Annual Report 2022

Annual Report 2022



SCECGS Redlands Limited – Annual Report 2022 Contents Report Area 1: A Message from Key School Bodies 4 Report Area 2: Contextual Information about the School and Characteristics of the Student body 9 Report Area 3: Student Outcomes in Standardised National Literacy and Numeracy Testing: 9 Report Area 4: Student Outcomes (ROSA & HSC/IB) 10 Report Area 5: Teacher Professional Learning, Accreditation and Qualifications 12 Report Area 6: Workforce Composition (Including Aboriginal and Torres Strait Islander Staff) 12 Report Area 7: Student Attendance and Retention Rates and Post-School Destinations in Secondary Schools 13 Report Area 8: Enrolment Policies 15 Report Area 9: School Policies 16 Report Area 10: School Determined Priority Areas for Improvement 17 Report Area 11: Initiatives Promoting Respect and Responsibility 18 Report Area 12: Parent, Student and Teacher Satisfaction 20 Report Area 13: Summary of Financial Information 21 Appendix: Curricular/Cocurricular Achievements and Events 22 Donors 26 The Board 28 Governance 29 3

Report Area 1: A Message from Key School Bodies A Message from the Board Glenda McLoughlin Student Achievements Chair We sincerely congratulate the Class of 2022, who achieved SCECGS Redlands Limited exceptional results in their HSC and IB exams. In 2022, our School emerged from the pandemic stronger and Highlights from the 2022 academic year include: more energised than ever. I acknowledge the exemplary efforts of our teaching and operational staff in what was a very busy and • 22 students achieved an ATAR of 99 or more productive school year. • 48 students achieved an ATAR of 95 or more I would also like to recognise the wonderful contribution to Redlands of our Principal Mr Stephen Webber. In 2020 when Mr • 68 students achieved an ATAR of 90 or more Webber came to Redlands as our new Principal, he knew he was taking on a new challenge. But none of us were to know that this • Dasha Sychova and Lauren Zhang achieved top honours, each would involve running a school in a global pandemic. with an ATAR of 99.95 In times of uncertainty and heightened anxiety everyone looks to • 231 HSC Band 6s/IB Grades 7/A were awarded the Principal for stability and reliability. Mr Webber proved to not only be an absolute rock of dependability for the School Board but also • 55% of students qualified for the HSC Distinguished Achievers a reassuring presence for students, parents, teachers and staff. List or were IB top grade achievers To simply get through the past few years of the pandemic as a • 9 students received 12 nominations and 2 students were Principal, while continuing to deliver the quality of educational selected for HSC showcases of their major works experience that we expect at Redlands, would have been enough. But Mr Webber had higher aspirations. And over this time, he has • The Class of 2022 received 116 Early Offers to universities, introduced a number of initiatives and operational improvements both nationally and globally to our School. I highlight two of these. Redlands is incredibly proud of the Class of 2022 and their Firstly, his advocacy for learning programs to support individual achievements across academic, sport, performing arts and students to achieve personal excellence. This is recognised in the other cocurricular activities, which are detailed further in this Awards for Academic Growth given to students who have given Annual Report. their very best in 2022. Strategic Plan Update Secondly, Mr Webber also brought his passion for progressing indigenous reconciliation to Redlands. This has been reflected During the year, significant progress was made in the implementation in his support for an expanded Arnhem Land program and of our five year Strategic Plan. development of the Midawarr incursion program. Our goal at Redlands is to not only prepare our young people to While Mr Webber has decided to return to his family in Western understand and contribute to our world but to adapt, create and Australia, we express our gratitude and admiration to him and shape their own future. At Redlands we believe that every person sincerely thank him for his outstanding service to our School. has a unique light. Every child has gifts and talents to be nurtured. Every child can be a critical and creative thinker. Every child can I also acknowledge Mr Webber’s wife Lynn and thank her for her be prepared to be successful in their aspirations in life. And every willingness to move to Sydney and for her support to Mr Webber child can make a positive contribution to our world. in his time here. Our efforts to prepare for the future are embedded in our Strategic As Mr Webber leaves us with a distinguished record of service Plan which are focussed on five key drivers: to Redlands, we welcome Mr Sean Corcoran into his new role as Principal, commencing in 2023. Mr Corcoran needs no introduction • Developing a culture of innovation having been the School’s Deputy Principal for the past two years • Supporting students to achieve personal excellence and Head of Secondary School for four years previously. • Attracting and developing quality staff • Enhancing a culture of wellbeing for all members of the Mr Corcoran has been closely involved in developing many of the planned initiatives at Redlands in partnership with Mr Webber community and and we look forward to our School continuing to grow and thrive under his leadership in the coming years. • Advancing sustainable facility development Two major initiatives this year to support students to achieve We also look forward to welcoming Ms Sabine Partington as our personal excellence were the expansion of the School’s iGrow new Deputy Principal. Ms Partington, a mathematics teacher with a Data Platform and a significant investment in Experiential Learning. background in corporate finance, joins us from her most recent role as Head of Teaching and Learning at Haileybury College in Melbourne. iGrow Data Platform Over the past five years, Redlands has been investing in our own program, the Redlands iGrow Data Platform, to track the progress of students throughout their time at school. This holistic platform focusses on the growth of the whole child, academically, physically, socially, emotionally and spiritually and helps students, parents and teachers to share real time information around how students are developing. Our goal is to identify where our young people might benefit from extension or cocurricular activities or extra coaching to make sure that they flourish at school. However, the overriding purpose of iGrow is to help our students to understand themselves, to develop a deep love of learning and a resilient and positive mindset. 4

Experiential Learning Program Redlands Foundation Means-Tested Scholarship Another major investment this year was focused on the expansion Thanks to all parents, carers and alumni who donated to the Dr Sue of Outdoor Experiential Learning programs. During the year, Morey AM means-tested Scholarship Appeal. This scholarship Redlands purchased 214 ha adjacent to our 56 ha High Country honours an accomplished Redlander who has made a huge Campus at the edge of the Snowy Mountains. We plan to continue contribution to the health of our State. A fundraising lunch our Winter School and Snowsports programs and to offer celebrating Science and Innovation at Redlands was held in May expanded opportunities to experience learning in the outdoors. at the Royal Sydney Yacht Squadron which, along with other donations, will enable the School to award further Scholarships. In 2025, we plan to introduce a Year 9 Experiential Learning Program. These plans dovetail with the State Government’s plan Thank You to develop a world class Mountain Bike and Adventure Park within riding distance of our High Country Campus. No one should underestimate the disruption that we’ve all been through and the interruption to people’s lives. Our community Honouring our Redlanders has continued to show up and stay connected when it counted. As we look to the future, we also draw on the strengths of our past Redlands would not be the school that it is without parents and and honour our heritage as one of the oldest schools in Sydney. carers and we are very aware of the sacrifices they have made to In December, the School named each of the levels of the Redlands ensure the best education for their families. We sincerely thank Learning Hub after prominent early alumni who graduated from them for choosing Redlands. Redlands between 1903 and 1920. The Redlands Parents and Friends Association plays a critical role Level 1: Visual Arts and Innovative Design - honouring Ellice in coordinating the contributions of parents to the School. A huge Nosworthy, (RL 1915) Dux and School Co-Captain, a pioneer vote of thanks to RPFA President JP Forrest, and to all of the RPFA Australian architect. Committee for their efforts this year. While it was disappointing to have to postpone the Redlands Spring Fair due to inclement Level 2: English - honouring Eleanor Dark (O’Reilly) AO, (RL 1919), weather, we are looking forward to brilliant weather for the considered one of Australia’s most important and influential Redlands Autumn Fair in 2023. writers. I thank our staff for what they have achieved this year. We appreciate Level 3: Mathematics - honouring Dr Clara Wilson (Vida Sams), the enormous efforts of all of our teaching and operational staff, (RL 1915) School Co-Captain, one of Redlands’ first doctors and whose contributions have been exemplary. a pioneer in child welfare and health education in both Australia and England. Finally I thank my fellow Board Directors who give their time in the service of the School. They are not involved in the operations of Level 4: Social Sciences – honouring Aphra Scroder, (RL 1903), the School, but play a leading part in setting the strategic direction an early university graduate, teacher, parliamentary librarian of the School, establishing governance frameworks and oversighting and advocate of women’s education. risk management and decisions around physical resources. Level 5: Rooftop Garden - honouring Dr Thistle Stead (Harris) AM, In this post-lockdown world, normality has returned to our School. (RL 1920) Dux, botanist and environment activist. Our Redlands community has continued to thrive by drawing strength from each other. I hope we all continue to embrace our I’m delighted that in looking to the future, our School can draw wonderful community spirit in the years ahead. inspiration from our 139-year legacy. Preserving our Heritage As we honour the achievements of our alumni, we’re also investing in preserving our heritage. In 2023, the School plans to renovate and refurbish two of our oldest buildings, the Liggins and Parkes buildings. The Liggins building is the oldest building on the Redlands campus and we plan to celebrate its centenary in 2023, commemorating the thousands of Redlands students who have been taught in the Liggins classrooms. The Parkes building, a Neo-Georgian style heritage-listed building opened in 1935, was the main school building for Cremorne Girls High School. It is now home to our Redlands Ballet and Dance Academy and Junior School academic and music classes. It is our goal to give both of these buildings a new lease on life. Improvements to Sports Facilities The School’s Sporting facilities are also receiving a significant upgrade. The Macquarie University Sports fields have been the home grounds for Redlands for 30 years and we were very pleased this year to renew our association for another 20 years. We also signed a 20-year lease with Mosman Lawn Tennis Club which will be the home ground for our Tennis programs from next year. 5

