From the Head Girl
Message From Key School Bodies From the Principal Tara Anglican School for Girls is a school with a great legacy, and in 2020 celebrates 123 years. Since 1897, Tara has had a long significant history of providing outstanding education and personal development informed by Christian faith for young women. This legacy has created a culture of excellence and care for every girl, which is woven into the culture of the School.
Affirmation Service Opportunity Integrity
As has been said by so many, 2020 was a difficult year for Australia and the world. There were many challenges for schools but due to the dedication and skill of staff, both teaching and non teaching, we were able to move quickly to an online learning environment so that student learning could continue with minimal disruption. At the same time, we were also able to keep the School open so that Tara girls could still come to the School if this better met the needs of the family or the student. While a great deal of work by many people went into managing all the considerations to ensure people were safe, the outcome was excellent. Some adaptations from 2020, such as parent/teacher conferences occurring online, have proved so worthwhile that we will continue providing these for families in the future. In 2020, the School Council and Executive Team developed the new Strategic Plan for 2021-2025. Our Strategic Plan supports Tara’s expressed Purpose and Vision and is a thoughtful, research informed response that includes the domains of pedagogy, Christian faith, wellbeing, professional expertise of outstanding educators and continued provision of excellent learning spaces and facilities for girls. This year, we have also begun the much anticipated build of the Aquatic and Fitness Centres which will provide not only improved access to swimming and fitness programs, but will also provide a learn to swim program and waterpolo. The achievements of Tara girls in the HSC was a particular highlight of 2020. The results, amongst the best ever achieved in the School and summarised in this report, are the culmination of a strong and supportive learning culture and students and staff committed to academic excellence. We give our 2020 cohort warm congratulations and pray that they thrive in their life as they take their place in the world beyond Tara. Mrs Susan Middlebrook, Principal
Tara’s Values of Service for Others, Affirmation, Opportunity and Integrity create a community of growth and a culture of striving for excellence. As a Christ-centred environment focused on genuine student care and dedication, each girl consistently applies herself both in and out of the classroom. Through the abundance of support from within the community, each girl is nurtured and guided to embody the Tara Values in all aspects of her life. Through the celebration of the unique and combined achievements of the Tara community, each girl is supported and contributes to a school that creates a shared identity of a proud Tara Women. Tara is more than a school for our education, but a school which fosters well rounded, strong and confident young women who are prepared to serve and excel in the dynamic world which we live. Mary-Claire, Head Girl (2020/2021)
Contextual Information About the School About Tara Anglican School for Girls Tara Anglican School for Girls is a specialist in girls’ education. Tara is an independent, Anglican day and boarding school for girls located on 12 hectares of beautiful grounds in North Parramatta. Established in 1897, Tara has a rich heritage of more than 123 years, an active School community, and a bright and exciting future. Under the Principal, Mrs Susan Middlebrook, our purpose is to be a Christian learning community, characterised by excellence, which encourages and empowers girls to achieve and serve in a dynamic world. Tara is an inspirational learning environment for students from Pre Kindergarten to Year 12 for both day girls and boarders. Tara has a strong and proud tradition as a non selective school for girls which nurtures its students academically, as well as provides wonderful opportunities in the cocurricular arenas of the performing and creative arts, sports and the service of others. It is a school filled with energy and vitality and the students enjoy impressive facilities and excellent teaching by passionate and dedicated staff. The Strategic Plan 2016-2020 provides the impetus and direction for the development of the School. Our aim is to build a future that optimises each girl’s ability to learn and develop as a strong, resilient young woman who leaves Tara well prepared to embrace life’s adventures. Our vision in our current plan is that by the end of 2020, Tara will be a leader in girls’ Christian education: research informed teaching and learning with an emphasis on the holistic development of each student, and where every student is cared for, challenged and equipped to live out the distinctive values of the School. Tara will continue to promote excellence in all aspects of School life. The relational aspects of connection and support will continue to be key defining aspects of the School’s culture and the Christian faith will continue to form our foundation. Due to the global pandemic, there was a six week period during Semester 1 where a comprehensive online learning program was offered to students. During this time, onsite supervision and tuition was also provided for those students who preferred to learn at School or were unable to learn at home.
