around the classroom during student activities • Verbal comment/warning to: whole class, then group, finally individual(s) ‘cool off’ time outside the classroom – short time only, and under active supervision only by teaching staff • ‘Wait for me after class’ – brief one-on-one follow up • Teacher-run ‘informal’ detention • Written imposition (not lines but something useful!) • Comment in diary for parent signature • Telephone contact with parent (confirm with stage leader) • Judicious use of sanctions - Detention

Hunter Christian School Annual Report 2016  Page 20

Discipline Procedures – 1. Punishment  should be relevant to the offence  is not something, which is done to the child, but for the child with a view to changing his/her behaviour  should be administered in private – not belittling or embarrassing. We are not to SHAME!  should be fair across both genders  should be given in an atmosphere of corrective love – never as an expression of hostility While the certainty of punishment is a deterrent, it is wrong to rely exclusively on the fear of punishment. Equally students shouldn’t be held to account for our poor organisation, preparation and attitude. We are the trained professionals who are to model appropriate behaviour, not just expect it from others. 2. Positive Reinforcement Immediate positive reinforcement is one of the most useful techniques in teaching responsibility to children. Individual teachers should have a range of strategies that can be used for this purpose. Children should be given many opportunities to succeed and the teacher should at all times be seeking ways to verbally encourage the students in their behaviour. Other strategies include:  Class points systems  Special privileges in the classroom  Merit awards (Primary) The awards below, focus on a specific achievement or behaviour and are presented to students at assembly. It is suggested that each student receive two merit awards each year (four to be presented from each class at each assembly).  Student of the Week (Primary) Each classroom teacher presents this award to one student each week (two students at each assembly). A badge is presented to the students.  Commendation Award (Secondary) These awards occur each term under the direction of teachers who are wanting to celebrate student’s achievements and effort in a range of endeavours within their KLA. It would be awarded at a Commendation Assembly with invited guests also sharing in a morning teas following the assembly.  Principal’s Award (Primary) The school also seeks to acknowledge those students who demonstrate Godly attitudes, outstanding behaviour and diligent effort or excellent achievement by the awarding of the Principal’s Award each term. The students receive a certificate at a formal school Assembly and attend a morning tea with the Principal. It should be noted however, that positive reinforcement is most effective when the student and teacher have developed a good rapport and the student feels accepted and valued by the teacher(s).

3. Clipboard/Detention (Primary) Children who are doing the wrong thing in the playground will be given a warning, which is recorded on the clipboard. Clipboards will be checked weekly and those students whose names appear on the clipboard twice in one week will be placed on detention. Detention may also be given by a teacher for disruptive behaviour in the classroom, deliberate disobedience, serious misdemeanours in the playground, during sport or in bus lines and blatant disregard for the behavioural standards of the school. If a child is placed on detention for 20 minutes or receives two detentions in a week, parents are to sign the detention slip, which is then returned to school. This will then be followed up by an interview or phone call with the parent. Care should be taken to ensure that detention is not used too often and, in the case of continuing offenders, that they are placed on a behaviour card. Detention will be held in a classroom during the lunch hour and will be supervised by a teacher. The students are to sit quietly for a period of 10 or 20 mins from 12:25-12:45. The duty teacher will document the detention on the Detention Tracking Sheet. If a child is required to serve a 20 minute detention or two 10 minute

Hunter Christian School Annual Report 2016  Page 21

detentions in a week, his/her parents will be notified through a return slip. Failure to return the slip will result in a phone call to the parent. 4. Behaviour Cards Primary students are placed on a behaviour card when they have been on detention three times in a week or they have been involved in a serious misdemeanour (e.g. fighting, threatening behaviour, verbal abuse). It is important that parents of students are notified when they are placed on a behaviour card so that home and school can work together to resolve the problem. Students will be on the Behaviour Card for five school days and will be required to have it filled out each session by the class and duty teachers. At the beginning of each day the student will report to their Head of Department and/or the class teacher with their card signed by their parent or carer to review the previous day's behaviour and to set goals for the coming day. Secondary students have three colour cards reflecting an increasing degree of concern/intervention about a student’s behaviour reflected in the degrees of limitations and intentional observations placed on the student’s actions, movements and the teacher supervision required. A secondary student on any level card is required to report to the Secondary Head of Department with their card signed by their parent or carer to review the previous day's behaviour and to set goals for the coming day. Escalation between the card levels will normally be done with consideration of the Stage Leader, Secondary Head and the parents or carers. Green means the student engages in all normal school activities with the supervising teacher commenting on identified behaviours listed on the card at the end of each lesson. Yellow includes Green elements, but also requires the student’s behaviour during breaks, to be commented on. Red also includes Green’s elements but requires the student to report to the office for all breaks for supervision and the student isn’t allowed to leave the school grounds for any activity, including excursions or sporting events. 5. Suspension, Exclusion, Expulsion For offences that fall outside the normal parameters of classroom discipline or when agreed strategies e.g. behaviour card, including formal meeting with parents or carers have failed to resolve a child’s misbehaviour or for serious breaches of the schools rules, the secondary faculty head, primary coordinator, teachers or stage leaders can initiate informal in- school suspension (time out). The school will endeavour to contact the parent or caregivers, as well as meet with the student, before the Principal or Head of Department formalise any in-school suspension. The use of “out of school suspension” would normally only be sanctioned by the Principal in extreme cases or pending an interview with the student and parents or carers. For a range of reasons the school believes there is limited benefit in the use of this option and would not propose that it be seen as the next step after “in school” suspension or the final step before expulsion. Where the school believes the enrolment of a student is significantly prejudicing the learning, safety or wellbeing of other students or staff, for continual breaches of school rules or for the most serious breach of the school rules, including unlawful acts, the Principal will meet with the parents or carers and student before expelling the student. The Principal will also advise the School Board of this decision. Any formal disputes raised by students, staff or parents/carers with any element of these processes can be pursued through the school’s grievance policy. 6. Parent Interviews It is often helpful to consult the parents to determine if there are any underlying circumstances, which may be adversely affecting the child's behaviour. This should be done sooner, rather than later, by phone or in person. The Principal must be notified of the problem and that the interview has occurred and what action is to be taken as a result.

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7. Cases for the Head of Department or Principal The Head of Department may be called upon to deal with misbehaviour which involves extremely bad language, blatant disobedience and disrespect, theft, causing bodily harm and the wanton destruction of property. The teacher will need to communicate the problem carefully and accurately so that the Head of Department is able to act justly and wisely in the best interests of the student and the school. 8. Self-Discipline Self-discipline requires a clearly defined acceptable set of rules and a desire to become self-directed. A student develops self-discipline when he/she is secure in the knowledge that help is available and he/she has a clear understanding of the teacher's standards and expectations. In encouraging students to be self-disciplined, the teacher should:         

be consistent and fair to all establish routines and standards early prepare lessons thoroughly aim for a high standard in all that is taught be positive - praise the students where possible not ignore misbehaviour, although he/she may choose to overlook it encourage the children to accept varying degrees of responsibility be confident - remember he/she is part of a team, which supports each other treat the students with respect

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Complaints and Grievance Resolution Policy RATIONALE This policy and procedure aims to support the mission statements of HCS that say we will actively seek a school community committed to unity in Christ. ‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbour as yourself.’ (Matthew 22:37-39) Within our school community there is a great deal of formal and informal communication and it is not the intention of the school to restrict the relationships that are an important part of the life of the school. However, we are mindful how our actions and words, even done innocently, have the capacity to hurt and offend. In response to this we will follow the principles set out in Matthew 18, not in a legalistic way, but as a model given by Christ. A model the school has implemented through using the “Peacemaking Principles. Responding to Conflict Biblically” process. # Within the context of Hunter Christian School this should happen as follows, whether the person concerned is a parent/ caregiver, staff member or student (see “Dealing with Student Concerns” in the Further Procedural Matters at the end of this document). See also Discipline and Commendation Policy to assist with the “hearing rule” and “right to procedural fairness” during serious disciplinary matters.

POLICY & PROCEDURES: FIRST PRINCIPLE: Talk first with the person with whom you have a problem. “If your brother sins against you go and show him his fault, just between the two of you. If he listens to you, you have won your brother over.” (Matt. 18:15.) It is vital that Christians should pray about an issue before trying to resolve it bearing in mind that we must not sin when we get angry, “In your anger do not sin. Do not let the sun go down while you are still angry.” (Eph.4:26), and that we must always be ready to forgive and to accept the responsibility to live at peace with others as far as it is our responsibility. (Rom. 12:18.) In the first instance, any conflicts should be addressed informally between the two parties involved. The aim is to find out whether the problem you see is real or just a communication issue. If you then believe the other party is wrong you should lovingly correct them and restore the relationship before it suffers any further harm. This should be done in a private manner. If, and only if, this does not lead to conflict resolution, after prayerful consideration, the matter may be taken to the next stage. SECOND PRINCIPLE: If you can’t resolve the problem, take a wiser person with you. “But if he will not listen, take one or two others along, so that every matter may be established by the testimony of two or three witnesses.” (Matt. 18:16) Prior to involving others in any disagreement it must be borne in mind that to do so reduces the likelihood of the matter being resolved without some damage to the relationship with the other person. Although this may be healed over time it is wise to count the cost before taking this course of action. If it is considered that the matter needs to be taken before witnesses it is generally appropriate that this be the person most directly responsible for the person against whom the complaint is made within the authority structure of the school. At Hunter Christian School, this is the Principal. In dealing with any issue the Principal will firstly ensure that the preceding steps have been undertaken and that the accused has been given the opportunity to respond to any accusations made against him/ her. In doing so the Principal may make available any documentation or other information pertaining to the problem.

Hunter Christian School Annual Report 2016  Page 24

THIRD PRINCIPLE: Only refer matters to the Board when the prior steps have been tried. “If he refuses to listen to them, tell it to the church.” (Matt. 8:17) If the intervention of the Principal does not result in a resolution of the dispute the matter should then be referred to the “church.” The school is part of the ministry of the Mayfield Baptist Church. The Board, then, becomes “the church”. If a matter is referred to the school Board it should be in writing and addressed to the Board Chairman. It is not appropriate for individual Board members to be approached separately. Board proceedings are confidential. Any Board member who is approached should refer the matter to the Board Chairman. If the complainant is not satisfied with the School Board resolution they need to resolve their grievance or review their position as a member of the school community. The Principal will monitor of any such formal complaints, and the outcomes of these complaints. FOURTH PRINCIPLE: Preserve unity as much as you on your part can do. “Be completely humble and gentle; be patient, bearing with one another in love. Make every effort to keep the unity of the Spirit through the bond of peace.” (Eph. 4:2-3.) You should not discuss your grievances with other people outside of the conflict resolution circle. The Body of Christ is damaged when we gossip about problems or when we talk to others about issues they do not need to know about. Sometimes, after an issue has been resolved between two people, the problem recurs because others have discussed the issue without knowledge of how it was resolved. Christians are called to be patient, humble, forgiving and keeping unity as much as they can. FURTHER PROCEDURAL MATTERS: Dealing With Student Concerns: Students may need adult assistance to deal with their concerns due to factors such as their age, lack of understanding, or reluctance to voice concerns to school authorities. Therefore it is understood that the parents/ caregivers of students may undertake these resolution steps on behalf of, or in partnership with, their child. Other persons would need to be agreed to. Support for the Complainant: At all times during this process, support for the person(s) involved in the concern(s) will be offered and provided. Such support may be *pastoral or counselling support. *Counselling agreed to be provided would normally be from the staff of the school’s Employee Assistance Program and pastoral support would ideally be from the people’s church or the school’s chaplain. Raising Concerns, Complaints or Grievances against the Principal: Such matters should be referred directly to the Board Chairman in the first instance, and should be in writing. Procedural Fairness: It is important that concerns, complaints and grievances are dealt with quickly and efficiently. All reasonable steps should be taken to resolve issues promptly, and that the complainant receives communication from the school quickly in relation to any concerns, complaints and grievances. #“Peacemaking Principles. Responding to Conflict Biblically” www.peacewise.org.au # We acknowledge the assistance of Casino Christian School in developing this policy.