A Message from the Principal I am also very proud of our partnership with UTS and I acknowledge the work of our Head of Teaching and Learning, Mr Matthew Bentley for providing this connection and encouraging the development of professional learning teams for our staff to collaborate on real research that will have a positive impact on students’ learning. Stephen Webber 2. Personal Excellence MEd, BSc, GradDipEd, MACE, A major focus this year, targeting the second strategic driver MACEL of personal excellence, has been the expansion of our iGrow Data Platform. Secondary School students have relished In reflecting on 2022, the year can be encapsulated in the word their coaching conversations, looking at how their trees are “thrive.” It is a key word that we included in our Aspiration in flourishing. iGrow has now been expanded into the Junior 2020 when we were developing our Strategic Plan for where Campus so that we will be capturing data from three-year we wanted the School to be in five years’ time. olds all the way through to Year 12. “Thrive” also complements the theme for the year created This year we also reviewed our Learning Plus program, including by our 2022 student leaders, led by School Captains Sophia our extension and support programs. We are very pleased to Maxwell and Jack Murray – “Mission Possible” – to frame what have a new High Potential Learning Coordinator, Dr Phoebe students could achieve after some rollercoaster years due to the Poon, joining the School in 2023 to expand our programs in pandemic. I thank Sophia and Jack for their leadership and their this area. heartfelt drive in making things possible this year, enabling the whole School to thrive. 3. Quality of Staff I am very proud of what we’ve achieved as a school this year and In support of our objective to provide value for our staff and continue through the challenging times of the past few years. During this to attract amazing people to Redlands, we have developed an period, we have focused on the objectives set for the School by undergraduate scholarship with Macquarie University. This year’s the Executive team and the Board in the five-year Strategic Plan scholarship recipient, Ms Ellie Gingold, worked in the Preparatory and the following summary highlights our achievements against School. She is a wonderful teacher and we are delighted that she our strategic objectives in 2022. will be continuing at Redlands in 2023. 1. Culture of Innovation The inaugural recipients of our Innovative Teacher Fellowship, Ms Marita Jansons and Ms Katie-Louise Clinton, attended a The concept of a Culture of Innovation is in the School’s DNA, conference and visited schools in the USA this year to focus on the right from the pioneering achievements of the early graduates latest developments in social and emotional learning. In 2023 the after whom the floors in the Redlands Learning Hub were named Fellowship recipients are our eLearning Coordinators, Ms Wendy this year. Duckworth and Ms Agiro Anagnostu, and they will be travelling overseas to review the use of technology in education. Throughout the end of the last century, there were many significant innovations including the introduction of coeducation, 4. Culture of Wellbeing the International Baccalaureate Diploma Programme, the Redlands Ballet and Dance Academy, and the purchase of our High Country At Redlands, we are very serious about continuing to support the Campus made possible by the strong support of parents and the wellbeing of our whole community. This year we have reviewed a Redlands Parents and Friends Association, to name a few. holistic wellbeing framework from Preschool to Year 12. We have also had a strong focus on relationships and sexuality education, In meeting with staff and students when I joined Redlands in 2020, through our partnership with Dr Tessa Opie and have received they talked about the School as a really open place, a place where very positive feedback from students about this program. We things were possible, where you could think differently and where have also formed a Wellbeing Committee and continue to survey the staff had an open mind. students and staff about their Wellbeing. Looking forward to the future, we know that our students will 5. Sustainable Facility Development need to be able to think creatively, think critically, work together, collaborate and be problem solvers in the world of change Term 3 saw the establishment of our Sustainability Working they are inheriting. Therefore, to support students in further Group. Through our Round Square evaluation process, we developing these skills, we have appointed an Innovation and were advised that no other school in the Australia/South-East Entrepreneurial Learning Strategist, Ms Liz Green, who will Asia region had strategically looked at sustainability through be working across the whole School, both Junior and Senior developing parent, board, staff and student input together in Campuses. the one committee. This year we were very pleased to announce that, following a The Sustainability Working Group has provided a wonderful very thorough evaluation process, we have joined Round Square, opportunity to harness the global expertise of our parent body a global network of schools. Based on the Hahnian principles of in this area. Sustainability has also been led strongly by students, education and the value of experiential education, this network with the appointment of Junior School Environment Captains includes amazing schools around the world such as Gordonstoun this year working alongside the Secondary School Environment in the UK and United World Colleges. Captains in the Sustainability Working Group. We are in the process of finalising sustainability targets and look forward to communicating our plans in this area in the future. 6

I thank our community for their input into our Master Plan I thank the students for the culture that they set in the School consultation process. The next steps include shortlisting three and our student leaders for how they set that bar for what they architectural firms to provide their submissions, then selecting a talk about and what they value. Thank you to Sophia and Jack final firm to work on a revised Master Plan for not only the Senior for their leadership of the School and I wish Dan and Josie all the Campus, but also the Junior Campus and High Country Campus. best. They have already hit the ground running and I know they will have a wonderful 2023. Thank You I will miss so many things about Redlands, especially the focus There are so many people who have supported me in the role on relationships, connection and valuing individuals. Redlander as Principal over the past years. Janusz Hooker, winner of one of the Redlander Alumni awards this year, encapsulated what was special about Redlands. He I thank all of the parents for their incredible support - parents came to Redlands in Year 10 because his current school wasn’t and carers, the RPFA, RPFA President JP Forrest, former RPFA flexible enough to let him try and achieve what he wanted to President Michelle Tea, everyone involved in the Parent achieve in Rowing. He went on to win an Olympic medal, in some Coordinator Groups and the Friends of Groups. I also thank way because Redlands focused on students as individuals and parents for their contribution to the Foundation Advisory was flexible enough to allow him to achieve his Rowing goals. Committee and make special note of Grahame Petersen for his leadership of the committee and his passion for supporting Long may this be the case at Redlands. The School will forever be the School. in my heart and I will always be connected to this place. May God bless our Redlands families and may Redlands be blessed long I thank our Board directors for their trust, support, encouragement into the next 139 years of our history. and understanding. I honour every one of the directors for giving up the huge amount of time they do, not just at Board meetings but also at sub-committee meetings, and for their strong support during Covid. I particularly honour Chair of the Board, Glenda McLoughlin, for the significant time she contributes to the School, for her wise counsel and for her enthusiasm for all things Redlands. I thank the Executive team, an incredible group of people who all lead specific areas of the School and lead together as a team. I particularly acknowledge Deputy Principal Sean Corcoran’s leadership and I was delighted that the Board appointed him as Principal to succeed me. He is an incredible educator who will absolutely thrive in the role and I know he will have the total support of the Redlands community. I thank all of the staff who are incredibly professional, dedicated, cohesive and collaborative. I thank them for their support and commitment throughout the Covid years and for what they have done for this School. 7

A Message from the Secondary School Captains Sophia Maxwell Jack Murray We would like to take this opportunity to look back on our journey And last but never least, in the environment we saw the lively at Redlands and our time as School Captains over this past year. revival of Greenlands Week, and implementation of more types of recycling than I’m sure many of us ever knew possible, including We stood together at Speech Day one year ago, having just come uniforms, masks and even desk chairs. out of lockdown and challenged students to branch out, seize opportunities, and step out of their comfort zone. These accomplishments on top of many other achievements across this year would not have been possible without the Their response has been truly incredible and has defied our dedication of teachers and staff who work tirelessly to coordinate greatest expectations. Student participation rates are at their school events and activities while supporting students to let their highest levels and have surpassed pre-Covid. While it can be light shine. daunting to try something new, it is clear that students embraced the challenge and have made the most out of the opportunities In particular, we would like to acknowledge one member of staff available here at Redlands. who is leaving us this year - Mr Webber. Over his time at Redlands he guided our School through the pandemic, and oversaw some In order to celebrate and recognise the many achievements this our strongest academic results and the opening of the New year, we offer a brief ‘highlights reel’, a journey back through time, Learning Hub. to look back on 2022 at Redlands. On a personal level, he has always been readily approachable, First stop on our journey is Service. It has been an incredible pragmatic, and openminded. Today Redlands is a stronger, more year at Redlands, with a range of initiatives, many student- dynamic place because of the service he has rendered to the led, including fundraisers for Ukraine, Lismore, mental health School over these past three years. We are incredibly grateful for awareness, medical research, and the Legacy Gift towards his stewardship of our School and wish him and his family all the Redlands’ new means-tested scholarship. All in all, we managed best for his future endeavours. to raise over $50,000 towards these causes. And to Mr Corcoran - while he has big shoes to fill, quite literally, Next up, the Arts. Not only did we have a Shrektacular Redlands we know that the School will continue to grow and prosper under Musical, Senior Music Festival and Gala Arts, but also a number his leadership and we wish him the very best as he takes on his of external Arts achievements, where the Concert Band and String new role. Ensemble came first and second at the Australian School Band and Orchestra Festival respectively and the Redlands Ballet and We would also like to acknowledge Josie and Dan, the whole team Dance Academy earned a total 24 Eisteddfod podium finishes. of Captains, and the Year 12 Class of 2023. We are so excited to see the direction they take the School and we are certain that there In Sport we had the Girls Firsts boat win Head of the River, the will be many amazing things in store for the year ahead. season’s biggest regatta, for the first time in 15 years. 8