1
HSC Results 2020 • Top ATAR of 99.8 achieved by two students • Seven students on the All Rounders Honours List with 90+ in their ten best units • Ten placements on the Top Achievers List - 1st, 2nd
HSC Longitudinal Band Comparison Combined Band 5 and 6 HSC results in comparison to the state. SUBJECT
SUBJECT
STATE % TARA %
% OF TARA % OF STATE % OF TARA % OF STATE % OF TARA % OF STATE CANDIDATES CANDIDATES CANDIDATES CANDIDATES CANDIDATES CANDIDATES IN BANDS IN BANDS IN BANDS IN BANDS IN BANDS IN BANDS 5 & 6 IN 2020 5 & 6 IN 2020 5 & 6 IN 2019 5 & 6 IN 2019 5 & 6 IN 2018 5 & 6 IN 2018
Biology
30
70
Biology
70
30
77
31
56
37
Business Studies
35
77
and 7th in Hospitality, 3rd and 5th in Modern History,
Business Studies
77
35
79
32
48
37
Chemistry
43
56
Chemistry
56
43
76
46
65
42
5th and 6th in History Extension, 7th in Ancient History,
Design and Technology
47
100
Design and Technology
100
47
60
47
57
46
Drama
47
75
Drama
75
47
100
43
100
42
Economics
51
92
• 159 Band 6 results from 77 candidates
Economics
92
51
20
52
43
46
English Extension 1
92
100
English Extension 1
100
92
100
94
100
96
• Twelve courses with 100% of students achieving at
English Extension 2
82
100
English Extension 2
100
82
66
79
66
70
English Advanced
63
86
English Advanced
86
63
76
62
74
61
English Standard
10.96
0
English Standard
0
10.96
n/a
79
0
15
9th in Music 1 and 13th in Biology
Band 5 or 6 level • 24% of students achieved an ATAR over 95
ESL/EALD
26
75
ESL/EALD
75
26
100
23
40
25
• 47% of students achieved an ATAR over 90
Food Technology
29
70
Food Technology
70
29
81
33
80
32
French Continuers
64
50
French Continuers
50
64
50
64
100
64
Geography
41
62
Geography
62
41
87
43
90
43
History - Ancient
33
75
History - Ancient
75
33
69
35
84
36
History - Extension
76
100
History - Extension
100
76
81
77
88
78
History - Modern
37
65
History - Modern
65
37
81
40
71
42
Hospitality
20
77
Hospitality
77
20
95
28
54
17
Industrial Technology Multimedia Technologies
24
100
Industrial Technology Multimedia Technologies
100
24
100
21
100
22
Japanese Continuers
66
100
Japanese Continuers
100
66
n/a
n/a
100
61
Japanese Extension
89
100
Japanese Extension
100
89
n/a
n/a
100
89
Legal Studies
39
87
Legal Studies
87
39
55
41
83
44
Mathematics Advanced
52
64
Mathematics Advanced
64
52
44
49
67
52
Mathematics Extension 1
74
81
Mathematics Extension 1
81
74
87
80
95
79
Mathematics Extension 2
84
100
Mathematics Extension 2
100
84
100
85
80
85
Mathematics General
25
61
Mathematics Standard 2
61
25
52
24
48
26
Music 1
64
100
Music 1
100
64
100
66
100
20%
Music 2
88
100
Music 2
100
88
100
90
100
90
Music Extension
97
100
Music Extension
100
97
100
66
100
66
PDHPE
34
86
PDHPE
86
34
100
31
53
33
Physics
43
45
Physics
45
43
100
37
66
34
Science Extension
72
50
Science Extension
50
72
100
69
n/a
n/a
SDD
37
50
SDD
50
37
100
44
83
36
Senior Science
n/a
n/a
Studies of Religion
44
99
Senior Science
n/a
n/a
n/a
n/a
66
21
Visual Arts
67
100
Studies of Religion
99
44
86
46
54
37
Visual Arts
100
67
100
62
100
52
• 55 students on the HSC Distinguished Achievers List • One student received the HTANSW Extension Essay Prize • Two students nominated for and one nomination included in ARTEXPRESS • Five students nominated for and one nomination included in ENCORE • One student nominated for ONSTAGE
Retention 95% of Year 10 students in 2018 were retained through to Year 12 in 2020.