Hunter Christian School Annual Report 2016  Page 25

Anti-Bullying Policy Aim: To minimize bullying at all levels of our community, and to have none of it wherever possible. Principles 

That all staff act and teach, whenever appropriate, that bullying should not be tolerated with peers, parents or students, why it should not be tolerated, how to handle it and what consequences are likely to occur;  The pro-active principles that we teach to prevent bullying are safety, acceptance and care;  Any discipline will be in accordance with our discipline policy and procedures.

Rationale Hunter Christian School does not tolerate bullying in any form. One of our Mission Statements speaks about “... a gifted Christian Staff committed to fostering a loving, safe and caring learning environment.” All the members of our school community – staff, students and parents – must be committed to ensure such an environment is maintained that promotes personal growth and self-worth for all. To take on the challenge of “... equipping and empowering children to attain their full potential in Christ...” is to take on the responsibility of modelling and reinforcing Godly behaviour that serves others rather than taking advantage of them. Student bullying Bullying is an act of aggression causing fear, embarrassment, pain or discomfort to another  It can take a number of forms: physical, emotional, sexual, verbal, gesture, extortion and exclusion.  It is an abuse of power.  It can be planned, persistent or intentional.  Individuals or groups may be involved. Bullying includes  Any form of physical violence such as hitting, pushing or spitting.  Interfering with another’s property by stealing, hiding, damaging or destroying it.  Using offensive names, teasing or spreading rumours about others or their families.  Using put-downs, belittling others’ abilities and achievements.  Writing offensive notes or graffiti about others.  Making degrading comments about another’s cultural, religious or social background.  Hurtfully excluding others from a group.  Sexual abuse, including inappropriate pictures, speech and / or touch.  Ridiculing another’s appearance.  Forcing others to act against their will. Preventing bullying at Hunter Christian School As a school community, we will not allow cases of bullying to go unreported, but will speak up, even at risk to ourselves. Students are required to:  avoid being involved in any bullying situation;  take preventative action to stop bullying, if this is appropriate;  report any incident or suspected incident; and  help break down the code of secrecy Staff are required to:  be role models in word and action at all times;  be observant for signs of distress or suspected incidents of bullying;  make efforts to remove occasions for bullying by pro-active management of students in the classroom and playground;  arrive at class on time;  take steps to help victims and remove sources of distress without placing the victim at further risk; and  report suspected incidents to the Principal.  Ensure appropriate support is available for the student bullied e.g. counselling

Hunter Christian School Annual Report 2016  Page 26

Parents are requested to:  watch for signs of distress in their child e.g. unwillingness to attend school, a pattern of headaches, missing equipment, requests for extra money, damaged clothes or bruising;  take an active interest in their child’s social life and acquaintances;  advise your child to take the initiative and tell a staff member about a bullying incident;  inform the school if bullying is suspected;  keep a written record (who, what, when, where, why, how);  discourage their child from retaliating;  communicate to their child that parental involvement may be appropriate;  be willing to attend interviews at school if their child is involved in any bullying incident; and  inform the school of any cases of suspected bullying even if their own child is not involved. Action to be taken if bullying occurs Hunter Christian School does not tolerate bullying in any form. The goal of any strategy will be to stop bullying once it has been reported. The relevant staff will choose strategies appropriate to the circumstance. These may include:  Counselling - by selected staff or a qualified counsellor.  Parent / Staff / Student interviews.  Necessary contact and assistance with the Youth Liaison Officer *  Mediation consistent with Peace Maker Model.  In-school discipline.  Suspension.  A student involved in repeated bullying risks expulsion. WHEN STAFF, STUDENTS AND PARENTS WORK TOGETHER ON THIS PROBLEM, WE CREATE A SAFER AND GODLIER ENVIRONMENT AT HUNTER CHRISTIAN SCHOOL. The procedure for dealing with bullying For one-on-one bullying: 1. All incidents to be reported to the Principal who may delegate to other staff the role of mediation 2. Victim interviewed and asked to give details to the staff involved. 3. Alleged bully is interviewed and asked to give details. A mediated meeting between victim and bully in which a shared understanding by both students is the goal (See Ken Rigby, Bullying in Schools). At this meeting the mediator secures an assurance from the bully that the incident(s) will not recur. The peacemaker process is a critical part of this endeavour. 4. Follow up counselling as required including assistance from the Police Liaison Officer. For bullying by a group: 5. Steps 1 – 4 as above are followed 6. The victim meets with each bully individually and follows the process as outlined in Step 3 above. Further assistance or advice is available from the local (Police) Youth Liaison Officer: 4926-6525 Grievance Handling This seeks to support the mission statements of HCS that say we will actively seek a school community committed to unity in Christ. ‘Love the Lord your God with all your heart and with all your soul and with all your mind.’ This is the first and greatest commandment. And the second is like it: ‘Love your neighbour as yourself.’ (Matthew 22:37-39) Within our school community there is a great deal of formal and informal communication and it is not the intention of the school to restrict the relationships that are an important part of the life of the school. However, we are mindful how our actions and words, even done innocently, have the capacity to hurt and offend. In response to this we will follow the principles set out in Matthew 18, not in a legalistic way, but as a model given by Christ. A model the school has implemented through using the “Peacemaking Principles. Responding to Conflict Biblically” process. # Hunter Christian School Annual Report 2016  Page 27

Attendance Policy Rationale Hunter Christian Community School seeks to provide a quality Christ-centred education in a caring Christian community. As such, regular attendance and punctuality are valued and expected. This policy aims to assist all students to attend school on a regular basis, arrive on time and follow early leaving procedures as well as assist staff in roll marking procedures. Note: The law in NSW states that all children between the ages of 6 and 17 years of age are required to attend school on a regular basis (Education Reform Act 1990). It is the responsibility of parents or caregivers to make sure that their children attend school every day, unless there is sickness or injury, a special religious ceremony or a serious family situation. Parents should be encouraged to make appointments with people like dentists or doctors before or after school. The taking of family holidays during school time is to be discouraged. Parents and caregivers are encouraged to contact the Principal or relevant Head of Department if they have any concerns about their child’s attendance. Parents are to apply to the Principal for students to have leave during term time, prior to the dates proposed. The Principal will determine whether the leave is to be recorded as justified or unjustified with appropriate documentation provided for any approved leave. STUDENT DATABASE – PCS Scholastic Database The Scholastic Database is a software package that is maintained by the support services staff. It is updated electronically initially on enrolment and then on departure of students. Where possible, the destination of student leavers of an eligible school age is requested of parents. These details are to be entered in the PCS Database. If this information is not forthcoming the Principal will the Principal will ensure that where safety, welfare or wellbeing concerns for a student are present, that consideration is given to the Child Protection Policy with regard to notifications using the Mandatory Reporting Guide. ROLLS HCS has an electronic roll system. Rolls are legal documents and can be inspected at any time. Therefore rolls must be accurate and up-to-date. All details, e.g. registration numbers, addresses, names, birth dates, age at 1st January of the current year are recorded into the student’s file. It is a mandatory requirement that the school file use the NSW Department of Education codes for denoting absences. It is important to follow these guidelines in order to fulfil both our “duty of care” and pastoral responsibilities for our students. ROLL KEEPING IN THE PRIMARY DEPARTMENT (YEARS K-6) 1. The class teachers are responsible for checking student attendance. 2.

When a student arrives after 8.45am they are late. The student must report to the student services side of the office where they will be signed in and issued with a Late Note which must be presented to the class teacher.

3.

If a child arrives at school after 9am the absence will be recorded as a partial absence. All notes for lateness will be sent to the office.

4.

Rolls must be marked electronically at the beginning of each day with the roll marking finishing before 9:30am.

5.

Parent/caregivers will be notified each day by SMS of the student’s absence, and are requested to provide a satisfactory explanation for the absence of their child.

6.

If a student is late to school on a frequent basis, this will be addressed by the class teacher with the parent. Hunter Christian School Annual Report 2016  Page 28

7.

An explanation needs to be provided for both partial absences and full day absences. If there is no satisfactory explanation within 7 days the student is to be marked as ‘A’.

8.

All attempts including phone, email and postal will be made by the Principal or his/her delegate to contact parents who have not responded after 2 consecutive full day absences

9.

If parents continue to fail to send in an explanation, the Principal will ensure that where safety, welfare or wellbeing concerns for a student are present, that consideration is given to the Child Protection Policy with regard to notifications using the Mandatory Reporting Guide.

ROLL KEEPING IN THE SECONDARY DEPARTMENT (YEARS 7-12) The Responsibility of the Support Group Teacher in relation to keeping the Roll / Monitoring Attendance 1. The Support Group teacher is responsible for checking student attendance 2.

When a student arrives by 8:45 am it is recorded electronically on the class roll.

3.

Students who arrive later than 8:45am are late and need to report to the office and must sign in via the late station. Their attendance will be marked on the roll as either late with an acceptable reason, or not an acceptable reason. With an acceptable reason needs a parental note for a genuine reason.

4.

Senior students who are able to arrive late due to timetabling must report to the office and sign in using the electronic late station.

5.

If a student is late for school more than three times in a fortnight (without notes), the Principal or his/her delegate will contact the parents to follow up.

6.

Parent/caregivers will be notified each day by SMS of the student’s absence, and are requested to provide a satisfactory explanation for the absence of their child.

7.

An explanation needs to be provided for both partial absences and full day absences. If there is no satisfactory explanation within 7 days the student is to be marked as ‘A’.

8.

A student needs to provide a note from home for both partial absences and full day absences.

9.

All attempts including phone, email and postal will be made by the Principal or his/her delegate to contact parents who have not responded after 2 consecutive full day absences

10.

If parents continue to fail to send in an explanation, the Principal will ensure that where safety, welfare or wellbeing concerns for a student are present, that consideration is given to the Child Protection Policy with regard to notifications using the Mandatory Reporting Guide.

11.

Support Group teachers are to sign and send any absentee notes to the office each day where they will be coded and entered into the PC school attendance system.

EXEMPTION FROM SCHOOL FOR STUDENTS OF COMPULSORY SCHOOL AGE In relation to: 1. Exemption from Attendance at school 2.