Report Area 2 Contextual Information About the School and Characteristics of the Student Body Redlands is a leading contemporary and innovative coeducational pathways to contribute to a safe and supportive environment. school inspiring students from Pre-school to Year 12 to adapt, Leadership, teamwork, a positive attitude, a growth mindset and create and thrive in our global community. We provide an resilience are important elements of our program for school-wide extensive range of academic, visual and performing arts, sporting, wellbeing. outdoor education, leadership and service opportunities designed to inspire holistic educational excellence and Our vibrant and dynamic coeducational learning environment confidence for life. encourages mutual respect between all students and develops emotional intelligence, maturity and inclusiveness – critical Established in 1884 in the Anglican tradition, our rich and balanced attributes for contemporary life. This environment prepares education program aims to develop well-rounded, confident and our students for a modern society which values gender equity compassionate young people who are encouraged to let their light and reflects the post-school coeducational setting in all areas shine brightly – within and beyond our School gates. of future life. Our Redlands Learning Platform defines our teaching and learning Redlands is an international school for Australian families and framework. It is based on research developments in educational an Australian school for international families. We have students theory and practice from Harvard University. This School-wide from 51 different countries, with students on a visa representing common approach to teaching and learning supports exceptional approximately 10% of the cohort, with the main home countries foundations in literacy and numeracy and enhances the being the USA, UK, Canada, France, Germany, the Netherlands, development of important skills including critical thinking, Denmark, China, Japan, South Africa and New Zealand. Redlands problem solving, creativity and collaboration. is a warm and welcoming community that values and celebrates the diversity of our local and global network. Last year 7% of Our students enjoy strong results in both the International our graduating class pursued tertiary study and post-school Baccalaureate Diploma Programme (IB) and NSW Higher School opportunities internationally. Our international Alumni chapters Certificate (HSC). This choice of HSC or IB offers students the continue to grow and strengthen year on year through increased flexibility to develop their individual pathway to academic activity and engagement. success. We have offered the IB Diploma Programme for more than 30 years and approximately half of our senior students We offer an extensive range of cocurricular programs across study this programme, guided by trained IB teachers. the visual and performing arts, sports, and service learning, providing students with the opportunity to explore new A developmentally structured system of student wellbeing experiences and develop personal interests and passions. throughout the School aims to provide support and Highlights include the comprehensive Snowsports and Sailing encouragement for each student. Class teachers take a holistic programs, a Ballet & Dance Academy and a term-long residential view of the students in their care and seek to ensure that every Winter School at our High Country Campus in Jindabyne. We student feels challenged and supported. Academic, social were pleased to resume these programs in 2022 following the and emotional progress are closely monitored and analysed. disruptions due to the COVID-19 pandemic in 2021. This informs the continuous refinement of our programs and Report Area 3 Student Outcomes in Standardised National Literacy and Numeracy Testing In May 2022, students from Years 3, 5, 7, and 9 participated in the National Assessment Program Literacy and Numeracy (NAPLAN) tests online. Redlands’ performance in these assessments has been consistently impressive over the years, exceeding both state and national benchmarks by a significant margin. This exceptional achievement is highlighted by the green colouring on the chart below, which represents a performance well above the national average. Results in the domain of Writing were especially pleasing. NAPLAN National Averages Year 3 Reading Writing Spelling Grammar Numeracy Year 5 524 473 477 513 464 Year 7 564 549 544 550 539 Year 9 591 586 588 583 615 647 635 627 648 649 Redlands’ impressive performance can be attributed to the School’s strong emphasis on providing a holistic education to its students. For more information on Redlands’ NAPLAN results, please visit the MySchool website at: https://www.myschool.edu.au/school/43875/naplan/results/2022#results 9

Report Area 4 Senior Secondary Outcomes (Student Achievement) Record of School Achievement The School did not have any students who required the award of a Record of School Achievement in 2022. Senior Secondary Outcomes Achievers, earning a Grade 7 in one of their subjects or an A in either their Extended Essay or Theory of Knowledge. During In 2022, 143 students completed their Senior Secondary 2022, 3 Year 12 students undertook vocational training or training education at Redlands with 76 students (53%) undertaking the in a trade and attained an equivalent vocational education and NSW Higher School Certificate and 67 students (47%) undertaking training qualification. the IB Diploma Programme. Redlands students enjoyed very strong results across both programs with an overall median The Class of 2022 received 116 University Early Offers prior to ATAR of 89.95. achieving their HSC or IB results (an exceptionally high number), with many others later taking up their first preferences for For the HSC, 22 students (29%) qualified for the Distinguished university admission. Achievers List, earning a Band 6 or E4 in at least one of their subjects. For the IB, 56 students (84%) were IB Top Grade 2022 HSC and IB Highlights ENCORE (Music), ONSTAGE (Drama) SHAPE (Textiles and Design; Design and Technology), TEXSTYLE • 22 students 99+ ATAR (15%) (Textiles and Design) • 30 students 98+ ATAR (21%) • 2 students selected for HSC Showcases – SHAPE (Textiles • 48 students 95+ ATAR (34%) and Design) and TEXSTYLE (Textiles and Design) • 68 students 90+ ATAR (48%) • 35 students were awarded IB Distinctions for earning • 98 students 80+ ATAR (69%) 40+ points (out of 45) in the IB • 117 students 70+ ATAR (82%) • 3 students were awarded IB Bilingual Diplomas (Danish, • 2 students achieved a perfect 99.95 ATAR Dutch and Spanish) • 9 students nominated for 12 HSC Showcases – ARTEXPRESS (Visual Arts), CALLBACK (Dance), Redlands 2022 HSC and IB Top Achievers 10

HSC/IB Percentage of Students in the Top Two Bands HSC Percentage of Students in Bands 5 & 6 IB Percentage of Students with Grades 6 & 7 Course Name # of Bands 5 & 6 (%) Course Name # of Grades 6 & 7 (%) Students Redlands State Students Redlands State Ancient History 4 100 33 Group 1 Biology 19 26 26 English Language & Literature 57 60 42 Business Studies 27 48 35 English Literature 10 90 44 Chemistry 4 25 33 Danish A 1 100 56 Chinese Continuers 4 100 75 Dutch A 1 100 27 Chinese Ext. 1 100 98 Spanish A 1 100 39 Chinese in Context* 1 100 89 Group 2 Dance 4 100 66 French B 12 75 54 Design & Technology 11 36 47 Spanish B 10 70 61 Drama 13 85 58 German B 2 100 43 Economics 7 71 36 Japanese B 3 67 81 English Advanced 76 42 67 Chinese B 11 45 89 English Ext. 1 10 80 92 Latin 5 100 80 English Ext. 2 3 67 85 French Ab Initio 7 86 47 Geography 18 56 42 Spanish Ab Initio 14 50 49 Information Processes & Technology 14 14 28 Group 3 Japanese Continuers 3 0 58 Business Management 24 96 33 Legal Studies 15 53 41 Economics 24 75 59 Mathematics Standard 42 57 29 Geography 12 83 55 Mathematics Advanced 23 26 49 History 22 82 16 Mathematics Ext. 1 10 30 73 Group 4 Mathematics Ext. 2 2 100 85 Biology 18 94 24 Modern History 24 38 34 Chemistry 23 78 43 History Ext. 1 13 69 84 Physics 24 79 38 Music 1 5 60 69 Environmental Systems & Societies 7 100 16 Music 2 2 100 86 Computer Science 5 80 41 Music Ext. 1 2 100 97 Sports & Exercise Science 11 64 33 PDHPE 23 43 26 Group 5 Physics 8 38 41 Mathematics Analysis 56 73 41 Science Ext. 1 3 67 79 Mathematics Applications 11 73 19 Spanish Continuers 2 100 58 Group 6 Studies of Religion 2 50 41 Dance 7 100 89 Textiles & Design 7 100 54 Music 5 100 57 Visual Arts 19 89 66 Theatre 13 100 69 TVET Subjects Visual Arts 6 67 16 Construction* 1 0 30 Entertainment Industry* 1 0 42 Tourism, Travel and Events* 1 0 22 Notes: Extension 1 Bands E4 and E3 are included as Bands 6 and 5 above. * Courses studied externally 11

Report Area 5 Teacher Professional Learning, Accreditation and Qualifications Professional Learning Over the course of the year, the School offered a total of eight professional learning days to its teaching staff. These learning Redlands places a strong emphasis on empowering its teaching staff opportunities included a variety of blended formats that were tailored with meaningful and exceptional opportunities to participate in high- to suit the needs of staff. At the start of the year, the School facilitated quality, evidence-based professional learning experiences that align targeted professional development sessions in academics, pastoral with the school’s strategic priorities. In 2022, the School continued to care and leadership for its Executive, Deans and Middle Leaders. prioritise three school-wide goals for teacher professional learning: Additionally, dedicated on-site professional learning sessions were amplifying student voice, cultivating cultures of thinking, and also arranged for teaching staff, which covered a wide range of topics, deepening staff understanding of social and emotional learning for including: students. To increase collective teacher efficacy and improve student learning outcomes, the School expanded its Professional Learning • Elevate Leadership Coaching Program for Middle and Senior Leaders Teams through a research partnership with UTS, Sydney. These teams • Building Successful Teams for Middle Leaders meet regularly, develop and implement classroom-based strategies, • Foundations of Thinking with Dr Jared Cooney Horvath and staff receive NESA accredited PD hours for their participation in • Social and Emotional Learning their team projects. The School also launched five data-driven Change • Respectful Relations for Students and Consent Labs, with support from University of Technology Sydney (UTS), in • First Aid and CPR training the areas of HSC, IB, cocurricular, Middle Years and Mathematics. • Emergency Response Training The focus of each Change Lab was to implement interventions that strengthen the holistic growth of students. Furthermore, each staff The following table provides examples of off-site and virtual professional member identified and set three annual goals for their Professional learning undertaken by teaching staff, in addition to the professional Growth Plans, which form part of the Redlands Staff Performance and learning delivered on-site. Development Framework to assist in their growth and development. Classification of Professional Learning Activity # of staff Teacher Accreditation participating Creating Cultures of Thinking and Visible Thinking Level of accreditation Number of (provided by the Harvard Graduate School of Education)  18 teachers Curriculum specific  International Baccalaureate (IB) workshops 25 Conditional 3 Leadership 25 Learning Support 18 Provisional 7 Child Protection 15 Mental Health Wellbeing of Young People 5 Proficient Teacher 166 NAPLAN Administration 25 Teacher Accreditation processes 17 Highly Accomplished Teacher (voluntary accreditation) 0 Digital Innovation including Cyber Security 5 Sustainability 26 Lead Teacher (voluntary accreditation) 0 3 Teacher Qualifications Number of teachers Category 186 i. Teachers having teacher education qualifications from a higher education institution within Australia or as 0 recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or ii. Teachers having a bachelor’s degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, Report Area 6 184 175 Workforce Composition 130 115 School Staff Teaching Staff Full-time equivalent teaching staff Non-teaching staff Full-time equivalent non-teaching staff 12