Record of Student Achievement There were two Records of Student Achievement granted in 2020, one in Year 11 and one in Year 12.
Please Note: • This data is not longitudinal i.e. it does not attempt to map the students’ progress through School Certificate, NAPLAN and Allwell • The proportion of Band 6 results awarded across the state for different courses varies. The proportion of Band 6 results across years also varies. There is greater stability across Bands 5 and 6 thus making comparisons across these bands, across courses and years more valid.
Senior Secondary Outcomes 13 VET students achieved the VET qualification in Hospitality: Food and Beverage which represents 16% of the year group. 78 students completed the HSC certificate representing 100% of the group. 2
Post School Destinations - Number of University Offers UAC Offers October 2020 – February 2021 • 83% of students received at least one offer from a university or college in the UAC Offer Round period from October 2020 - February 2021. • A total of 145 offers were made to students from UAC with approximately 77% being double degrees. • 70% of Year 12 students were offered one of their top three preferences during the UAC Offer Round Period. • Multiple Offers - Approximately seven students received four offers; 19 students received three offers; 17 students received two offers and 27 students received one offer from UAC. • Many students received an offer via the UAC Schools Recommendation Scheme in November 2020.
Early Offers • In 2020, 82% of Year 12 received at least one early entry offer to a university or college to commence study in Semester 1, 2021. Most of these offers were received prior to the HSC examinations. • At least 173 early offers (up from 118 in 2019) including 26 School Recommendation Scheme offers, were shared by at least 65 girls. • Many students received multiple offers: 1 student received 7 offers; 2 students received 6 offers; 5 students received 5 offers; 7 students received 4 offers and 16 students received 3 offers. • The greatest number of offers to students (69) were made by Macquarie University, under the Leaders and Achievers Scheme. This is a significant increase from 34 in 2019. • Criteria for these schemes included multiple examples of leadership, ongoing and regular service/ volunteering, strong academic results in Year 11 and Year 12, interview and personal statement and School recommendation.
Total Offers to Students by University (UAC and via Early Offer) • Total approximate number of offers to students wishing to commence in Semester 1, 2021 were made by Macquarie University (102), UNSW (34), University of Sydney (32), UTS (28), Western Sydney University (27), Australian Catholic University (25), Australian National University (24), Notre Dame (11), University of Wollongong (8), SCU (7), Torrens (3), BOND (3) with 1 offer from AIM, Excelsia College, Griffith University, ICMS, Monash University, University of New England and IOWA State University, USA.