Exemption from Enrolment at school

Hunter Christian Community School procedures comply with the procedures as stated in the Education & Training ‘School Attendance Policy’. The policy and procedures are to ensure that every child receives an education of the highest quality and that parents fulfil their duty to comply with the compulsory education requirements of “The Education Act 1990”. Principals can, on reasonable grounds, grant and cancel a certificate of exemption from being enrolled and attending school for periods totalling up to 100 days in a twelve month period. Principals grant and cancel a certificate of exemption from being enrolled and attending school for an indefinite period for students who have completed Year 9 of Secondary education and who have been approved to undertake full-time apprenticeship or traineeship. 1. Procedures: Exemption from Attendance at School Hunter Christian School Annual Report 2016  Page 29

1.1. At the commencement of the school year parents/guardians will be notified via the School link and Parent Handbook of the procedures for exemption from attendance at school. The appropriate exemption forms will be available to parents/guardians/students from the front office and on the school website. All applications for exemption from attendance go to the Principal. 1.2. The Principal may grant an exemption from school attendance for periods totalling up to 100 days in a 12 month period for any one student (beyond this time frame the relevant delegated authority must be contacted). 1.3. Procedural fairness must be accorded to an applicant for an exemption. It must be demonstrated by the applicant (parent/guardian) that it is in the student’s best educational interest. 1.3.1.The Principal will write to the parent giving them an opportunity to respond to concerns if he/she is considering refusal to grant the exemption. 1.3.2.Applications must be made in writing to the Principal. An oral request for assistance to complete this may be made to the Principal. 1.3.3.The Principal should not generally approve an exemption where there are unresolved risk of harm issues. A risk assessment, however, should be used to identify and strategies developed to manage any risk prior to approval being granted. Guidelines for Granting Full Day & Part-Day Exemptions (refer to 1.3) 2. The Principal will complete the appropriate Certificate of Exemption, depending on the reasons 2.1. and provide the original copy to the parents 2.2. a copy will go to both the Principal’s file and the student’s file. Procedures: Exemption from Enrolment at School 3. Application for exemption from enrolment at school must be made in writing to the Principal. In exceptional circumstances, an oral request for assistance to complete this may be made to the Principal. 3.1. Procedural fairness is accorded the applicant. The Principal will write to the parent giving them an opportunity to respond to concerns if he/she is considering refusal to grant the exemption. 3.2. The principal can only grant an exemption according to reasons given in fulfilment of conditions. 3.3. Where granted, the Principal completes the Certificate of Exemption and provides the original to the parents/guardian. 3.3.1.A copy is placed in the student’s file. 3.3.2.If the exemption is declined, the Principal sends a Letter of Decline to the parents/guardian. 3.3.3.At the end of Year 10, students of compulsory school age will be notified of the need to make an application for exemption from enrolment if they are not enrolled at any school for Year 11. APPENDICES (available at school)  NSW Attendance Register Codes 2015  Application for Extended Leave – vacation and travel  Certificate for Extended Leave – vacation and travel  Application for Exemption from Enrolment/Attendance at school  Certificate for Exemption from Enrolment/Attendance at school Delegation for Apprenticeship.  Delegation for exemption 100 days

Hunter Christian School Annual Report 2016  Page 30

STUDENT OUTCOMES AND PERFORMANCE School Performance in National/State Wide Tests In 2016 Hunter Christian School participated in the NAPLAN (National Assessment Program Literacy and Numeracy) tests (Years 3, 5, 7 and 9), and presented students for the RoSA credential and the Higher School Certificate (Year 12).

NAPLAN 2016 - Primary Years 3 and 5 In Year 3 we were close to or above the national average in most areas. In Year 5 we were close to the National Average.

NAPLAN 2016 - Secondary Years 7 and 9 For Year 7, we were above the National Average in all areas. For Year 9, most of the scores were close to the National Average Reading

Writing

Grammar and

Spelling

Numeracy

Punctuation

448425 - 471

427408 - 446

442420 - 463

468443 - 493

423404 - 443

SIM435426 - ALL426

SIM429420 - ALL421

SIM428420 - ALL420

SIM444434 - ALL436

SIM409400 - ALL402

444

437

437

454

417

496473 - 520

446424 - 468

470448 - 492

497472 - 522

488468 - 508

SIM512504 - ALL502

SIM485477 - ALL476

SIM502494 - ALL493

SIM516507 - ALL505

SIM506498 - ALL493

521

493

509

525

514

558536 - 579

554530 - 578

557535 - 579

551527 - 575

568547 - 588

SIM551543 - ALL541

SIM525517 - ALL515

SIM548540 - ALL543

SIM550541 - ALL540

SIM558550 - ALL550

558

534

556

559

566

582565 - 599

534511 - 557

567548 - 587

565545 - 584

568550 - 585

SIM592585 - ALL581

SIM561551 - ALL549

SIM590582 - ALL580

SIM581573 - ALL569

SIM597590 - ALL589

599

570

598

589

604

Year 3

Year 5

Year 7

Year 9

2016 Record of School Achievement (RoSA) In 2016 thirty-six students in Year 11 (Preliminary) qualified for a RoSA, although none chose to receive the credential. In Year 10 twenty students qualified for the RoSA but again none chose to receive the credential.

Hunter Christian School Annual Report 2016  Page 31

2016 NSW Higher School Certificate  Eighteen students sat for the Higher School Certificate examinations. Some of the results are listed below.  Seven Band 6 results (the highest possible) were gained across Mathematics (x2), PDHPE, Music (x2), Studies of Religion 1 and Physics.  Additionally, a Band E4 (the highest possible for extension courses) was attained in Mathematics Extension 1.  With such small class sizes, statistically the results are highly variable from one year to the next and problematic when used on their own as a means of overall success as one student can significantly alter the overall result.  Nonetheless, when one takes into account the background of the students in the cohort, these HSC results represent commendable achievement for the 2016 Year 12 cohort. Comparative Summary of Higher School Certificate Results 2013 to 2016 % of students from HCS and across the state achieving Band 4, 5 or 6 2013 2014 School State School State

2015 School State

2016 School State

English (Advanced)

46.7

86

50

91.5

70

91.1

81.8

90.4

Mathematics (2-unit)

20

76.5

50

81.4

83.3

80.7

87.5

76.4

Biology

71.4

67.8

44.4

61.7

44.4

59.6

60

64.7

PDHPE

40

59.1

60

63

40

62.1

42.8

62.1

Business Studies

80

65.6

55.6

67.1

80

65.9

100

63.4

Studies of Religion 1

33.3

77.3

55.5

75.9

57.1

77.7

63.6

75.8

Music

100

89

100

89.5

100

88.5

100

88.75

Visual Arts

100

88.4

87.5

85.2

100

87.6

100

87.33

100

73.2

Chemistry Community & Family Studies

40

64.5

Design & Technology

66.7

76.5

English (Standard)

28.6

49.2

Mathematics (General)

55.6

51.6

Physics

66.7

65.6

50

70.9

Studies of Religion II

The table below contains the HSC examination mark averages comparing school and the state in addition to the Bands achieved (where Band 6 is the highest band attainable). 2016 School State

1

2

English (Advanced)

72.3

80.7

1

Mathematics (2-unit)

79.9

77.8

1

Biology

64.56

73.71

1

PDHPE

69.6

72.1

1

Business Studies

80.5

73.2

Studies of Religion 1

36.4

38.3

Music

90.8

80.9

Visual Arts

79.5

79.5

Chemistry

82

75.6

Community & Family Studies

70.6

72.2

Design & Technology

73.4

76.4

63

68.7

Mathematics (General)

62.3

68.51

Mathematics Extension I

81.8

79.7

Physics

80.3

72.6

Studies of Religion II

66.5

75.6

AVERAGE / TOTAL

72.1

72.8

English (Standard)

2016 Bands 3 E1 4 E2 1

5 E3

6 E4

3

2

2

9

1

2

1

1

2

0

2

2

3

2

2

2

4

1

2

2

2

1

3 2

2

2

2

1

2

2

2

2

4

1

1

1 3

4

1

2

1

3

11

15

32

1 1

19+3

7+1

All 18 students who sat for the HSC in 2016 received a Higher School Certificate credential. Among these 18 students, eleven VET qualifications were gained in 2016. The School also was the provider for students from other schools in its VET program, with all of those students achieving the VET qualification for which they enrolled. Hunter Christian School Annual Report 2016  Page 32

STUDENT INFORMATION Student Body Primary consisted of two Kindergarten class, two Stage 1 classes and three Stage 2 classes. At the beginning of the year there were two Stage 3 classes. As enrolments increased, an extra teacher was allocated for teaching KLAs to Stage 3. Secondary (Year 7 – Year 12) structure (as distinct from middle school & other options), are all on one campus with the Primary students. There is normal progression from Year 6 to Year 7 but with new enrolments of students from other Primary schools into Year 7 each year. Primary have captains and vice captains in Year 6 as well as house captains for sport. Secondary have captains from Year 12 who are seen as the captains of the K-12 school, prefects in Years 11 and 12, and again also house captains for sport.

Student Attendance 2016 The average rate of student attendance was 91.7%. A breakdown of attendance by year group follows: Year Kinder 1 2 3 4 5 6

Attendance % 93.5% 91% 90.2% 89.7% 90.3% 92.3% 93.1%

Year

Attendance %

7 8 9 10 11 12

94.5% 93.1% 94% 90.6% 86.8% 91%

Retention rates in Secondary School In 2016, 100% of Year 12 students attained a Year 12 Certificate or equivalent. 20% of Year 12 students studied a vocational or trade course. 31 students were enrolled in Year 10 in 2014. The 2016 Year 12 comprised 19 students, giving a Year 10 to Year 12 retention rate of 61%. Of the 31 students in Year 10 in 2014, 70% of the same students completed the HSC at Hunter Christian School in 2016. Of the 46 students enrolled in Year 10 at Hunter Christian School in 2015, 24% enrolled in other schools to continue to Year 11 or enrolled at TAFE, obtained apprenticeships or joined the workforce, leaving 76% who continued in the School to Year 11. 20 of the 37 students who started Year 10 2016 left the school at the end of the year.

Post School Destinations for the 2016 Year 12 cohort are as follows (for 18 students):  13 Students received university offers (72%) with most having started university, including 2 deferring for a ‘gap’ year and 2 undertaking Undergraduate study in Education  2 students are studying at TAFE (11%)  3 students in full- or part-time work (17%)

Hunter Christian School Annual Report 2016  Page 33

SUMMARY FINANCIAL INFORMATION 2016 Staff members are to be congratulated for their efforts in maintaining effective control over the financial affairs of the school.