Report Area 7 Student Attendance and Retention Rates and Post-School Destinations in Secondary Schools Student Attendance 3. Related Policies and Documentation Student Attendance Procedures Year Level Attendance Rate % Kindergarten 89 4. Related Legislation Year 1 91 Education Act 1990 Year 2 90 Year 3 91 Student Attendance Implementation Year 4 90 Summary Year 5 92 Year 6 90 Register of Daily Attendance Year 7 91 A register of daily attendance is maintained by each respective Year 8 89 School Section Administration Office in Engage and includes the Year 9 90 following information: Year 10 88 • Daily attendance and absences, using appropriate codes Year 11 90 • All other absences Year 12 87 • The reason for any absence Total K-12 90 • Appropriate documentation explaining the reason for any 90% of students attended school on average each school day in absence 2022. This is the same as the average 2021 attendance. The register of daily attendance is retained for a period of seven (7) years after the last entry was made. Student Attendance Policy Monitoring and Following Up Attendance 1. Purpose The NSW Education Act 1990 sets out requirements for • Teachers record absences in Engage and receive an automatic reminder daily if they haven’t completed this attendance of students at school. This policy outlines the responsibilities of Redlands regarding student attendance • An explanation for any student absence from school is including maintaining a register of enrolments, having emailed through by parents or carers and kept on file; the procedures in place to monitor attendance, identify, follow reason for the absence is then recorded in Engage using the up and notify absences, and to maintain relevant registers. appropriate codes 2. Policy Statement • If a student is absent from school for more than three (3) days because of illness/sickness, a medical certificate is required to Regular attendance at school is essential to assist students verify their absence to maximise their potential. Redlands takes seriously its responsibility, in partnership with parent/carer(s), for • An SMS is sent to parent/carer(s) of any students who have promoting the regular attendance of its students. unexplained absences for that day The Principal maintains a register, in a form approved by the • If there is no response from the parent/carer(s), a follow up Minister, of the enrolments and daily attendance of all children email or phone call is sent to the parent by the respective at Redlands, which includes information for each student Administration Assistant as required by Section 3.8 of the NSW Education Standards Authority (NESA) Registered and Accredited Individual Non- • A poor or unsatisfactory record of student attendance and/ government Schools (NSW) Manual. or lateness is followed up with the student and parents by the Dean of Students and/or Head of School as appropriate and Student absence and variation to attendance will be recorded appropriate action is taken using the Minister’s codes. • A record of poor or unsatisfactory attendance for an Redlands will monitor student attendance data and implement individual student is recorded in Engage and in their intervention strategies to improve unsatisfactory attendance of individual student file and followed up with the Deputy students. Principal Where the parent/carer(s) of a student of compulsory school age seek an exemption from attendance at school or an exemption from enrolment, the Principal will process the application in accordance with the guidelines from NSW Department of Education. The Principal may exercise the Minister’s delegation under Section 25 of the Education Act in relation to granting and cancelling a certificate of exemption from being enrolled and attending school in certain prescribed circumstances. 13

Retention of Year 10 to Year 12 Years Compared Year 10 Year 12 Retained Apparent Actual 91% 2020 to 2022 145* 144* 132 100% *Enrolment numbers are taken on the Commonwealth census date each year – August 2020/2022 Both the apparent and actual retention rates are fluctuating. This is due to the international nature of the student cohort, as well as different pathways students choose. 9.3% of the School population is on a business or student visa. Therefore, there can be some variation in student numbers over all age groups annually. 13 students left the School between Year 10 2020 and Year 12 2022. However, 12 new students subsequently enrolled in Years 10 and 11, either as new arrivals in Sydney or transferring students from other schools. Post School Destinations Of the graduating class of 2022, the vast majority, around 93% have continued directly into tertiary study. Over 86% of the class of 2022 continued to Australian Universities and approximately 7% proceeded to an overseas University. The proportion of students continuing to overseas Universities was the same as the previous year. Approximately 7% of students elected to take a Gap Year, which is an increase on 5% from last year, potentially due to further relaxations in travel restrictions post COVID-19. Redlands Year 12 University Offers Redlands Year 12 University Offers by Institution by Fields of Study Macquarie Macquarie Management / Commerce Management / Commerce Sydney UTS Sydney Society / Culture / Law Society / Culture / Law 6% 6% UANNUSW23% UTS 5% 4% 5% 4% Creative Arts / Communications /CDreesaigtinve Arts / Communications / Design UNSW 7% 9% 9% Newcastle 28% Science Science 3% 23% Other Australian 8% 3% Other Overseas ANU 7% Informat2io8n%Technology Information Technology 8% Engineering Newcastle Engineering O8th%er Australian Architecture / Building Architecture / Building 11% 11% Other Overseas Health / Medicine Health / Medicine 8% 11% 11%19% 19% 19% 19% 16% 24% 16% 24% 14

Report Area 8 Enrolment Policies Redlands Enrolment Policy Purpose for enrolment, to ensure there is an appropriate balance of male and female students. The School has an absolute discretion in Redlands (the School) is committed to providing an effective, determining the weight of each of the factors it takes into account efficient and transparent enrolment process that satisfies the in determining whether to offer a place for the student. needs of students, parents and the School. This policy explains how the School’s enrolment process is implemented to ensure The formal points of entry are Preschool, Kindergarten, Year 3, all relevant legislative and regulatory requirements are met. Year 5 and Year 7. Students may be admitted in non-intake Year Groups provided a place is available. Policy Statement Redlands welcomes the enrolment of Full Fee Paying Overseas The School’s website provides information relating to the enrolment Students (FFPOS), subject to relevant visa and immigration process including tours of the School, Open Mornings, international guidelines. More information on the process for international enrolments, fees and scholarships. student enrolments can be found on the School’s external website. To apply for a place at Redlands, parents/carers first complete an Online Enrolment Enquiry to receive the Prospectus and Students with Disabilities will be enrolled along with all other an Application for Enrolment. Upon receipt of the completed eligible children as outlined in the enrolments procedures Application Form and Fee, the applicant’s name will be added to and subject to the Disability Discrimination Act 1992. Parents/ the Waiting List of applicants seeking entry to the School in the Guardians are required to provide information relevant to any calendar year and Year Group designated. An Acknowledgement special needs an applicant may have at the time of application of Application will be emailed to confirm placement on this and prior to enrolment in accordance with School Policy. Failure Waiting List. Please note that placement on the Waiting List does to disclose any special needs may lead to cancellation of the not guarantee the applicant being offered enrolment. application and/or enrolment. Invitations to interview for a place at Redlands are issued as The School’s Conditions of Enrolment (Conditions) can be found places become available, up to 24 months before the scheduled on the external website. The Conditions of Enrolment are agreed start date, in the order in which applications are received. to by parents when they accept an offer of a place for a child at Interviews are conducted by the designated Section Head or the School and made available to all parents through the parent their delegates. Places of enrolment are offered subject to portal, Redlands Pulse. The Conditions of Enrolment detail all the application, interview and the following priorities: families prerequisites for continued enrolment including, but not limited already connected to the School through the current enrolment to, payment of fees, academic expectations, attendance and of a sibling of the applicant and/or if either parent is a member behaviour. of staff or former Redlands student. The School may also take into consideration gender balance when considering applications 15