Offers to students by Faculty Faculties in order of offers were: • Business, Law/Security Studies/Policing, Communication/Media/Event Management, Arts and International Studies, Sciences, Medicine/Nursing, Sport/Nutrition, Social Sciences including Psychology and Social Work, Engineering, Art and Design, Architecture and Planning, Information Technology and Education. • The destinations of a few students are unknown. These students may have received offers to study at other educational institutions in Australia or overseas. Students may have elected to take up employment. 3
Student Attendance Rates and Management of Non-Attendance
Summary of Professional Learning Undertaken by Teachers
• Contact is made to parents each morning by automated SMS if a student is absent from School without notification • Letters are sent to parents requesting reasons for student absences in writing (email response is accepted), if these have not been received within a reasonable time of the absence • For planned absences of three days or more in succession, parents make formal notification to the Head of Junior School or Head of Senior School • Extensive absences or absences of concern are followed up by the Year Coordinator or Class Teacher • Awards are presented to students with full attendance in Senior School
Junior School
Junior School attendance for 2020 - 93% Senior School attendance for 2020 - 95% YEAR LEVEL
However, teachers took advantage of numerous online and inhouse professional learning opportunities in the areas of: Seven Steps to Writing, MAP growth assessment, differentiation, student agency and the 5Es of inquiry, and an early years reading and phonics refresher. The Head of Junior School is an IB Workshop Leader, trained to deliver accredited IB professional learning. In 2020, she undertook additional upskilling to lead a new suite of IB workshops within Asia-Pacific.
ATTENDANCE
ELC
90.7%
KINDERGARTEN
92.1%
YEAR 1
92.1%
YEAR 2
92.9%
YEAR 3
93.4%
YEAR 4
94.0%
YEAR 5
94.6%
YEAR 6
93.3%
YEAR 7
96.8%
YEAR 8
96.0%
YEAR 9
93.5%
YEAR 10
92.9%
YEAR 11
96.3%
YEAR 12
94.5%
In Semester 2, the Junior School staff was surveyed regarding professional learning priorities for the remainder of the year and leading into 2021. The survey used a philosophical and pedagogical lens of the International Baccalaureate’s Primary Years Programme to identify areas of personal and corporate need and interest. The survey was intended to make space for teacher agency in the planning and design of future professional learning. Using PYP criteria of quality, the survey required teachers to reflect on areas of practice using the ranking term ‘confidence’ rather than ‘competence’, in acknowledgement that professional learning is about growth. Based on this input, the Junior School Leadership Team developed a professional learning ‘roadmap’. One of the first focus areas was looking at differentiation. Staff participated in a workshop about using graphic organisers to differentiate learning content, process and assessment.
Senior School
Teacher Accreditation Status 118 teachers with Australian or AEI-NOOSR teaching qualification from higher education.
Professional learning looked a little different in 2020. Usually Junior School teachers and staff participate in an extensive learning program consisting of fortnightly professional learning meetings, external workshops, and personal professional reading. As an IB World School, through our participation in the NSW PYP Schools Network and North West Professional Development Network, and through our membership of the AIS and IPSHA, staff experience quality professional learning and networking. COVID-19 restrictions on gatherings and meetings, and the more general interrupted flow of the year, limited our capacity to engage in this broad suite of professional learning opportunities.
0 teachers without formal teaching qualification.
Workforce Composition Total number of staff - 331* Staff who identified themselves as indigenous - 1 *Total number of staff based on permanent and casual support and teaching staff, including cocurricular and coaching staff
Tara has offered Senior School teachers internal professional development sessions before and after school, during extended faculty times and staff development days. Additionally, teachers have engaged in Professional Development on weekends and non term time. In 2020 there was an increase in the amount of Professional Development engaged with online due to COVID-19 restrictions and limitations on face to face delivery. There was a particular focus on curriculum differentiation, catering for students with autism, and identifying and developing programs for high potential learners. Opportunities to participate in workshops relating to the International Baccalaureate Middle Years Programme were impacted due to overseas presenters being unable to come to Australia, however, online options were developed by the International Baccalaureate over time. Effective use of new and emerging technologies continues to be a focus of professional learning for all staff. Moving to remote online learning was a relatively smooth process due to the extensive professional development in recent times in utilising our Learning Management System, Canvas, to provide a flexible online learning environment for students and teachers. Such Professional Development was delivered by suitably qualified Tara staff or external providers. In 2020, an average of $500.00 per Senior School staff member, per subject, was allocated to fund attendance at externally delivered courses. Ongoing involvement of Tara’s teachers with HSC Examination marking, HSC Examination committees and various NESA committees has also contributed greatly to their professional development and maintenance of professional networks. Three teachers were accredited at Proficient Teacher and one teacher was accredited at Experienced Teacher in 2020. Two teachers are also currently undergoing the process to be accredited at Experienced Teacher Level. Future directions identified for staff professional development included innovations in pedagogy (with an emphasis on girls’ education), pastoral care and child protection, curriculum differentiation for students with diverse learning needs, developing programs for high potential learners, International Baccalaureate Middle Years Programme with particular focus on ‘Approaches to Learning’, and effective utilisation of education technology.