   

This report has been prepared by the Acting School Principal, Mr John Rolland. The public availability of this report will be notified in the 08.07.16 edition of the Newcastle Herald. All policies included are the full text version, with the exception of the Attendance Policy appendices. Hard copies of this report can be obtained by contacting the school office and the report is posted on the school’s webpage www.hunterchristian.nsw.edu.au

Hunter Christian School Annual Report 2016  Page 34

ATTACHMENTS Confession of Faith We believe in the Divine inspiration, the infallibility and supreme authority of the Old and New Testaments in their entirety and that the Holy Spirit so moved the writers that what they wrote are authoritative statements of truth for all matters of faith and conduct, and are the basis of faith, belief and conduct for this Christian community. We believe that there is one God in whom there are three equal Divine Persons, revealed as the Father, the Son and the Holy Spirit, and who of His own sovereign will, created the heavens, the earth and all that is contained within the universe. We believe that the Lord Jesus Christ is the eternally existing, only begotten Son of the Father, conceived by the Holy Spirit and born of the virgin Mary. As God He became flesh and dwelt among us: as man He was God. We believe that all men are in a fallen, sinful and lost condition through the rebellion of Adam and Eve, who were created without sin, and in this state of depravity are helpless to save themselves and are under the condemnation of God to eternal punishment in Hell. We believe that salvation from the penalty and consequences of sin is found only through the substitutionary, atoning death and resurrection of the Lord Jesus Christ. We believe that it is the Holy Spirit alone who convicts men of sin; leads them to repentance; creates faith within them and regenerates and fills those who believe on the Lord Jesus Christ as Lord. It is the indwelling Spirit who bestows the Gifts of the Spirit and manifests the fruit of the Spirit in the believer. We believe Christ died for our sins, was buried and on the third day rose from the dead; that he appeared to men who touched Him and knew His bodily presence and that he ascended to His Father. We believe that the Lord Jesus Christ will return in person with His saints and that the full consummation of the Kingdom of God awaits His return. We believe those who have been regenerated by the Holy Spirit will receive a resurrection body at the return of Jesus Christ and be forever with the Lord, while those who have not believed will be resurrected to stand at the judgement seat of God to receive His judgement and eternal condemnation to Hell. We believe in the actual existence of Satan who is the father of all evil and opposed to God although ultimately subject to the purposes of God and destined to be confined forever to Hell. We believe the Church is the Body of Christ composed of all believers in the Lord Jesus Christ, which finds its visual manifestation in the local community of believers and ministers through the cooperative exercise of God-given gifts by the entire membership. Each local community of believers is competent under Christ as Head of the Church to order its life without interference from any authority whether civil or ecclesiastical * We believe there are two ordinances instituted by the Lord Jesus Christ: Baptism by immersion of all believers as a prerequisite for church membership; * The Lord’s Supper, which is a memorial and proclamation of the Lord's death until He returns. We interpret and apply this statement of faith as conservative, protestant, evangelical Christians. * Variations of these clauses will be accepted to allow for different convictions about these two beliefs.*

Hunter Christian School Annual Report 2016  Page 35

Vision, Mission and Values Statements Vision Statement The vision of Hunter Christian School is to stand with Christian families and the Church in equipping and empowering children to attain their full potential in Christ, within a loving, serving, caring school community.

Mission Statements We will seek to pursue our vision through:  A serving Christian leadership committed to Christ-likeness and a Biblical worldview.  The provision of a gifted Christian staff committed to fostering a loving, safe and caring learning environment.  A Christ-centred curriculum, supported by quality facilities and resources.  The upholding of the God-given responsibility of the family to educate children and the school’s partnership role in this mission.  A school community committed to unity in Christ.

Values Christ-like Character

Character with integrity and that values transparency. Always speaking honestly and from a foundation of relationship, with kindness and love. Where authority is honoured, personal responsibility is nurtured and the feelings of others are respected. Christ-filled Courage

Courage that is bold in presenting the truth and confronting injustice, in order to bring life to others. Speaking the Gospel message and Biblical truths in a way that is unashamed, transforming and confident. Christ-centred Community

A Community where:  the spirit of unity is valued  actions and words are hope-filled and positive and seek to affirm others  clear communication is practised and  an intentional attitude of inclusion is encouraged  forgiveness and grace are actively promoted

The Aims of the School The principle aims of the School are to provide, at reasonable cost, and primarily for children of Christian homes, schooling in accordance with the educational objectives and confession of faith of other Christian Schools in fellowship with Christian Schools Australia: 1. To provide an education of high academic standards based on: a. An acceptance of the Lordship of Christ, b. An acceptance of the Bible as the revealed Word of God, as defined in the said confession of faith; and 2. To provide an education that also: a. Fosters self-discipline in the learner whilst teaching him/her to accept the discipline of the church, which is the body of Christ, and to obey the laws of Government. b. Develops the individuality of the learner and stresses the function of the learner as a member of the body of Christ and of the community. c. Trains the learner in the moral and ethical standards of the Bible as interpreted in the teaching in the New Testament, whilst learning to appreciate the rights of others to different views. d. Develops the learner's creative and critical abilities. e. Stresses co-operation rather than destructive competition and fosters the development of gifts, skills and abilities of the learner for the service of Jesus Christ in the Body of Christ and the community.

Hunter Christian School Annual Report 2016  Page 36

Parent Survey June 2017 Summary of Parent Survey 96 parents, representing 234 families from Pre-Kinder to Yr 12, submitted the survey, with 72% completion rate. Extra responses have been summarized and raw data has been presented to Exec staff and the Board for follow up.

VISION STATEMENT  Most parents feel supported by staff and the school. 20 additional word responses validated the quantified results. A few responses noted some parents not feeling support and also a varied sense of support between departments.  90% of the parents want their child to experience a relationship with God / Jesus.  The majority of parents feel their child is already working towards or encouraged towards achieving their potential. 14% of parents feel staff have not yet noticed their child’s potential.  The School as a Loving Community… The majority of parents rely on what their child speaks to them about and their attitude to being at school as the key indicators for understanding whether their child is valued by their teachers. There are also a number of parents who rely on contact from the teacher, reports and Parent teacher nights as indicators for them.  The School as a Serving Community… A majority of parents can see evidence of the serving nature of the school in many forms, but predominantly in encouragement for acts of service externally and especially in missions focus.  The School as a Caring Community… In the context question, the majority of parents identified care for their child as the main way they themselves experience care. A large number of parents also identified being spoken to personally in a genuine and caring way as their experience of care by the school. 95% of parents reported that they experienced care from staff of the school.  Christ-Like Character - Communication by the school to parents is predominantly experienced as honest and timely. A small number do not have this experience.  Parents in the majority, feel they are dealt with fairly and spoken to by staff, with grace and integrity.  Christ-Filled Courage - The majority of parents relate that their child speaks with them about their relationship with God / Jesus on a frequent basis, which is similar by comparison to the context question for other things their child feels confident to talk to them about.  Most parents feel respected when they have a difference of opinion to a staff member and they feel able to resolve issues. A small number report feeling disrespected and to have difficulty resolving differences.  The majority of parents generally feel welcomed by the school when they make contact, with 10% stating there are not enough options for contact.  Christ-Centred Community – 57% of parents reported that the importance of the school was as an education facility for them, while 30% reported that there were relationships that connected their family to the school, more than just the functional elements.  The importance of the school to families had the majority of people rating 7-10.  22 respondents provided further feedback – The raw data was provided to School Executive and the Board for review and follow up. The majority were suggestions for change. 30% of the feedback was additional qualitative support for the school.

Hunter Christian School Annual Report 2016  Page 37

HCS Annual Parent Survey

Q1 I am answering as the parent of a child currently enrolled in... Answered: 96

Skipped: 0

Year 100

80

60

40

20

0 Child 1 PK

Child 2 KI

Yr 7

Child 3

Yr 1

Yr 8

Child 4

Yr 2

Yr 9

Yr 3

Yr 10

Child 5

Yr 4 Yr 11

Yr 5

Child 6 Yr 6

Yr 12

Year PK Child 1

Child 2

Child 3

Child 4

Child 5

Child 6

KI

Yr 1

Yr 2

Yr 3

Yr 4

Yr 5

Yr 6

Yr 7

Yr 8

Yr 9

Yr 10

Yr 11

Yr 12

Total

15%

6%

6%

3%

9%

9%

2%

7%

6%

3%

6%

13%

4%

8%

14

6

6

3

9

9

2

7

6

3

6

12

4

8

95

5% 2

13% 5

15% 6

0% 0

10% 4

8% 3

8% 3

3% 1

13% 5

8% 3

10% 4

3% 1

0% 0

5% 2

39

6% 1

0% 0

0% 0

12% 2

6% 1

0% 0

29% 5

6% 1

12% 2

18% 3

6% 1

0% 0

0% 0

6% 1

17

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

13% 1

13% 1

25% 2

13% 1

0% 0

0% 0

0% 0

38% 3

8

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0% 0

0

0%

0%

0%

0%

0%

0%

0%

100%

0%

0%

0%

0%

0%

0%

0

0

0

0

0

0

0

1

0

0

0

0

0

0

1 / 27

1

HCS Annual Parent Survey

Q2 Do you feel supported by the school in bringing up your children? Answered: 85

Skipped: 11

No

Yes

Answer Choices

Responses

Yes

94.12%

80

No

5.88%

5

Total

85

#

Please feel free to comment...

Date

1

At times I do, but other times I don't.

6/14/2017 10:32 AM

2

Would have liked a halfway box to select here as there are so many ways we do feel supported by the school. Until this year, my answer would have been a clear 'Yes', however this has recently changed. The school speaks to parents about keeping the teachers/school informed about issues arising in our children's lives to ensure they are aware and can best support our child while at school. I have found this year that this does not appear to be a

6/14/2017 8:59 AM

reciprocal arrangement. One of our children have been identified as requiring a little extra assistance however we were not informed of this - that issues were identified, that extra assistance was being given and what any of that meant or involved. We are so thankful that the school is able to identified these issues and for the extra assistance being put in place - thank you!!! - however we do no not support the schools current stance of "we are not required to inform parents". In order for us to support our children as best we can, as well as supporting the school in this process, we need to be aware. We want to do the journey of education with the school well, but feel that the lack of communication and information in this area is a barrier to this. I think give and take is vital in any sound working relationship and would ensure the best outcomes for all our children as well as the relationship between staff and parents. We are on the same team. 3

I love that teachers who have previously taught my children still talk to me in the playground about my kids and

6/13/2017 10:32 PM

offer advice when asked. 4

At all time when we have had an issue or when either of our kids need a little bit more TLC because a situation we have felt supported. We also have felt listened to when voicing concerns over things that the school may have thought ok, when we as parents did not.

6/13/2017 6:05 PM

5

Yes and no

6/13/2017 2:33 PM

6

Very supported by 2 out of the 3 teachers

6/13/2017 11:36 AM

7

She has special needs and I don't feel as though she I supported in that area and there are no extra help for her.

6/11/2017 7:01 PM

8

My son came from a state school. The changes regarding support are second to none at Hunter.

6/8/2017 3:27 PM

9

The teacher is always available to talk about any issues. She is very supportive.

6/6/2017 10:21 PM

2 / 27

HCS Annual Parent Survey

Q3 Do you want your child/children to have a relationship with God / Jesus? Answered: 85

Skipped: 11

No Haven't thought about it

Yes

Answer Choices

Responses

Yes

89.41%

76

Haven't thought about it

8.24%

7

No

2.35%

2

Total

85

#

Comment...

Date

1

If this is the choice of our child

6/14/2017 1:27 PM

2

Absolutely!

6/13/2017 10:32 PM

3

That is THE MOST IMPORTANT thing and one of the big reasons why we have the kids at a Christian School...we are investing in their souls more than anything.