Report Area 9 School Policies Overview • Student Discipline Policy (Available through the School Intranet) Redlands aims to provide a supportive, caring and safe environment which: • Child Protection Policy (Available through the School Intranet) • Behavioural Rules and Expectations (Available in Student • minimises risk of harm and ensures students feel secure • allows students to be nurtured as they learn Planner and through the School Intranet) • supports the physical, social, academic, spiritual and • Anti-Bullying Policy (Available in Student Planner and through emotional development of students the School Intranet) • recognises the diversity within the School community • ICT Responsible Use Guidelines (Available in Student Planner • provides student welfare policies and programs that develop and through the School Intranet) a sense of self-worth and foster personal development and growth. Complaints and Grievances Changes Made in 2022 The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of School policy is reviewed as part of the School’s policy review concern identified by parents and/or students. These processes cycle and, as appropriate, in light of legislative changes or other incorporate principles of procedural fairness and provide factors. members of the community with the opportunity to raise their concerns and have them dealt with in a supportive, co-operative, Student Welfare timely, fair and confidential manner. The School has a comprehensive policy suite encompassing student welfare, including: Summary of Relevant Policies Policy/Document Title Summary of Policy Changes in 2022 Access to full text Child Protection Policy None Employee Code of The safety, protection and welfare of students is the None The full text of the Child Conduct responsibility of all staff members and encompasses a duty of None Protection Policy can be School Rules care to ensure that reasonable steps are taken to prevent harm None accessed by staff through to students which could reasonably have been foreseen and None the School Intranet ICT Responsible User obligations under child protection legislation. Guidelines None The full text of the Employee Anti-Bullying Guidelines All employees have a duty of care to students to take all Code of Conduct can be reasonable steps to protect them from risks of harm that None accessed by staff through Student Discipline Policy can be reasonably predicted. The Employee Code of Conduct the School Intranet provides expectations of employee behaviour. Complaints Handling Policy The full text of the Student It is a condition of enrolment in the School that the behavioural Rules and Expectations can rules and expectations specifically relating to safety, respect be accessed by parents and and learning are adhered to by all students across the School. staff through the School Intranet and in the Student The ICT policy provides clear guidelines to our students for the Planner safe, ethical, responsible and appropriate use of technology while at school. The full text of the ICT Responsible User Guidelines The School seeks to be an inclusive community for learning, can be accessed by parents in which all members, students and staff, should expect to be and staff through the School treated with respect. The School is committed to providing a safe Intranet and in the Student and secure community for all of its members and will therefore Planner. not tolerate any action that undermines a person’s rights in relation to this. The School will take whatever steps are necessary The full text of the Anti- to prevent, or intervene against, such behaviour. Bullying Guidelines can be accessed by parents and The School aims to provide an engaged learning community staff through the School in which students acknowledge their responsibility to manage Intranet and in the Student their behaviour whilst respecting the rights of others to teach Planner. and learn within a safe and supportive environment. The School acknowledges and applies the fundamental principles The full text of the Anti- of procedural fairness and unbiased decision making when Bullying Guidelines can be considering and applying disciplinary measures. The School accessed by parents and strives to work in partnership with parents and carers, staff through the School balancing punitive and educative responses to issues of Intranet and in the Student student behaviour. The School’s approach explicitly excludes Planner. and prohibits the use of corporal punishment in disciplining students. The full text of the Complaints Handling Policy The School’s policy for dealing with complaints includes can be publicly accessed processes for raising and responding to matters of concern through the School’s identified by parents and/or students. These processes website, and by parents and incorporate principles of procedural fairness and provide staff through the School members of the community with the opportunity to raise Intranet. their concerns and have them dealt with in a supportive, cooperative, timely, fair and confidential manner. 16

Report Area 10 School Determined Priority Areas for Improvement Overview The School’s vision for the future is articulated in the Redlands Strategic Plan (2021-2025) which was shared with the community in 2021. The Redlands Strategic Plan outlines strategic drivers, actions and measurements to achieve the priorities over the duration of the strategic plan. The following information details some key priorities and achievements in 2022 in the five key strategic drivers of: • Sustaining and deepening a culture of innovation in the School • Further developing the positive and supportive culture of • Supporting individual students to achieve personal wellbeing at Redlands for all members of the community excellence through programs and pathways • Providing sustainable facility development which delivers • Attracting quality staff, enhancing required skillsets and on our Aspiration managing performance effectively Culture of Innovation 2022 Priority Areas Comments on Achievement Implement Cultures of Thinking throughout School’s Teaching and Learning programs • All staff trained in Harvard Project Zero program • Redlands hosted and presented sessions in the National Project Zero online conference Implement an Entrepreneurial and Innovative • Implementation of Professional Learning Teams (PLTs) with a focus on enhancing Cultures Thinking program across the School of Thinking Regular connection for staff and students with local, • Updating Redlands Learning Platform to reflect this priority area national and global network of schools • Trial Stage 5 Entrepreneurial unit implemented Develop partnerships to support innovation • Strategic leadership role developed and recruitment completed for a 2023 academic programs across the School (community, corporate and tertiary) year start • Application submitted and approved for membership to the Round Square group of schools • Deputy Principal visited a range of similar schools in the ACT and Victoria • Partnership with UTS research team for PLTs and Change Lab research • Partnership with Macquarie University • Corporate and community partnership review planned for 2023 Personal Excellence 2022 Priority Areas Comments on Achievement IB program assessed (PYP, MYP, DP and CP) to determine whether to implement new programs • Specialist IB consultant completed a comprehensive review across the whole school New Stage 5 programs implemented and provided a report with key recommendations to be considered in 2023 Real time data on full range of student achievement • Year 9 Experiential Learning program recommended and approved by Board based in and progress utilised across the School High Country Campus Learning Enhancement Programs meet individual student need across the School • iGrow program being used across Secondary School in coaching conversations • Plan approved for rollout to Preparatory School and Junior School in 2023 • Response to Intervention model implemented across P-6 • Learning Plus roles reviewed and recommended changes approved for K-6 roles in 2023 • High Potential Learning Coordinator (7-12) role developed and appointment made for a 2023 commencement Quality Staff 2022 Priority Areas Comments on Achievement Research the benefits and value add of implementing • Professional Learning Committee evaluating this proposal for consideration in early 2023 a Redlands Professional Learning Institute Develop and articulate a Redlands Employee Value • EVP developed and will be presented to the Executive and Board in early 2023 Proposition (EVP) • Undergraduate scholarship program with Macquarie University implemented • Staff salary increases approved by Board above MEA level with proposed target of 5% above MEA by 2025 High quality staff in all areas of the School • Professional Growth Plan process undertaken by all academic staff. Further improvement to this area for Support & Operational staff to be implemented in 2023-24. • Key staff metrics identified, reviewed and tracked over time • Performance management process and metrics reviewed for 2023 implementation. 17

Culture of Wellbeing Comments on Achievement 2022 Priority Areas P-12 Student Wellbeing program and key metrics • Social and Emotional Learning embedded in P-12 Wellbeing program implemented • ACER Social and Emotional Wellbeing student surveys completed in Terms 2 and 4 to Wellbeing programs for staff and key metrics provide baseline metrics implemented • P-12 Student Wellbeing Scope and Sequence drafted to be analysed for gaps and shared Specific physical spaces utilised for wellbeing with wider community in 2023 activities • Staff wellbeing survey completed – ‘Pulse’ survey – to provide baseline metrics • Framework for Staff Wellbeing Committee and terms of reference communicated with staff • Expressions of interest for the Committee open to all staff with a significant interest in participation across all School sections • Committee launched at the start of 2023 • Staff wellbeing rooms implemented on Senior and Junior campuses • Student and staff spaces identified as a priority in the Master Plan Brief consultation process Sustainable Facility Development 2022 Priority Areas Comments on Achievement Agreed integrated Master Plans adopted for High • EPM engaged and consultation process for the Master Plan Brief completed Country Campus, Junior Campus and Senior Campus • Draft Master Plan Brief document presented to Board and Executive • Timeframe set for selection of Master Plan Architect and development of the integrated three campus Master Plan 3.0 Macquarie University partnership secure and of • 20-year lease partnership agreement signed by both parties mutual benefit • Initial Northern Oval project agreed and in progress • AFL community grant application submitted with intent to support Redlands recognised as being innovative in terms of • Sustainability Working Group (SWG) established sustainability • Sustainability Community Advisory Group (SCAG) established • Sustainability Policy endorsed by the Board – broader framework under development Report Area 11 Initiatives Promoting Respect and Responsibility Overview • On the JS Campus we work collaboratively to provide a consistent approach across P-6, through our programs, practice and policies The School’s vision is to inspire girls and boys to achieve life- that are currently in place and continually reviewed. This includes readiness and to let their light shine, through the provision of a highly visible classroom and playground behaviour expectations world recognised, contemporary education. in place. With Respect and Responsibility comprising two of the School’s six • Across all key learning areas we amplify opportunities (daily, explicitly stated Values, there are frequent and ongoing messages weekly and monthly) to explicitly teach and implicitly model and and reminders to students and families of the significance of these promote the School Values of Respect and Responsibility. values in both our School and the wider society. • We recognise students who demonstrate our School Values of This focus takes various forms, including: Respect and Responsibility at Assembly - through presenting merit certificates and class awards, communicating through Note • Note Day communication and assemblies across all sections Day, all information is outlined in our K-6 School Planners, in of the School where our students model the Redlands values parent presentations/workshops and wellbeing webinars. of honesty, respect, responsibility, moral courage, compassion and fairness with concrete examples of student actions • Individual class and Year Group opportunities for students to demonstrating these values across the School understand and demonstrate the Redlands Values with award/ merit certificates presented at Preparatory School and Junior • Individual class and Year Group opportunities for students to School Assemblies. understand and demonstrate responsibility • K-2 Assemblies are student led. • Student leadership opportunities across all K-6 classes • K-2 Leadership roles of sustainability, lost property, wellbeing, • Student leadership opportunities through Student technology. Students set their expectations and how to keep Representative Council, Peer Support programs and whole each other accountable through reflection school leadership positions across Years 7-12 • JS Assemblies are student led • Playground and Classroom Behaviour Expectations signs are • Student-led service learning initiatives and whole school action visible and displayed across the Junior Campus to ensure a consistent approach across the whole school • Speakers from external organisations engaged to promote how • Continuing to utilise “Take 3 Reflection” time at lunch as a follow students can illustrate respect and responsibility up/consequence of negative playground behaviour. • Embed a consistent and persistent language across Redlands Preparatory and Junior Schools House, Preparatory and Junior School using the Zones of Regulation language and high visibility of Zones signage/ On the Junior Campus we continue to develop and strengthen our resources P-6 Wellbeing programs to further strengthen and amplify our • K-2 Wellbeing Clubs - Lunchtime daily activities School Values which promote respect and responsibility. Embedding • Year 6 Wellbeing Leaders program developed, leaders to be these initiatives across our School Campus enables us to enhance a visible and active around the school at lunchtime and special culture of care, develop peer connections, create a strong sense of events. belonging and elevate student voice and agency. • Friendship Club held at lunch time throughout the week with Year 6 Wellbeing leaders assisting in the club activities with support • Our Positive Behaviour for Learning (PBL) framework supports from DoS and School Counsellors our teaching and learning programs and it is an essential • Fortnightly classroom Circle Time held with activities linked to foundation for our school discipline policy. the You Can Do It positive education program. • The PBLs are embedded across the whole school and support student engagement and behaviour, which underpins our School Values and assists us to create a safe and harmonious learning environment. 18