Enrolment Policies and Characteristics of the Student Body
providing additional advice for students as they responded to the impact of the pandemic and managing online learning.
Tara is an Anglican, non selective day and boarding school for girls, which maintains an inclusive approach to the enrolment of students, regardless of their religious or cultural backgrounds. The School aims to provide the best educational outcomes for all students who become part of the School community.
On the return to classroom teaching, additional resources were made available to support students. By way of example, students from Years 7-10 were introduced to ‘Managing Me’, an online resource developed by the Wellbeing Team at Tara. This platform provided students with access to material prepared by recognised practitioners to support them in managing the inevitable ‘speed humps’ of adolescence. The following general areas constituted the basic content of this resource: • Forming Positive Relationships • Academics • IT and Online Welfare • Promoting Physical Health • Discussing Mental Health • Beyond the Gates
Additional information regarding enrolment and compliance is available via the website: Full text by link for enrolment https://tara.nsw.edu.au/enrolments/how-apply/ Full text by link for international compliance https://tara.nsw.edu.au/enrolments/overseas-applications/
School Policies During 2020, no changes were made to the policies for Student Welfare, Discipline or Anti-bullying.
Student Welfare Attention to student welfare is a central focus at Tara, reflecting the Christian faith and values that underpin all aspects of the School culture. Student welfare programs concentrate on strengthening physical and mental health, as well as the development of skills used to promote lifelong personal growth. Such programs at Tara also focus on social and emotional learning as shown in the model. Policies related to welfare are published in a variety of publications including the Student Planner, Staff Handbook and Parent Orientation Material. Presentations in Assembly, Chapel, Pastoral Care activities and within the curriculum (PDHPE) to reinforce these policies. Full text by link - School Policies https://tara.nsw.edu.au/explore/governance-policies/ COVID-19 has generated many challenges country wide and the Wellbeing Team at Tara has responded accordingly. Throughout a period of online learning and transition back to teaching onsite, the Pastoral Program Team in the Senior School has approached these challenges as an opportunity to adjust and respond in fresh and meaningful ways. At the commencement of online learning, and the accompanying period of relative isolation, the Pastoral Care programs were focused on meeting a high standard of best practice with each of the following areas receiving specific attention: • Establishing a sense of routine and academic purpose • Physical wellbeing • Gratitude • Service for others Similarly the Year Coordinators provided guidance on ways by which students, while working online, could maintain a personal sense of purpose and academic direction. As a consequence students felt comfortable in following the School timetable, organising their workspaces, communicating with teachers and generally managing their time during the school day. Staff Mentors also communicated with students online with a specific focus on individual wellbeing. In addition to providing support and advice, the Mentors also alerted the Wellbeing and Clinical Teams as to when students may benefit from further intervention. In further support, a series of videos were developed
A student led initiative took the form of a first Wellbeing Week @ Tara. This initiative, led by the SRC, prompted girls to consider ways by which they could foster healthy wellbeing under the following guidelines and activities: • Making Connections • Gratitude Garden • Physical Activity • Self Care • Serving Others During a time calling for increased individual support and recognising the importance of fostering a sense of healthy wellbeing, it is rewarding to observe the positive effects of initiatives such as the above.