6/13/2017 6:05 PM

4

I believe the principles of Jesus's teachings are fundamental to a person heading in the right direction in life.

6/8/2017 3:27 PM

5

This is something that for our family is of upmost importance. However, we do not believe that our children need to attend a christian school to have a relationship with Jesus. Faith and religion can get mixed up if the people who are paid to be teachers do not have a major focus on their own relationship with Jesus.

6/6/2017 9:07 PM

6

I'm very impressed to see Acts of Kindness and church attendance listed as suggested homework.

6/5/2017 11:16 AM

7

h

6/5/2017 8:28 AM

8

Happy for my child to hear about it and make up their own mind.

6/2/2017 7:36 PM

9

Absolutely! It is of utmost importance to us that our kids are raised in a Christian environment and supported in that

6/2/2017 5:07 PM

decision.

4 / 27

HCS Annual Parent Survey

Q4 In regard to your child/children's potential - do you believe Answered: 85

Skipped: 11

It is encouraged b...

Not yet noticed by...

My child is already...

0%

10%

20%

30%

40%

50%

60%

70%

80%

Answer Choices

90%

100%

Responses

It is encouraged by staff at the school

82.35%

70

Not yet noticed by staff

14.12%

12

My child is already achieving and working towards their potential

3.53%

3

Total

85

#

Comment

Date

1

We believe that the majority of staff at HCS are amazing at identifying the gifs, talents and potential our the children in their care. We feel that our older children have been encouraged and supported in achieving and working towards their potential, and for that we are so very thankful!! We have recently been concerned about how that doesn't seem to be as obvious with one of our other children who doesn't learn in the same "traditional" way as other children may learn. We believe that all children are unique with potential and our desire is that teachers utilise different techniques to identify and draw out potential - it appears that the well behaved, high performing children are well encouraged while the children who learn in the non traditional ways who may need extra support the require extra work from the teacher may not. Maybe these are he children who require it even more???

6/14/2017 8:59 AM

2

Teachers recognise and encourage my children to stretch themselves and develop their gifts.

6/13/2017 10:32 PM

3

Definitely by some teachers in particular. Other teachers who have a different teaching style to what the kids relate to may not see their potential.

6/13/2017 6:05 PM

4

Year 7 - not yet noticed Year 12 - is encouraged

6/13/2017 9:57 AM

5

The teachers are working hard at helping bring this out.

6/8/2017 3:27 PM

6

The teacher is amazing at supporting my child

6/6/2017 10:41 PM

7

The teacher has really helped my kindergarten child to setttle in and start to understand what is expected at school

6/6/2017 10:21 PM

8

Mostly our children feel positive about the role models of teachers and the way they reflect Jesus in their lives.

6/6/2017 9:07 PM

9

By some teachers, others not so much.

6/2/2017 9:06 PM

10

I actually am constantly amazed at how teachers and staff are able to identify gifts and potential in my kids!

6/2/2017 5:07 PM

11

Maybe in some things. However a couple of things spring to mind such as I was a bit alarmed when the children started quite late to prepare for NAPLAN as I think without thorough preparation it is unlikely they would achieve their potential. I also noticed in the athletics carnival that a boy came first in most events but when the relays were on he wasn't selected to go in them. I noticed because he looked very disappointed and when his parent asked why he wasn't selected he was told by a teacher that the kids selected the team (which happened to include just their friends) I understand involving children but when speaking about achieving 'potential' I think there is a lot of room for improvement.

6/2/2017 4:54 PM

5 / 27

HCS Annual Parent Survey

Q5 The School as a loving community... What evidence do you see that your child is/is not valued by their teachers? Answered: 76

Skipped: 20

The things they speak... Their attitude getting read... Contact from the teacher Reports and parent/teach... My child struggles wi... My child does not enjoy... My child is often in... Other (please specify) 0%

10%

20%

30%

40%

50%

60%

70%

80%

Answer Choices

90%

100%

Responses

The things they speak about

57.89%

44

Their attitude getting ready &/or returning to/from school

55.26%

42

Contact from the teacher

51.32%

39

Reports and parent/teacher nights

38.16%

29

My child struggles with his/her teacher

14.47%

11

My child does not enjoy school

10.53%

8

My child is often in trouble

1.32%

1

Other (please specify)

10.53%

8

Total Respondents: 76

#

Other (please specify)

Date

1

My children have had clashes on many occasions and at times the teachers response does not seem to be Godly.

6/14/2017 10:35 AM

2

Child feels under valued at times

6/13/2017 2:36 PM

3

Only for 1 teacher

6/13/2017 12:02 PM

4

i love the seasaw app - this is a great tool for me to stay up to date

6/13/2017 11:05 AM

5

My child feels that they do not have any friends at school

6/6/2017 10:42 PM

7 / 27

HCS Annual Parent Survey

Q6 The school as a serving community...What evidence do you observe?The School encourages acts of service... Answered: 76

Skipped: 20

between students

between students and...

towards the local commun...

in mission trips

from staff to parent...

Other (please specify)

0%

10%

20%

30%

40%

50%

60%

70%

80%

Answer Choices

90%

100%

Responses

between students

38.16%

29

between students and staff

50.00%

38

towards the local community external to the school

61.84%

47

in mission trips

69.74%

53

from staff to parent community

28.95%

22

Other (please specify)

3.95%

3

Total Respondents: 76

#

Other (please specify)

Date

1

the community service seems more like slave labour. I would much rather see the students interact with the elderly

6/14/2017 10:35 AM

and learn values from them, rather than go paint a park bench or dig dirt at a track. 2

Not sure

6/3/2017 1:03 PM

3

none

6/2/2017 5:28 PM

9 / 27

HCS Annual Parent Survey

Q7 a) GENERALLY, how do you personally experience being cared for? Please choose the answer that is best for you. Answered: 76

Skipped: 20

having something do...

someone knows my name

someone speaks to me in a...

someone spends time with me

someone gives me something...

someone caring for my...

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

having something done for me

6.58%

5

someone knows my name

3.95%

3

someone speaks to me in a genuine caring way

32.89%

25

someone spends time with me

6.58%

5

someone gives me something pleasantly unexpected

2.63%

2

someone caring for my child/children as I would

47.37%

36

Total

76

10 / 27

HCS Annual Parent Survey

Q8 The School as a caring community...b) Have you experienced any of the above from any of the staff at the School? Answered: 76

Skipped: 20

YES

NO

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

YES

94.74%

72

NO

5.26%

4

Total

76

#

Comment Option

Date

1

Mr East is a great leader who responds to concerns with a Godly attitude.

6/14/2017 10:35 AM

2

This would be true for the majority of teachers my children have had as well as the office staff.

6/14/2017 9:03 AM

3

Staff have approached me in the playground to ask how I'm going.

6/13/2017 10:35 PM

4

Mrs Greig will come out of her way to acknowledge you & have a chat.

6/13/2017 9:11 PM

5

Knows my name

6/13/2017 9:59 AM

6

Always by all teachers

6/8/2017 3:30 PM

7

The staff are always caring yet professional

6/6/2017 10:23 PM

8

see above

6/6/2017 9:13 PM

9

Speaking nicely to me

6/3/2017 6:33 PM

10

Teachers are passionate about teaching the children.

6/2/2017 9:16 PM

11

Not the option I chose though

6/2/2017 9:08 PM

12

Q7 is a weirdly worded question. What outcome are you looking for?

6/2/2017 7:41 PM

13

Sharlene herd is magnificent

6/2/2017 5:04 PM

14

Friendly and cheerful staff that my kids love

6/2/2017 4:55 PM

15

The staff are friendly and lovely.

6/2/2017 4:39 PM

16

sometimes.

6/2/2017 4:30 PM

11 / 27

HCS Annual Parent Survey

Q9 Do you feel that communication with you from the School is honest? Answered: 75

Skipped: 21

Yes

No

Mostly

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

57.33%

43

No

5.33%

4

Mostly

37.33%

28

Total

75

12 / 27

HCS Annual Parent Survey

Q10 Do you feel communication with you is timely? Answered: 75

Skipped: 21

Yes

No

Mostly

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

40.00%

30

No

18.67%

14

Mostly

41.33%

31

Total

75

13 / 27

HCS Annual Parent Survey

Q11 Overall, do you feel you have been dealt fairly with by the School? Answered: 75

Skipped: 21

Yes

No

Mostly

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

76.00%

57

No

2.67%

2

Mostly

21.33%

16

Total

75

14 / 27

HCS Annual Parent Survey

Q12 Do you feel you personally, are spoken to by staff, with grace and integrity? Answered: 75

Skipped: 21

Yes

No

Mostly

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

84.00%

63

No

1.33%

1

Mostly

14.67%

11

Total

75

15 / 27

HCS Annual Parent Survey

Q13 GENERALLY, is your child confident of their own knowledge (ie of anything) and able to talk to you about that knowledge? Answered: 74

Skipped: 22

Not usually Sometimes

Yes

Mostly

Answer Choices

Responses

Yes

44.59%

33

Mostly

40.54%

30

Sometimes

10.81%

8

Not usually

4.05%

3

Total

74

16 / 27

HCS Annual Parent Survey

Q14 How often does your child talk to you about their relationship with God / Jesus? Answered: 74

Skipped: 22

Never

Daily

Sometimes Often

Answer Choices

Responses

Daily

13.51%

10

Often

36.49%

27

Sometimes

43.24%

32

Never

6.76%

5

Total

74

17 / 27

HCS Annual Parent Survey

Q15 Do you feel respected when you have a different opinion to a School staff member? Answered: 73

Skipped: 23

No

Yes

Mostly

Answer Choices

Responses

Yes

43.84%

32

Mostly

52.05%

38

No

4.11%

3

Total

73

18 / 27

HCS Annual Parent Survey

Q16 Do you find it easy to resolve a difference of opinion with School staff? Answered: 73

Skipped: 23

No Yes

I haven't had a difference of opinion with anyone

Most times

It sometimes takes quite a bit of discussion and Answer Choices

Responses

Yes

20.55%

15

Most times

30.14%

22

Its not in my nature to disagree

0.00%

0

It sometimes takes quite a bit of discussion and return contact to reach resolution

5.48%

4

I haven't had a difference of opinion with anyone

39.73%

29

No

4.11%

3

Total

73

19 / 27

HCS Annual Parent Survey

Q17 Do you feel welcome when you come in or make contact with the School? Answered: 73

Skipped: 23

Never

Mostly

Always

Answer Choices

Responses

Always

73.97%

54

Mostly

24.66%

18

Everyone is busy usually

0.00%

0

Never

1.37%

1

Total

73

20 / 27

HCS Annual Parent Survey

Q18 Do you feel you have enough opportunities to connect with the School community? Answered: 73

Skipped: 23

I dont really contact Not enough need/want options Too many

Plenty

Answer Choices

Responses

Plenty

86.30%

63

Too many

1.37%

1

Not enough options

9.59%

7

I dont really need/want contact

2.74%

2

Total

73

21 / 27

HCS Annual Parent Survey

Q19 How important is the School to you? a) (choose the one that is closest to your response) Answered: 70

Skipped: 26

I would like to get more involved but don't have the time I have some very close friends here

It's an extension of my church

As an education facility for my child... very important

It's an extension of our family

Answer Choices

Responses

As an education facility for my child... very important

57.14%

40

It's an extension of our family

21.43%

15

It's an extension of my church

4.29%

3

I have some very close friends here

4.29%

3

I would like to get more involved but don't have the time

12.86%

9

Total

70

22 / 27

Q20 How important is the School to you overall? b) rate from 1-10 Answered: 70

Skipped: 26

1

0

1

2

3

4

5

6

7

8

9

10

Q 21 Open Feedback categorised 6 5 4 3 2 1 0

HCS Staff Survey June 2017 Summary of Staff Survey 60% of staff completed surveys.