• Buddy Class system for P-6 in place and buddy activities held Literacy Foundation and School For Life Foundation in each term to increase student connections and a sense of • International Women’s Day, Harmony Week, National Day of belonging. Action Against Bullying & Violence, International Day, NAIDOC • y-Safe Program/Digital Citizenship “Staying Safe Online” Week and Greenlands Week implemented for all K-6 students to participate in. Camp • y-Safe presentations for students, staff and parents A highlight of the year was the Year 9 Arnhem Land Camp. Hosted • y-Safe Hub for parents and staff made available to support and at the Gulkula site, a significant Gumatj ceremonial site widely accepted by all clans as a meeting place, the outcomes of the inform families regarding up to date online safety initiatives and program were: helpline • For participants to be a part of shaping a new generation where • Fortnightly student-led assemblies to enhance student agency and participation, allowing continuous opportunities for student Aboriginal culture is firmly acknowledged and accepted in the voice across P-6.  dominant Australian culture as a shared and equal story that has • Community awareness projects including Harmony Day, brought us to the present moment. International Day, Heritage Week and National Reconciliation • For students to have safe, fun and meaningful interactions with Week, supported by the Secondary Students who volunteer to Yolngu people where cultures are shared, positive memories are assist with the smooth running of these events. made and relationships between schools and Yolngu families and • JS student-led fundraising activities for charitable organisations Country are forged. across K-6 including Jeans for Genes Day, NAIDOC Week, the National Day Against Bullying and RUOK Day, International House Opportunities Women’s Day The House Spirit Fair offered an opportunity for all members of Secondary School the community, teachers and students alike, to generate some Redlands spirit. Year 12 offered a range of activities such as chess Student Wellbeing Programs & Student Management Processes competitions, face painting, lip-sync battles and dancing. It was a brilliant afternoon and a well-deserved opportunity for the students The CASEL Framework for Social Emotional Learning (SEL) remains to let their hair down and have some fun in the name of ‘spirit’ - central to our student wellbeing programs. Regular Tutor Group whilst building respect and strengthening relationships across the activities built respect for fellow students and the wider school community. community, developed responsible decision making in students and supported students through the various challenges they may Year 7 Transition Program face. Programs are bolstered through workshops and presentations facilitated by organisations including yLead, Burn Bright, Tomorrow The Year 7 Transition Program considered the needs of the whole Man / Tomorrow Woman, Man Cave, Drug and Alcohol Research student by providing them with opportunities to develop the basic Australia and the Police Liaison Officer. skills of Secondary School and chances to participate in a range of Our student management processes continue to place students at activities including House and Peer Support. Involvement in the the centre of the School’s responses to behaviour. As students often transition program helped students to form connections with their communicate their needs through behaviours, how staff respond peers and teachers and develop a sense of belonging within the to these behaviours can have a significant influence on school school environment. Activities, lessons and parent webinars assisted climate and students’ social and emotional development. Centred students to develop social and emotional skills that enhance their around student learning and developmentally appropriate, our resilience and levels of engagement, and also ensured that they processes reinforce social emotional learning and support stronger transitioned smoothly into Secondary School. relationships, student engagement and equitable outcomes. Service Respectful Relationships and Sex Education Service learning programs continued to be embedded throughout Respectful relationships and sex education programs provided a all pastoral programs and provided opportunities for students comprehensive program to all students in the Secondary School to further develop respect and responsibility. Year 12 Leaders exploring relationships, gender, puberty, consent and sexual and organised various initiatives to support key needs including raising reproductive health. $19,000 in support of UNICEF’s Ukraine Appeal. The School continues to work with In Your Skin collaborating in Stage 4 students actively engaged with researching and organising the facilitation of workshops and presentations on the topic of charity drives for local charities and service learning opportunities. relationships and sexuality. Workshops supported young people with Student efforts culminated in an offsite one day service learning developing healthy relationship skills. Students were encouraged program supporting their chosen charity. Travelling across Sydney, to actively consider their relationship values and expectations, and students engaged in environmental clean-ups, connected with the to develop a healthy and realistic sense of self and ‘other’. Key staff elderly, cooked meals for the homeless and connected with younger engaged in professional development designed to increase their students. knowledge regarding sexuality education with a specific focus on sexual health literacy; Australian secondary students and sexual The day concluded with students writing Christmas letters to the activity; community attitudes towards violence against women; residents of neighbouring Bougainvillea, creating toiletries packs for consent and coercion; and expansive practice. Students continued the homeless, packing suitcases for foster children, folding clothes to be consulted in the development of programs. and packing food hampers. Key charities supported include Dress for Success, Share the Dignity, Hope in a Suitcase and St Vincent de Student Voice and Leadership Paul. Regular student-led assemblies by Secondary School Captains The Secondary School’s focus on the environment was once again and Year 12 Leaders continued to be a hallmark of Redlands and illustrated through students’ participation in Clean Up Australia Day, provided a valuable opportunity to enhance student voice and the implementation of uniform recycling and the introduction of participation, giving students an opportunity to take on additional Waste Free Wednesday. Students continued to regularly volunteer responsibility and to demonstrate their leadership skills. at the Bougainvillea Retirement Village and support the Matthew Talbot Hostel through regularly volunteering to assist with meals Student leadership and responsibility was promoted through the and through a donation drive at the end of the year. Year 7-10 Student Representative Council (SRC); Year 9 students serving as guides to future enrolments; a Peer Support Program Other fundraising or donation efforts included ones for Taldumande where student leaders from Year 11 assisted and supported Year 7 Youth Services for homeless children; St Vincent de Paul Christmas students; and Year 12 students taking responsibility for leadership appeal; Jeans for Genes Day to support children with genetic through becoming Activity Captains or Secondary School Captains. diseases; the Mother’s Day Classic for breast cancer research; the Balmoral Swim for cancer; and a stationary drive, general fundraising Through these leadership opportunities, students worked alongside and Christmas gift appeal for those impacted by floods in the their peers and teachers to improve the school environment, to Northern Rivers district. Mental health also continued to be a focus enhance a positive and supportive climate, to identify areas for area for the school with involvement in events such as RUOk? Day. improvement and, where appropriate, to drive initiatives to support these areas. A selection of student key initiatives and community Social Emotional Learning (SEL) & Staff Development awareness projects include: • Fostering school spirit and community engagement through the Schoolwide SEL engages the school community in creating caring, motivating and equitable learning environments that promote promotion of the School Values social, emotional and academic growth. Staff professional learning • House Spirit Fair sessions developed awareness of evidence-based SEL principles • Waste Free Wednesday and staff ability to leverage SEL tools by communicating with and • House fundraising events for UNICEF, Gotcha4Life, Indigenous supporting students in a variety of contexts. 19