Discipline By their nature and developmental levels, children need boundaries within which to grow and assimilate into their environment. At Tara, it is recognised that the experience of children at School constitutes a major influence on their lives and provides a broader cultural context in preparation for entering society in general. Where it is necessary for student management to take the form of correction, this will be most effective if approached as a context for learning rather than as an essentially punitive experience. Personal restoration, reconciliation and a sense of moving forward from misdemeanours are the overriding goals when student management measures are required. Policies for discipline are published in a variety of publications including the Student Planner, Staff Handbook and Parent Orientation Material. For further information on these policies please see the links below. Full text by link - School Policies https://tara.nsw.edu.au/explore/governance-policies/
Anti-bullying At Tara, bullying or harassment is not acceptable in any form. Students have the right to expect that they will be free from the fear of bullying, harassment, intimidation and victimisation during the School day. Policies related to Anti-bullying are published in a variety of publications including the Student Planner, Staff Handbook and Parent Orientation Material. Presentations in Assembly, Chapel, Pastoral Care activities and within the curriculum (PDHPE) to reinforce these policies. For further information on these policies please see the links below. Full text by link - School Policies https://tara.nsw.edu.au/explore/governance-policies/
5
Complaints and Grievances
Junior School
ELC to Year 6: Students who have a complaint or grievance should go to their class teacher and from there the Deputy Head of Junior School. Years 7 to 12: Students who have a complaint or grievance should go to Student Reception and ask to see their relevant teacher or Head of Department, Dean of Learning or Mentor, Year Coordinator, Director of Student Wellbeing, Head of Senior School or the Principal. Parents: Parents or support people for the student who have a complaint or grievance should go to the Mentor, relevant teacher or Head of Department, Year Coordinator, Dean of Learning or Head of Senior School and this will be managed appropriately.
The Junior School Wellbeing and Restorative Action Policy uses an approach of restorative justice to build resilience and empathy. Central to this approach is the circle solutions model which is used to support and nurture students towards respect for self and others, personal integrity and responsibility, compassion and appropriate conduct. Timetabled weekly for each class is ‘circle solutions’ where issues that are current, relevant and meaningful for the group are worked through using the model of participation. Restorative conversations, using the Junior School Restorative Conversations Bookmark and Wallet Card, engage students in positive and caring conflict resolution. All students participate in service learning activities, raising awareness and enabling action in support of others.
Policies for Complaints and Grievances are published in a variety of publications including the website, Student Planner, Staff Handbook and Information Handbooks. Full text by link - School Policies https://tara.nsw.edu.au/explore/governance-policies/
Initiatives Promoting Respect and Responsibility Senior School Service Learning took many forms and involved many people in 2020. A new Service Learning framework was launched, with intentional focus on ‘Local, National, and Global’ awareness. With our desire to prepare globally minded citizens, who share responsibility for the world and each other, we aim to be both pro and reactive when it comes to serving others. Reactive response included the collection of goods and the raising of both money and awareness around the Australian bushfire crisis of 2020. Further into the year, our combined proactive response included a Senior School and community effort in the ‘Love your neighbour’ winter campaign with a focus on the collection of pre loved ‘shoes for Planet Earth’, winter clothes/socks/blankets collection for the homeless, through our local, ‘Street Buffet’ partnership, and ‘Vinnies youth’ and ‘Team Jesus’ were the recipients of numerous boxes of non perishable food and household products. Student Wellbeing programs across all year groups provided many opportunities for Service Learning. In response to the bushfires and ongoing impact of drought Years 11 and 12 created Easter Boxes specifically for men, distributed to regional link communities around Bombala. Year 8 developed the new skill of knitting squares and as such, created over 30 blankets which were distributed to people in need through the charity, ‘Street Buffet’. The Year 10 Camp Program saw students partner again with ‘Kids Give Back’ in addition to learning about the ‘Walk the Talk Program’ led by Dannielle Miller – CEO Enlighten Education which provides homes for women and their families dealing with domestic violence. This led to an ongoing partnership with the Parramatta Women’s Refuge throughout the year which saw students raise funds for the organisation as well as raising awareness about the nature of domestic violence on women in the local community.