VISION STATEMENT  All staff feel they relate well to parents because the relational aspect is encouraged and fostered by staff and parents.  In order to facilitate it further most staff rated time pressure as an issue along with requiring more opportunities for connections.  The majority of staff find opportunity to discuss relationship with God/Jesus with students.  A variety of tools and interactions were listed by the majority of staff as a means to discovering a student’s potential.  75% find frequent opportunities to engage these tools with students.  Teachers reflected that most students are striving to achieve their potential; although some are identified by many staff as not striving.  Teachers indicated that they observe a range of of issues that impact a student’s ability; positively or negatively, to achieve their potential. Those that ranked the highest are the home situation, the mental health, well-being and the state of tiredness. The School as a Loving, Serving, Caring Community…  In general most of the staff find it easier to encourage students on a one to one basis  Staff responded that they mostly contribute to the School’s vision to be a loving, caring, serving community, by finding practical ways to express love/care and also doing acts of service for others.  Most staff find it easiest to connect with staff in their own department.  Christ-Like Character - The majority of staff feel that honesty, grace and integrity are relatively easy or natural for them.  In helping students who are in conflict situations, the majority of staff report using their own life experiences as the best method. Using the Peacemaker program is also a valued tool.  Most teachers help students to experience justice by giving them opportunities to present ‘their side’ of a situation.  Christ-Filled Courage - The majority of staff report that they present the gospel with an opportunity to respond as well as discuss Biblical truths/principles quite often.  40% of staff say that people (adults/students) make a personal response/interaction with God or pray with them on a fairly frequent basis. A further 33% experienced this a few people.  Most staff find that students or adults generally, feel confident to speak about their relationship with God / Jesus  Most staff stated that they feel respected when they have a difference of opinion to other staff.  Christ-Centred Community - Team was the greater sense of connection described, although all other types of connections were covered fairly evenly.  The words used to speak to others to encourage them, demonstrate a genuine understanding of encouragement for others and most staff feel comfortable encouraging each other.  The open feedback indicated generally that staff are engaged and are encouraged by working in a Christcentred community, where they are valued and heard and with new horizons to be explored.

Hunter Christian School Annual Report 2016  Page 38

HCS Annual Staff Survey

Q1 Do you feel you are able to relate well with/to parents? Answered: 32

Skipped: 0

Yes

No

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

100.00%

No

0.00%

Total

32 0 32

1 / 27

HCS Annual Staff Survey

Q2 If so, what makes that possible for you? Answered: 32

Skipped: 0

I am encouraged a...

The Christian culture of t...

The parents are mostly...

I often make intentional...

Other (please specify)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Answer Choices

Responses

I am encouraged and supported to make contact

28.13%

9

The Christian culture of the school

21.88%

7

The parents are mostly approachable

65.63%

21

I often make intentional contact of a positive nature to build relationship with parents

56.25%

18

Other (please specify)

9.38%

3

Total Respondents: 32

#

Other (please specify)

Date

1

people are worth getting to know

6/5/2017 8:27 AM

2

My commitment to the students

6/2/2017 6:41 PM

3

The parents are very approachable and connecting with them in general discussions build a positive platform to work together in equipping each child to reach their potential.

6/2/2017 6:26 PM

2 / 27

HCS Annual Staff Survey

Q3 If not, what do you need to facilitate that better? Answered: 11

Skipped: 21

More time

More patience

More opportunities

Other (please specify)

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

More time

63.64%

7

More patience

9.09%

1

More opportunities

36.36%

4

Other (please specify)

9.09%

1

Total Respondents: 11

#

Other (please specify)

Date

1

I feel we get a lot of fave to face positive contact with parents

6/5/2017 11:45 AM

3 / 27

HCS Annual Staff Survey

Q4 In the last week how many children have you talked to about their relationship with God / Jesus? Answered: 30

Skipped: 2

0

1

a whole class

2

3

Answer Choices

Responses

0

16.67%

5

1

6.67%

2

2

20.00%

6

3

6.67%

2

4

0.00%

0

5

0.00%

0

6

0.00%

0

7

0.00%

0

8

0.00%

0

9

0.00%

0

10

0.00%

0

a whole class

50.00%

15

Total

30

4 / 27

HCS Annual Staff Survey Answered: 30 Skipped: 2 List the tools that you have used for discovering a student's potential. theoretical activities surveys practical activities one-to-one interactions Observations n/a difficult to answer Classwork and Assessments 0

2

4

6

8

10

12

HCS Annual Staff Survey

Q6 On average, how often do you use these tools ? Answered: 30

Skipped: 2

I am not on teaching staff

daily

weekly

several times through the...

not very often

I haven't tried yet

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

I am not on teaching staff

20.00%

6

daily

56.67%

17

weekly

16.67%

5

several times through the year

3.33%

1

not very often

3.33%

1

I haven't tried yet

0.00%

0

Total

30

7 / 27

HCS Annual Staff Survey

Q7 In your opinion, how many students are striving towards achieving their potential? Answered: 30

Skipped: 2

I am not on teaching staff

Several

All of them

Most of them

Answer Choices

Responses

None

0.00%

0

Several

20.00%

6

Most of them

53.33%

16

All of them

6.67%

2

I am not on teaching staff

20.00%

6

Total

30

8 / 27

HCS Annual Staff Survey

Q8 How many students are NOT striving towards achieving their potential? Answered: 30

Skipped: 2

None I am not on teaching staff

Most of them

Several

Answer Choices

Responses

None

10.00%

3

Several

63.33%

19

Most of them

6.67%

2

All of them

0.00%

0

I am not on teaching staff

20.00%

6

Total

30

9 / 27

HCS Annual Staff Survey

Q9 What issues can be identified by you that impact on students and their ability to achieve or struggle to reach their potential? Select as many options as needed. Answered: 30

Skipped: 2

school relationships

equipment

state of tiredness /...

medication

sense of self worth

time available

their choices

their parents

home situation

physical health

mental / emotional... I am not on teaching staff Other (please specify) 0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

school relationships

40.00%

12

equipment

13.33%

4

state of tiredness / energy

56.67%

17

medication

16.67%

5

43.33%

13

20.00%

6

sense of self worth time available

10 / 27

HCS Annual Staff Survey their choices

53.33%

16

their parents

40.00%

12

home situation

60.00%

18

physical health

26.67%

8

mental / emotional health

56.67%

17

I am not on teaching staff

23.33%

7

Other (please specify)

10.00%

3

Total Respondents: 30

11 / 27

HCS Annual Staff Survey

Q10 GENERALLY, do you find it easier to encourage students one-on-one or as a group? Answered: 30

Skipped: 2

One-on-one

A group

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

One-on-one

80.00%

24

A group

20.00%

6

Total

30

12 / 27

HCS Annual Staff Survey

Q11 How do you MOSTLY contribute to the 'loving, serving, caring' of the School Community? Answered: 30

Skipped: 2

I choose to be involved in...

I find practical wa...

I intentionall...

I follow up and speak or...

I like to do extra acts o...

I don't intentionall...

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

I choose to be involved in activities/events at the school

10.00%

3

I find practical ways to express love / care

36.67%

11

I intentionally make time to spend with others

13.33%

4

I follow up and speak or write to thank / encourage

10.00%

3

I like to do extra acts of service for others

26.67%

8

I don't intentionally contribute towards the attributes above

3.33%

1

Total

30

13 / 27

HCS Annual Staff Survey

Q12 In general, which group do you MOSTLY find it easier to relate / connect with? Answered: 30

Skipped: 2

staff within my department

staff not in my department

parents

students

I find relationship...

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

staff within my department

70.00%

21

staff not in my department

0.00%

0

parents

3.33%

1

students

26.67%

8

I find relationships difficult

0.00%

0

Total

30

14 / 27

HCS Annual Staff Survey

Q13 GENERALLY, do you personally find honesty easy or difficult? Answered: 30

Skipped: 2

Easy

Difficult at times

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Easy

93.33%

28

Difficult at times

6.67%

2

Total

30

15 / 27

HCS Annual Staff Survey

Q14 How well do you feel that you (MOSTLY) model grace and integrity to your students? Answered: 30

Skipped: 2

It feels natural

It is sometimes a...

It needs to be balanced by...

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

It feels natural

73.33%

22

It is sometimes a struggle

6.67%

2

It needs to be balanced by using authority and discipline

20.00%

6

Total

30

16 / 27

HCS Annual Staff Survey

Q15 What resources do you use to help children in conflict? Answered: 30

Skipped: 2

Bounceback

Peacemaker

the Bible

my own life / experiences

discipline

others' stories

Other (please specify) 0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Bounceback

26.67%

8

Peacemaker

56.67%

17

the Bible

36.67%

11

my own life / experiences

70.00%

21

discipline

20.00%

6

others' stories

36.67%

11

Other (please specify)

13.33%

4

Total Respondents: 30

#

Other (please specify)

1

Active listening and conversation in a safe environment involving identifying goals, reflecting on outcomes, discussing desired personal characteristics and considering the perspective of others.

2

Compassion and encouragement to make good decisions and teach children to respect and care for themself and others

3

Story books Listening to songs

4

Authoritative leadership

17 / 27

HCS Annual Staff Survey

Q16 MOSTLY, how do you feel, that students experience justice in your classroom / playground / work area? Answered: 30

Skipped: 2

they are given opportunity ...

they are given expectations...

they are told what is fair...

they have opportunity ...

there are set rules and...