Report Area 12 Parent, Student and Teacher Satisfaction Parent Satisfaction and they can also make a wellbeing report via a dedicated email address to our counsellors. At Redlands, an environment During 2022, many parents continued to involve themselves of proactive support is fostered. Redlands students continue in many areas of school life. One of these areas is through the to report that the School’s clear behaviour expectations and many ‘Friends of Groups’ focusing on specific activities. Meetings consequences alongside anti-bullying policies are effective. of these groups, along with the Redlands Parents and Friends Association (RPFA), provide regular forums for “Questions & Students are regularly surveyed throughout the year, both Answers” about school issues. Events hosted by the Redlands informally and formally, so that the School can effectively Foundation also provide parents with the opportunity to provide respond to their feedback. Some of the formal surveys feedback about the School and learn more about future plans. conducted in 2022 were: Members of the Executive attend almost all school functions and activities. This provides another avenue of regular, informal • Year 3-12 Student Voice Survey feedback and support for students, parents and staff. Regular • Year 3-12 Anti-Bullying Survey feedback was collected through a feedback email address and • Year 3-12 ACER Social and Emotional Wellbeing Survey followed up appropriately. • Year 12 Exit Survey • Year 12 Holiday Workshop Survey In 2022, all parents were surveyed to evaluate the School’s • Year 10 Pathways Survey delivery on its offering. The results indicated a 95-93% delivery performance in all six dimensions of its offering, with improved All Redlands students from Years 3-12 participated in a Student performance on all dimensions over the past five years. These Voice Survey where they gave individual feedback on each of encompassed the culture of the School, and how the School their teachers across 20 different areas of classroom practice. treats each student as an individual and supports them to This feedback data was reviewed by teachers with their Subject/ achieve their best academically, in cocurricular pursuits, Year Coordinator and then used by each individual classroom socially and emotionally. Further to this, the research provided teacher to reflect on their practice and develop improvement a benchmark of parents’ perception of performance on the goals. There was a positive response to the Student Voice Survey School’s five strategic drivers, with the strongest performance from both teachers and students. on Culture of Wellbeing, Quality Staff and Personal Excellence. This was the third year that the Student Voice Survey was Staff Satisfaction conducted in the Secondary School, with the 2022 level of student satisfaction (4.12) achieving a similar level to that of Staff surveys are a regular part of the Redlands staff consultation 2021. The results were calculated on 5-point scale with student process. Surveys are conducted upon induction, three months satisfaction highest in the following areas: explanation of after joining, at the time of staff leaving the organisation, after concepts, direct instruction, richness of classroom discussions, various events and on an annual basis with all staff addressing behavioural expectations and teacher enthusiasm about particular topics. learning. There is a formal induction program for new staff, and all new In the Year 12 Exit Survey, the Class of 2022 recorded a record joiners meet with the Principal, Deputy Principal, their Head of high level of Overall Satisfaction (8.37). The results covered Section or their Executive line manager within their first two 10 domains and showed the specific areas of strength to be: terms of working at the School, to discuss how they are settling in, as well as highlighting any challenges from their perspective. • Experience of girls This is in addition to a comprehensive staff development • Academic Program program where Teaching and Support and Operational staff are • Quality of Teaching working with their direct supervisor to continuously improve • Learning Outcomes their practice and performance. • Personal Development • Pastoral Care All departing staff are invited to attend an exit interview and • Resources complete an online exit survey. The survey results showed that the majority of staff felt valued and safe while working at Redlands, had strong professional development opportunities and would recommend the organisation as an employer to friends. Wellbeing Pulse surveys are sent to all staff twice a year to support an understanding of staff wellbeing at various points in the year. The 2022 Wellbeing staff surveys reflected that most staff believe that Redlands has a positive working culture, their job has a positive impact on their wellbeing and they know where to get support if they come across issues with their wellbeing. Student Satisfaction Student voice is highly valued at Redlands, and students of all ages have regular formal and informal opportunities to provide their feedback and suggestions. Heads of each Section meet regularly with the student leaders in each area of the School, providing an open channel of communication for concerns or issues in both directions. The Student Representative Council and Peer Support representatives provide other opportunities for the sharing of information and ideas about improvement. Students are encouraged to raise concerns about others’ wellbeing with the School’s pastoral staff, our Year Advisors (Secondary School) and Year Coordinators (Primary) in particular, 20

Report Area 13 Summary of Financial Information Brad Weatherstone Income 2022 2021 2022 ($M) MBA, MComm, BEcon, FCPA, 70 60 91.4% 90.8% 5.9% 6.4% 2.6% 2.6% 0.2% 0.2% FGIA FCIS, GAICD 50 Chief Financial Officer 40 Commonwealth State Other Capital Income 30 Recurrent Grants Recurrent Grants (Donations)* The reportable income including Government 20 recurrent per capita funding for the year ended 10 31 December 2022 was $67.3M. School income was 10.1% higher than 2021 due to tuition fee Fees and Private Income increase, additional student numbers enrolled and first semester 2022 was still impacted by * Excludes donations to the Redlands Foundation Scholarship Fund lower student participation in cocurricular events due to lingering COVID-19 impacts. Recurrent/Capital Expenditure 2022 2021 2022 ($M) The School achieved a very solid performance in 2022 and continues to recognise the 45 importance of further action required to 64.5% 57.9% effectively manage increasing pressure on School revenue and expenses. 40 Operational expenses increased by 12.2% in 35 2022 to $61.7M. This was primarily attributable to higher payroll expenses, higher depreciation 30 expense resulting from the significant recent investments in buildings on the Senior 25 30.1% Campus, as well lower costs incurred in first 20 26.9% semester 2022 due to lingering COVID-19 impacts on cocurricular events. 15 Capital Expenditure of $8.41M during 2022 10 8.6% 12.0% included $2.3M for the additional 214 hectares 5 of land adjoining our High Country Campus, $2.3M for six new modular classrooms in the Salaries, Allowances Non-Salary Capital Monford Place Learning Precinct, $0.6M for and Related Expenses Expenses Expenditure High Country Campus bathroom upgrades, $0.4M for cyber security infrastructure and Capital Expenditure 2022 (%) How We Are Funded 2022 (%) software upgrades and enhancements, $0.4M for disaster recovery infrastructure, as well as 6% 11% other upgrades to ICT infrastructure and the 20% acquisition of various furnitures and fixtures. 74% 89% Maintaining diligent financial management will be important in the coming years, as the Land and Information Furniture and Equity Borrowings and School focusses on the five strategic outcomes Buildings Technology Equipment other liabilities within the 2025 Strategic Plan. 21

APPENDIX Drama Curricular/Cocurricular HSC • 4 students received 6 nominations for ONSTAGE Achievements and Events External Theatre Companies English • 2 Senior students were accepted into Sydney Theatre Company’s Young Wharfies program Mosman Youth Awards in Literature • 1 Senior student was accepted as a Griffin Ambassador • 1 Junior student selected as a finalist Book Week HSC Drama/IB Theatre Showcases Premier’s Reading Challenge Year 10 Drama - Absurd Theatre Mathematics Year 9 Drama - Headlines Australian Mathematics Competition • 5 High Distinctions, 34 Distinctions, 55 Credits Year 8 Drama - Australian Landscapes Australian Maths Trust Computational & Algorithmic Thinking Competition Music • Secondary School students: 3 High Distinctions, 11 Distinctions, 23 Credits HSC • Junior School students: 1 High Distinction, 2 Distinctions, • 1 student was nominated for ENCORE 13 Credits Oxford University Computational Challenge HSC/IB Performance Showcases • Secondary School students: 5 Distinctions, 8 Merits Australian School Band and Orchestra Festival Science/Technology • Advanced Concert Band won Gold • Combined Strings won Silver NSW Science and Engineering Challenge • Redlands team placed 4th AMEB Exams National Science Week • 5 A+ High Distinction, 1 A Distinction, 28 A Honours - Piano, Year 8/10 Science Symposiums Violin, Cello, Flute, Trombone, French Horn, Saxophone, Singing, Year 7-9 STEAM Projects Musical Theatre, Musicianship Junior School STEAM Week Prep School STEAM Week St Cecilia’s Exams NSW Science and Engineering Challenge • 2 A+ High Distinction, 2 A Distinction - Cello Debating Dance • 1 Senior student selected to represent NSW Parliament at the HSC National Constitutional Convention • 2 students were nominated for CALLBACK • Year 7 team won SDN Grand Final • House Debating Competition HSC/IB Showcase • The Great Debate Students vs Staff RAD Exams da Vinci Decathlon • Senior - 18 students awarded, 1 High Distinction, 9 Distinction, 7 High Merit, 1 Merit • Year 5 team - 2nd in Ideation, 5th in English • Junior - 26 students awarded, 6 Distinction, 19 High Merit, 1 Merit • Year 6 team - 8th in Creative Producers, 8th in Legacy • Year 7 team - 3rd in Cartography RAD Class Awards • Year 9 team - 6th in Cartography, 6th in Creative Producers, • Junior – 16 students awarded 7th in Legacy • Year 10 team - 9th Overall, 6th in Cartography, 7th in Legacy, Victorian Ballet 8th in English, 9th in Science, 10th in Ideation • 2 Senior students performed solo roles in the production of Cinderella Ethics Olympiad Isobel Anderson Awards • Junior School team - 1st in National Primary Division • 1 Senior Boy was selected for the Finals Languages Australian Classical Challenge • 1 Senior Boy placed 3rd Language Perfect Championships • Redlands Junior Spanish students placed 1st in Australia and Sydney Eisteddfod 4th in the world – 1 Emerald, 2 Gold, 2 Silver, 22 Bronze, • Senior Jazz Performance Group 1 placed 1st 20 Credit Certificates • Junior Ballet Performance Group placed 1st NSW Japanese Speech Competition • Senior Jazz Performance Group 2 received Highly Commended • Redlands Secondary students placed 1st and 2nd • Senior Contemporary Performance Group 1 received Highly International Day Commended • 1 Senior Girl placed 1st in 15/O Tap and received Highly Entrepreneurship Commended in 15/0 Tap Championships • 1 Senior Girl placed 3rd in 15/O Tap Year 9 Market Day Year 9 Intrapreneurship Program Extreme Dance Competition • Senior Jazz Performance Group 1 placed 1st Visual Arts • Senior Contemporary Performance Group 1 placed 2nd • Senior Jazz Performance Group 2 placed 3rd HSC • 1 Senior Boy placed 1st in 14U Jazz, 1st in Demi-Character and • 1 student was nominated for ARTEXPRESS 2nd in Classical HSC Art Exhibition • 1 Senior Girl placed 2nd in Classical IB Art Exhibition • 1 Senior Girl placed 2nd in 14U Contemporary Solo Spencil Art Prize • 1 Senior Girl received Highly Commended in Open Age Jazz • 1 Junior student selected as a finalist • 1 Senior Girl received Highly Commended in 14U Jazz • 1 Junior Girl placed 3rd in 11U Contemporary Solo Innovative Design/Textiles • 1 Junior Girl placed 3rd in 8U Jazz • 2 Junior Girls placed Highly Commended in 11U Jazz HSC • 1 student was selected for SHAPE and 1 student was selected IRBD Eisteddfod for TEXSTYLE • 1 Senior Boy placed 1st in Intermediate Scholarship Awards, HSC Design and Technology Exhibition 1st in Ballet Championship, 1st in 13U Jazz, 3rd in Contemporary HSC Textiles and Design Exhibition • 1 Senior Girl placed 3rd in 12U Jazz • 2 Senior Girls placed Highly Commended in 12U Jazz and 14U Jazz • Senior Jazz Performance Group 1 received Highly Commended Adrenaline Eisteddfod • 1 Senior Girl placed 4th in 14U Jazz St George Eisteddfod • Senior Jazz Group placed 3rd 22