Service Learning in the Junior School: • Is an expression of the Christian values of our School – demonstrating God’s love to others • Is an outworking of our status as an IB World School, providing the opportunity to learn the elements of agency and action: by participating, supporting, standing up for others, designing something new, or making a lifestyle choice. • Helps us to develop empathy for others • Helps us to learn more about children and families whose lives are the same or different to our own • May be a planned annual commitment (such as Compassion and Toys n Tucker), an outworking of learning within a unit of inquiry (such as Year 4 selling 3D printed ‘collectibles’ for the CWA), or in response to a current local or global need (such as RMH and drought relief) • May be initiated by an individual student or group of students, and is part of a School wide program of service implemented through the House system In 2020, under the banner Service for Others - hearts and minds in action, students led and participated in actions which supported: • Compassion (sponsoring a child in Mexico) • Thank you messages to COVID-19 essential workers • Children Near and Far - donations for the South Coast and a voucher for St Peter’s Anglican School in Broulee for the purchase of musical instruments • Parramatta Mission (donations of food and essential personal items like toiletries, nappies, socks and underwear) • Operation Christmas Child with Samaritan’s Purse
Throughout the period of online learning girls were asked to consider ways by which they could care for those they were unable to visit. In this context, students were given the opportunity to create and write cards of encouragement to elderly residents in local Nursing Homes. Explicit teaching about respect and responsibility occurred through Christian Studies, engaging in a new unit from ‘Peacewise’, focusing on respectful relationships and conflict resolution. This occurred in Year 8, Terms 3-4, 2020, with plans to further roll out the program with the Junior School in 2021. The Pastoral Care program also provided opportunities for students to learn about respect and responsibility. By way of example, Year 7 participated in activities focusing on managing the inevitable friendship changes at this stage of development in a respectful manner. At the other end of the continuum, Year 11 participated in a range of activities including camp and completion of leadership modules focusing on developing a sense of personal responsibility in leading others. 6
Satisfaction Data
Summary Financial Information
The School conducted a satisfaction survey for students, parents and staff in 2019. Findings from this survey are below. The elements of the survey are used by many schools and allow us to benchmark the results against other schools across Australia. A new survey will be conducted in 2021.
Tara Income 2020
Aspects of Highest Satisfaction
Students
Higher than Benchmark 7.5%
Parents
6.5%
In addition to students, identified high levels of satisfaction: Teacher Quality Guidance and Support
Staff
7.2%
School Environment Learning Opportunities Technology and Resources School Curriculum Teacher Quality Leadership and Management
School Environment Learning Opportunities Technology and Reserves Parent Communication Leadership and Management
School Determined Improvement Targets
Note: 0% income obtained from government capital grants and other capital grants
Tara Expenditure 2020
The Tara Experience • The School completed an internal review of the Middle Years Programme of the International Baccalaureate and focus areas for 2021 have been identified. • Tracking of student achievements in relation to learning and cocurricular has been undertaken with changes to student learning profiles being developed in 2021. • Specialised STEM and Maker Space Rooms have been developed and expansion of programs are occurring. • Additional online wellbeing resources for students, staff, and families. • Participation in a review of E-12 Wellbeing programs.
Christian Identity • Review of Christian Studies Programs in both Junior and Senior Schools • Linking the School identified service learning framework with the International Baccalaureate Programme.
Leaders of Learning • Promotion of staff excellence by having a teaching and leadership culture that is characterised by perpetual learning. • Ongoing evaluation of pedagogy through research informed best practice.
Resourcing Our Future
Masons Drive North Parramatta NSW 2151 Telephone: 02 9630 6655 publications@tara.nsw.edu.au
• Developing a sustainability action group. • Review and future planning for learning spaces. • Undertake building of Aquatic and Fitness Centres.
www.tara.nsw.edu.au