I am not on teaching staff

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

they are given opportunity to present 'their side'

43.33%

13

they are given expectations up front and set consequences that follow

13.33%

4

they are told what is fair and just

0.00%

0

they have opportunity to work it out with the other person/s involved

20.00%

6

there are set rules and processes which are followed

3.33%

1

I am not on teaching staff

20.00%

6

Total

30

18 / 27

HCS Annual Staff Survey

Q17 How often do you present a gospel story (from the Bible, testimonies, parables etc) with opportunity for response? Answered: 30

Skipped: 2

every day

every week

several times a year

yearly

never

I don't get the opportunity

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

every day

13.33%

4

every week

26.67%

8

several times a year

43.33%

13

yearly

0.00%

0

never

3.33%

1

I don't get the opportunity

13.33%

4

Total

30

19 / 27

HCS Annual Staff Survey

Q18 How often do you find opportunity to present Biblical truths/principles into lessons or interactions with others? Answered: 30

Skipped: 2

Daily

At least weekly

several times a year

not very often at all

never

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Daily

30.00%

9

At least weekly

43.33%

13

several times a year

23.33%

7

not very often at all

3.33%

1

never

0.00%

0

Total

30

20 / 27

HCS Annual Staff Survey

Q19 During the past year, how many people (students, adults) have made a personal response to / interaction with God or prayed with you. Answered: 30

Skipped: 2

one or two

a few

it happens fairly...

not many

no-one

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

one or two

3.33%

1

a few

33.33%

10

it happens fairly frequently

40.00%

12

not many

6.67%

2

no-one

16.67%

5

Total

30

21 / 27

HCS Annual Staff Survey

Q20 GENERALLY do you find that people (students or adults) feel confident to speak about their relationship with God with you? Answered: 30

Skipped: 2

Yes

Sometimes

No

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

73.33%

22

Sometimes

26.67%

8

No

0.00%

0

Total

30

22 / 27

HCS Annual Staff Survey

Q21 GENERALLY, do you feel respected when you have a different opinion to someone else on staff? Answered: 30

Skipped: 2

Yes

Mostly

Sometimes

No

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Yes

43.33%

13

Mostly

33.33%

10

Sometimes

13.33%

4

No

10.00%

3

Total

30

23 / 27

HCS Annual Staff Survey

Q22 Choose a word or phrase below that BEST describes how you regard your connection with the other staff here. Answered: 30

Skipped: 2

Good friends

As family

Church family

Colleagues

Some are very close specia...

Team

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Good friends

16.67%

5

As family

20.00%

6

Church family

13.33%

4

Colleagues

16.67%

5

Some are very close special friends

3.33%

1

Team

30.00%

9

Total

30

24 / 27

HCS Annual Staff Survey

Q 23 List some words that you use to speak to others to encourage them. answered question skipped question

Categorised Response Count 9 8 7 6 5 4 3 2 1 0

30 2

HCS Annual Staff Survey

Q24 Do you find it easy to speak to others this way? Answered: 30

Skipped: 2

Always

Mostly

To friends

Not really

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Always

56.67%

17

Mostly

40.00%

12

To friends

0.00%

0

Not really

3.33%

1

Total

30

26 / 27

HCS Annual Staff Survey

Q 25 If you have any further info or feedback please use the box below.

5

4

3

2

NEG Survey General comment: Leadership POS Staff Christ-centred Community

1

POS Change: software / staff&families support NEG Staff accountability / standards 0

POS Change: leadership/school Number

Secondary Student Survey June 2017 Summary of Secondary Student Survey Approx 50% of Secondary students completed the survey. VISION STATEMENT  66% are aware of communication between their parents and teachers. 33% were not aware.  Most are not concerned that this happens, while a variety of responses indicated that it was either really well regarded or alternatively a cause for concern for the student.  Most students reported knowing someone at the school, who talks to them about a relationship with God/Jesus  In relation to their self-awareness of achieving their potential, the majority felt they were achieving well. The School as a Loving, Serving, Caring Community…  Students view themselves mostly in a positive frame. However, there were some who responded that they are lonely, sad or angry.  Most felt that their teachers would describe them as they did themselves; that their teachers know them reasonably well.  The majority of students responded positively to being at Hunter Christian School for a variety of reasons.  In the context Qn 8, a large portion of students relate that they feel cared for by being spoken about or when they are spoken to.  However most reported that it is their friends who they mainly feel cared by, at the school  Christ-like Character - Most students trust their teacher, with a majority reflecting that they felt the staff are honest with them.  Christ-filled Courage - In the Context Qn 13, a majority of students responded that they feel comfortable talking to others about knowledge/information that they are confident in.  This was a similar response by most, that they feel comfortable talking to others about God/Jesus. Although a larger number 23% compared to 9% in Q 13 do NOT feel comfortable having this type of conversation.  The majority of students feel respected / listened to when they have a difference of opinion with friends.  Only slightly less, 76% compared to 80%, feel this way with teachers.  Christ-centred Community - Most say that they find it easy to stay friends with others even when they don’t agree.  A variety of extra-curricular activities were identified as an interest for students; with 32% of the respondents identifying further activities than those listed.  The Secondary students identified the importance of the School to them almost equally; 39 % and 35% as a functional place and as somewhere that they have close friends. 17% have even stronger connections / feelings to the School.  The slider rating for students indicating their value of the School rated a mean average of 67%.over 50% rated the School importance to them between 7-10.  The open feedback Qn 21 was categorized and presented as a chart. There were a significant number of helpful suggestions, as well as some strong responses in favour and against teaching, uniforms and academics.  The full responses are being reviewed by the Executive and School Board for follow up.

Hunter Christian School Annual Report 2016  Page 39

HCS Annual Secondary Student Survey

Q1 Do your parents and teachers communicate with each other about you? (Email, phone, in person) Answered: 94

Skipped: 0

Please comment if you wish to? 1.06% (1)

No 32.98% (31)

Yes 65.96% (62)

Answer Choices

Responses

Yes

65.96%

62

No

32.98%

31

Please comment if you wish to?

1.06%

1

Total

94

1 / 28

HCS Annual Secondary Student Survey

Q2 How do you feel (mostly) when you know that happens? Answered: 92

Skipped: 2

Worried 8.70% (8)

Curious 14.13% (13) I haven't thought about it

It's important so that I keep up to date

43.48% (40)

4.35% (4) me feel It makes like I'm being watched 10.87% (10)

It lets me know they care 14.13% (13)

Answer Choices

Responses

I haven't thought about it

43.48%

40

It lets me know they care

14.13%

13

It makes me feel like I'm being watched

10.87%

10

I wish it happened more often

4.35%

4

It's important so that I keep up to date

4.35%

4

Excited

0.00%

0

Curious

14.13%

13

Worried

8.70%

8

Total

92

2 / 28

HCS Annual Secondary Student Survey

Q3 Do you know someone at the school who talks to you about how to have a relationship with Jesus/God? Answered: 92

Skipped: 2

No 28.26% (26)

Yes 71.74% (66)

Answer Choices

Responses

Yes

71.74%

66

No

28.26%

26

Total

92

3 / 28

HCS Annual Secondary Student Survey

Q4 Do you think you are doing the best you can at school? Answered: 92

Skipped: 2

No 5.43% (5) Sometimes 13.04% (12)

Yes 29.35% (27)

Mostly 52.17% (48)

Answer Choices

Responses

Yes

29.35%

27

Mostly

52.17%

48

Sometimes

13.04%

12

No

5.43%

5

Total

92

4 / 28

How do you describe yourself? Choose two words or more. (Words added by students included below set choices.) 0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

HCS Annual Secondary Student Survey

Q6 Do you think your teachers know this about you? Answered: 89

Skipped: 5

No 11.24% (10)

Yes 32.58% (29)

Some do 56.18% (50)

Answer Choices

Responses

Yes

32.58%

29

Some do

56.18%

50

No

11.24%

10

Total

89

8 / 28

HCS Annual Secondary Student Survey

Q7 How do you feel about being at this school? Answered: 89

Skipped: 5

I don't have any friends here

I love it 16.85% (15)

I like being on my 1.12% (1) own I like being with my2.25% friends(2) 25.84% (23)

I hate it 10.11% (9)

I enjoy break times 5.62% (5)

I feel safe here 15.73% (14)

I enjoy sport or active times 8.99% (8)

I feel happy here 13.48% (12)

Answer Choices

Responses

I love it

16.85%

15

I hate it

10.11%

9

I feel safe here

15.73%

14

I feel happy here

13.48%

12

I enjoy the work I do at school

0.00%

0

I enjoy sport or active times

8.99%

8

I enjoy break times

5.62%

5

I like being with my friends

25.84%

23

I like being on my own

2.25%

2

I don't have any friends here

1.12%

1

Total

89

9 / 28

HCS Annual Secondary Student Survey

Q8 Most of the time, (at home or school or anywhere) I feel cared for, when someone... Answered: 89

Skipped: 5

does something for me

says something nice about me

11.24% (10) knows my name 8.99% (8)

19.10% (17) gives me something nice 2.25% (2)

speaks to me in a caring, understanding way

spends time with me 31.46% (28)

26.97% (24)

Answer Choices

Responses

does something for me

11.24%

10

knows my name

8.99%

8

speaks to me in a caring, understanding way

26.97%

24

spends time with me

31.46%

28

gives me something nice

2.25%

2

says something nice about me

19.10%

17

Total

89

10 / 28

HCS Annual Secondary Student Survey

Q9 Who do you MAINLY feel, cares for you at school? Answered: 89

Skipped: 5

No one 3.37% (3) Not sure 10.11% (9)

My teacher/s 16.85% (15)

Other teachers 1.12% (1)

My friends 68.54% (61)

Answer Choices

Responses

My teacher/s

16.85%

15

Other teachers

1.12%

1

My friends

68.54%

61

Not sure

10.11%

9

No one

3.37%

3

Total

89

11 / 28

HCS Annual Secondary Student Survey

Q10 Do you trust the teachers at the School? Answered: 89

Skipped: 5

Yes 40.45% (36) Mostly 49.44% (44)

No 10.11% (9)

Answer Choices

Responses

Yes

40.45%

36

No

10.11%

9

Mostly

49.44%

44

Total

89

12 / 28

HCS Annual Secondary Student Survey

Q11 Do you think that the teachers and other staff at the School always tell the truth? Answered: 89

Skipped: 5

Yes 30.34% (27)

Mostly 48.31% (43)

No 21.35% (19)

Answer Choices

Responses

Yes

30.34%

27

No

21.35%

19

Mostly

48.31%

43

Total

89

13 / 28

HCS Annual Secondary Student Survey

Q12 Do you always tell the truth? Answered: 89

Skipped: 5

Sometimes 7.87% (7)

Yes 32.58% (29)

Often 59.55% (53)

Answer Choices

Responses

Yes

32.58%

29

Often

59.55%

53

Sometimes

7.87%

7

Never

0.00%

0

Total

89

14 / 28

HCS Annual Secondary Student Survey

Q13 GENERALLY, do you feel comfortable explaining to people about anything that you know or are interested in? Answered: 88

Skipped: 6

No 1.14% (1) Not usually 7.95% (7)

Yes 29.55% (26)

Sometimes 13.64% (12)

Mostly 47.73% (42)

Answer Choices

Responses

Yes

29.55%

26

Mostly

47.73%

42

Sometimes

13.64%

12

Not usually

7.95%

7

No

1.14%

1

Total

88

15 / 28

HCS Annual Secondary Student Survey

Q14 Do you feel comfortable talking to other people (children or adults) about how you feel about God / Jesus? Answered: 88

Skipped: 6

No 11.36% (10)

Yes 31.82% (28)

Not usually 11.36% (10)

Sometimes 20.45% (18)

Mostly 25.00% (22)

Answer Choices

Responses

Yes

31.82%

28

Mostly

25.00%

22

Sometimes

20.45%

18

Not usually

11.36%

10

No

11.36%

10

Total

88

16 / 28

HCS Annual Secondary Student Survey

Q15 USUALLY, do you feel respected and/or listened to, when you think about something differently to your friends? Answered: 88

Skipped: 6

No 12.50% (11) Yes 28.41% (25)

I don't usually disagree with others 7.95% (7)

Most times 51.14% (45)

Answer Choices

Responses

Yes

28.41%

25

Most times

51.14%

45

I don't usually disagree with others

7.95%

7

No

12.50%

11

Total

88

17 / 28

HCS Annual Secondary Student Survey

Q16 Do you feel respected and/or listened to, when you think about something differently to your teachers? Answered: 88

Skipped: 6

No 17.05% (15)

Yes 19.32% (17)

I don't usually disagree with others 6.82% (6)

Most times 56.82% (50)

Answer Choices

Responses

Yes

19.32%

17

Most times

56.82%

50

I don't usually disagree with others

6.82%

6

No

17.05%

15

Total

88

18 / 28

HCS Annual Secondary Student Survey

Q17 Do you find it easy to stay friends with other people when you don't agree with them? Answered: 88

Skipped: 6

No 6.82% (6) I don't usually disagree with others 3.41% (3)

Yes 38.64% (34)

Most times 51.14% (45)

Answer Choices

Responses

Yes

38.64%

34

Most times

51.14%

45

I don't usually disagree with others

3.41%

3

No

6.82%

6

Total

88

19 / 28

HCS Annual Secondary Student Survey

Q18 What other activities (outside of school) could the school provide, that you would want to come to? Choose as many as you want Answered: 88

Skipped: 6

55.68%

Sport teams

BBQs / Dinners / Picnic

36.36%

47.73%

Plays/Musicals

46.59%

Market Days

Movies / Drivein

52.27%

22.73%

Trivia Nights

I wouldn't come to...

3.41%

Is there another type...

31.82%

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

Sport teams

55.68%

49

BBQs / Dinners / Picnic

36.36%

32

Plays/Musicals

47.73%

42

Market Days

46.59%

41

Movies / Drivein

52.27%

46

Trivia Nights

22.73%

20

I wouldn't come to anything

3.41%

3

Is there another type of activity or event that you would suggest?

31.82%

28

Total Respondents: 88

#

Is there another type of activity or event that you would suggest?

Date

1

individual responses Paint ball or water fun day

6/13/2017 5:53 PM

2

Music related Choir

6/13/2017 4:00 PM

3

individual responses Photography

6/8/2017 1:33 PM

20 / 28

18. STUDENT OTHER CHOICES What other activities (outside of school) could the school provide, that you would want to come to? water activity study days Sport related School sleepover Rock Climbing Photography paint ball Open Day Musical Music related Mission Trips Martial Arts

debating Dances Book Day 0

1

2

3

4

5

6

7

8

HCS Annual Secondary Student Survey

Q19 How important is this School to you? Which answer is the BEST answer for you. Answered: 88

Skipped: 6

I love coming to school every day 15.91% (14)

I wish I could go somewhere else

It's a place where I go to learn and do work

9.09% (8)

38.64% (34)

It's an extension of my church

I have some very close friends here

1.14% (1)

35.23% (31)

Answer Choices

Responses

It's a place where I go to learn and do work

38.64%

34

It's an extension of my church

1.14%

1

I have some very close friends here

35.23%

31

I wish I could go somewhere else

9.09%

8

I love coming to school every day

15.91%

14

Total

88

22 / 28

88 Responses

Q 20 Can you show us how important the School is to you? 88 85 82 79 76 73 70 67 64 61 58 55 52 49 46 43 40 37 34 31 28 25 22 19 16 13 10 7 4 1 0

1

2

3

4

5

6

7

8

9

10

21. If you have any further comments or feedback please use the box below.

POS Comments Suggestions Requests NEG Comments

POS_Teacher_related Facilities_Improvement NEG_Teacher_related NEG_Academic Rock_Climbing Personal_Individual_Response NEG_Uniform NEG_DisciplnClass_Mgemnt Canteen Sport_related Musical Teacher_rep_for_CSSA Swimming Support_Mentor_needed Seniors_Café School_Clubs Music_related 0

1

2

3

4

5

6

7

8

HCS Annual Primary Students Survey

Q1 Do your parents and teachers talk with each other about you Answered: 108

Skipped: 2

No

Yes

Answer Choices

Responses

Yes

80.56%

87

No

19.44%

21

Total

108

1 / 24

HCS Annual Primary Students Survey

Q2 How do you feel (mostly) when you know that happens? Answered: 108

Skipped: 2

Worried

Haven't thought about it

Curious

Excited It's important so that I keep up to date

It lets me know they care It makes me feel like I'm being watched

Answer Choices

Responses

Haven't thought about it

28.70%

31

It lets me know they care

15.74%

17

It makes me feel like I'm being watched

11.11%

12

I wish it happened more often

0.00%

0

It's important so that I keep up to date

2.78%

3

Excited

4.63%

5

Curious

28.70%

31

Worried

8.33%

9

Total

108

2 / 24

HCS Annual Primary Students Survey

Q3 Do you know someone at the school who talks to you about how to have a relationship with Jesus/God Answered: 107

Skipped: 3

No

Yes

Answer Choices

Responses

Yes

82.24%

88

No

17.76%

19

Total

107

3 / 24

HCS Annual Primary Students Survey

Q4 Do you think you are doing the best you can at school? Answered: 100

Skipped: 10

No Sometimes

Yes

Mostly

Answer Choices

Responses

Yes

38.00%

38

Mostly

41.00%

41

Sometimes

19.00%

19

No

2.00%

2

Total

100

4 / 24

HCS Annual Primary Students Survey

Q5 How do you describe yourself? Choose two words or more. Answered: 103

Skipped: 7

fair

kind

caring

clever

honest

smart

lonely

funny

happy

sad

friendly

peaceful

angry

frustrated

sporty

creative

0%

10%

20%

30%

40%

Answer Choices

50%

60%

70%

80%

90%

100%

Responses

fair

28.16%

29

kind

38.83%

40

caring

33.98%

35

5 / 24

HCS Annual Primary Students Survey

Q6 Do you think your teachers know this about you? Answered: 101

Skipped: 9

No

Yes

Some do

Answer Choices

Responses

Yes

35.64%

36

Some do

53.47%

54

No

10.89%

11

Total

101

7 / 24

HCS Annual Primary Students Survey

Q7 What is your main feeling about being at this school? Answered: 102

Skipped: 8

I don't have any friends I like being on my here own

I love it

I like being with my friends

I hate it

I enjoy break times

I feel safe here

I feel happy here

I enjoy sport or active times

I enjoy the work I do at school

Answer Choices

Responses

I love it

16.67%

17

I hate it

2.94%

3

I feel safe here

17.65%

18

I feel happy here

8.82%

9

I enjoy the work I do at school

4.90%

5

I enjoy sport or active times

17.65%

18

I enjoy break times

5.88%

6

I like being with my friends

19.61%

20

I like being on my own

3.92%

4

I don't have any friends here

1.96%

2

Total

102

8 / 24

HCS Annual Primary Students Survey

Q8 Who do you feel mainly cares for you at school? Answered: 101

Skipped: 9

No one

My teacher/s

Not sure

Other teachers

My friends

Answer Choices

Responses

My teacher/s

28.71%

29

Other teachers

0.99%

1

My friends

45.54%

46

Not sure

19.80%

20

No one

4.95%

5

Total

101

9 / 24

HCS Annual Primary Students Survey

Q9 Most of the time, (at home or school or anywhere) I feel cared for, when someone... Answered: 92

Skipped: 18

says something nice about me

does something for me

gives me something nice

knows my name

spends time with me

speaks to me in a caring, understanding way

Answer Choices

Responses

does something for me

14.13%

13

knows my name

5.43%

5

speaks to me in a caring, understanding way

43.48%

40

spends time with me

19.57%

18

gives me something nice

3.26%

3

says something nice about me

14.13%

13

Total

92

10 / 24

HCS Annual Primary Students Survey

Q10 Do you trust the teachers at the School? Answered: 98

Skipped: 12

Mostly

Yes

No

Answer Choices

Responses

Yes

65.31%

64

No

2.04%

2

Mostly

32.65%

32

Total

98

11 / 24

HCS Annual Primary Students Survey

Q11 Do you think that the teachers and other staff at the School always tell the truth? Answered: 99

Skipped: 11

Yes Mostly

No

Answer Choices

Responses

Yes

40.40%

40

No

13.13%

13

Mostly

46.46%

46

Total

99

12 / 24

HCS Annual Primary Students Survey

Q12 Do you always tell the truth? Answered: 98

Skipped: 12

Never Sometimes

Yes

Often

Answer Choices

Responses

Yes

33.67%

33

Often

45.92%

45

Sometimes

19.39%

19

Never

1.02%

1

Total

98

13 / 24

HCS Annual Primary Students Survey

Q13 In general, do you feel comfortable explaining to people about things you know or are interested in? Answered: 99

Skipped: 11

No Yes Not usually

Mostly Sometimes

Answer Choices

Responses

Yes

23.23%

23

Mostly

25.25%

25

Sometimes

27.27%

27

Not usually

17.17%

17

No

7.07%

7

Total

99

14 / 24

HCS Annual Primary Students Survey

Q14 Do you feel comfortable talking to others about how you feel about God / Jesus? Answered: 98

Skipped: 12

No Not usually

Yes

Sometimes

Mostly

Answer Choices

Responses

Yes

43.88%

43

Mostly

18.37%

18

Sometimes

21.43%

21

Not usually

9.18%

9

No

7.14%

7

Total

98

15 / 24

HCS Annual Primary Students Survey

Q15 Do you feel respected / listened to, when you think about something differently to your friends? Answered: 96

Skipped: 14

No Yes I don't usually disagree with others

Most times

Answer Choices

Responses

Yes

22.92%

22

Most times

52.08%

50

I don't usually disagree with others

16.67%

16

No

8.33%

8

Total

96

16 / 24

HCS Annual Primary Students Survey

Q16 Do you feel respected / listened to, when you think about something differently to your teachers? Answered: 97

Skipped: 13

No

I don't usually disagree with others

Yes

Most times

Answer Choices

Responses

Yes

45.36%

44

Most times

34.02%

33

I don't usually disagree with others

14.43%

14

No

6.19%

6

Total

97

17 / 24

HCS Annual Primary Students Survey

Q17 Do you find it easy to stay friends with people when you don't agree? Answered: 91

Skipped: 19

No

I don't usually disagree with others

Yes

Most times

Answer Choices

Responses

Yes

40.66%

37

Most times

37.36%

34

I don't usually disagree with others

6.59%

6

No

15.38%

14

Total

91

18 / 24

Q18 What activities (outside of school) could the school put on, that you would want to come to? Choose as many as you want to. Orange columns are from OTHER suggestions by students

70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0%

HCS Annual Primary Students Survey

Q19 How important is the School to you? Answered: 93

Skipped: 17

I love coming to school every day

It's a place where I go to learn and do work

I wish I could go somewhere else

It's like my church

I have some very close friends here

Answer Choices

Responses

It's a place where I go to learn and do work

17.20%

16

It's like my church

8.60%

8

I have some very close friends here

52.69%

49

I wish I could go somewhere else

5.38%

5

I love coming to school every day

16.13%

15

Total

93

21 / 24

Q 20. Can you show us how important the School is to you?

0

1

2

3

4

5

6

7

8

9

10

Hunter Christian School Annual Report 2016  Page 40