Major Events Service Leadership Matthew Talbot Hostel Breast Cancer Research Burn Bright Leadership Training Mother’s Day Classic Fun Run and Walk yLead Altitude Day Anglicare Toys ‘n’ Tucker Appeal National Young Leaders Day UNICEF Ukraine Fundraising Appeal Peer Support Leadership Program Lismore Flood Relief Student Representative Council • Northern Rivers Childrens Services UN International Women’s Day • Trinity Catholic College National Reconciliation Week Cancer Council NAIDOC Week Balmoral Swim for Cancer House Spirit Fair Westmead Children’s Hospital Harmony Day The Heart Foundation Duke of Edinburgh CMRI - Jeans for Genes Day Wayside Chapel Performing Arts Vinnie’s Family Crisis Accommodation Beyond Blue Musical - Shrek Gotcha 4 Life Mental Health Gala Arts Festival M’Lop Tapang Dance on Film - Grand Defile, The Twelve Days of Christmas, Indigenous Literacy Foundation Dancing Through Time, Pictures at an Exhibition School for Life Foundation Senior Music Festival - The Greatest of All Time Taldumande Youth Services Junior Music Festival - School of Rock Kids Giving Back Senior Piano Competition Bougainvillea Retirement Village Junior Piano Competition Clean Up Australia Vocal Competition ANZAC Day Services Instrumental Competition Remembrance Day Composition Competition Greenlands Week Jazz in the Garden Battle of the Bands Red Factor Drama Competition Shakespeare Festival Theatresports Competition Drama Celebration End of Year Soirees 23

Sport Achievements Football Athletics • Girls 1st XI and Junior B Girls won the ISA Grand Finals • 2nd XI Boys and junior A Girls were runners up in the ISA CIS Carnival Grand Finals • Redlands team achieved 3 2nd places, 4 3rd places, 11 other • 3 Senior Girls and 2 Senior Boys were selected to represent Top 10 places ISA at NSWCIS • 2 students were selected to represent CIS at All Schools • 1 Senior Girl and 1 Senior Boy were selected to represent CIS at the All Schools Championships ISA Carnival • 1 Senior Girl representing CIS won Gold at the All Schools • Redlands team placed 3rd in Div 1 Girls Overall, 2nd in Senior Girls, Championships, and was selected as a shadow player for 2nd in Junior Girls the Junior Matildas • 3 Junior Boys were selected for the HICES team to compete at Senior Athletics Carnival: 3 records broken NSWCIS • Inter Boys 1500m • Junior Girls 1500m Hockey • Junior Girls 800m • Girls 2nds were awarded joint Premiers at the ISA Grand Final Junior Athletics Carnival: 2 records broken • Senior 1sts were runners up in the ISA Grand Final • Boys 11Y 200m • 4 Senior Girls and 1 Senior Boy were selected for ISA teams to • Girls 4 x 100m Relay compete at the NSWCIS Championships • 2 Senior Girls and 1 Senior Boy were selected for CIS teams to NSW Little Athletics Championships compete at the All Schools Championships • 1 Senior Boy placed 2nd in 800m, 4th in 1500m • 1 Senior Girl was selected for the NSW U18 Squad • 1 Senior Boy was selected for the U18 NSW Blues Development AFL team which placed 5th at the Australian Hockey Championships • 1 Junior Boy was selected for the NSWCIS team to compete in the • Junior Boys team won the Junior Schools Cup NSWPSSA Championships Basketball Netball • Girls 1sts, Inter A, Junior A, Junior B, Year 7A won the ISA Grand Finals • Junior D won the ISA Grand Final • Inter A, Inter C, Inter E, Junior B and Junior F teams were runners • Boys 3rds and 7A were runners up in the ISA Grand Finals up at the ISA Grand Finals • 2 Senior Girls were selected for ISA U15 teams • Girls teams won the ISA Girls Div 1 Championship Shield for the • 1 Senior Girl represented NSNA at the U15 NSW Championships 3rd successive year • 1 Junior Girl was selected for HICES • 4 Senior Girls and 2 Senior Boys were selected for ISA teams to compete at NSWCIS Championships Rowing • 2 Senior Girls were part of the ISA team which won the Gold medal at NSWCIS Championships National Championships • 1 Senior Girl was selected to represent CIS at All Schools • 2 Senior Girls were selected for NSW Metro to compete in the • Girls 1sts placed 7th in the A Final National U18 Championships • Boys 1sts placed 3rd in the B Final • Girls 2nds placed 2nd in the E Final Cross Country • 1 Senior Girl and her U19 Composite Quad won Silver in the A Final • 91 Senior students represented Redlands at the ISA Carnival • 1 Senior Girl and her U19 Composite Double Scull placed 4th in • Senior Girls won ISA Senior Girls Shield, placing 1st in their the A Final division, Boys placed 3rd Overall, Girls placed 4th Overall • 1 Senior Boy placed 2nd, 1 Senior Boy placed 3rd, 1 Senior Girl NSW Championships placed 5th and 1 Senior Girl placed 7th at the ISA Carnival • 10 Senior students were selected to represent ISA at the • 6 crews qualified for the A Finals NSWCIS Carnival • 1 Senior Boy placed 9th at the NSWCIS Carnival and 20th at the Head of the River All Schools Championships • 42 Junior students represented Redlands at the HICES Carnival • Girls 1sts placed 1st in the Div 1 Schoolgirl Coxed Quad • Junior School team placed second at the HICES Carnival • Girls crews won 1 Gold, 3 Silver and 2 Bronze medals • 12 Junior students were selected to represent HICES at CIS • Boys crews won 3 Gold, 3 Silver and 2 Bronze medals • 1 Junior Girl placed 1st at the CIS Championships AAGP All Schools • Boys Crews won 1 Gold and 2 Bronze medals Kings/PLC Regatta • Girls Crews won 6 Gold, 4 Silver and 4 Bronze medals ACT Head of the Lake • Redlands was awarded the trophy for Best Overall Girls results • Year 8 Boys won Gold in Year 8 Schoolboy Coxed Quad A Final • Year 8 Girls won Gold in Year 8 Schoolgirl Coxed Quad A Final • 35 crews won 23 medals ACT State Championships • Yr 9 1st Boys won U16 Quad division • 1 Senior boy won Mens U15 Single Scull • Yr 8 Girls won Gold, Silver and Bronze in Yr 8 Single Scull • Yr 8 Girls 1sts won Gold in Womens U15 Coxed Quad • Redlands crews qualified for 31 Finals Rugby • Boys 13 team finished the season undefeated • 1 Senior Boy was selected for ISA Opens Rep Squad 24

Sailing Tennis • Redlands crews placed 5th and 8th in the Schools division at the ISA ACT Championships • Team 8 won the ISA Grand Final • 1 Pacer crew placed 1st in the Silver Division Finals and 2 Pacer • Teams 2, 5 and 6 were runners up in the ISA Grand Final crews placed 6th and 7th in the Pacer Gold Division Finals at the • 1 Senior Boy was selected for the ISA team to compete at the Redlands Cup NSWCIS Championships • 3 Eliott crews placed 1st and 3rd in the Gold Division Finals and • 1 Junior Girl was selected to represent NSW at the Australia/ 1st in in the Silver Division Finals at the Redlands Cup New Zealand Championships, where her team won a Silver medal • 2 Senior students and their teams placed 6th in the 29ers and NSTA 11th in Laser 4.7 at the Victorian Youth Championships. • 3 teams achieved 2nd place • 1 Senior student competed in the Youth World Championships • 3 Prep Doubles teams achieved 1st place and two 2nd places in Portugal, placed 1st in the RSHS Summer Racing Series, 2nd at the NSTA Primary Schools Challenge in the National competition, 4th in the NSW/ACT Metropolitan Championships, 5th in the East Coast Championships, and was Touch Football ranked 1st youth girl in NSW, 3rd Youth in NSW and 4th youth girl in Australia • 2 Senior Girls were selected for the ISA Opens team, 3 Senior Girls for the ISA U15 team and 2 Senior Boys for the ISA U15 team Snowsports • 1 Senior Girl was selected for the U15 CIS team to compete in All Schools Australian Interschools Water Polo • Redlands achieved 6 podium finishes - 1 Gold, 2 Silver, 3 Bronze - 5 team and 1 individual; and 15 Top 10 places • Intermediate Boys team was selected for the Grand Finals • Redlands Secondary placed 2nd in Secondary Coed Overall OTHER NSW Interschools • Redlands achieved 6 podium finishes - 3 Silver, 3 Bronze - 3 team Equestrian and 3 individual; and 23 Top 10 places • Redlands Secondary team placed 2nd in Secondary Coed Overall • 1 Senior Girl placed 3rd in Secondary Intermediate Preliminary Dressage at the NSW Interschools and was selected to Sydney Interschools represent NSW at the National Interschools • Redlands achieved 15 podium finishes - 1 Gold, 5 Silver and 9 Bronze - Gymnastics 11 team and 4 individual • 3 Senior Girls were selected to represent NSW at the Australian Redlands Cup Championships • 1 Senior Girl and her team won a Bronze medal, achieving • Redlands achieved 16 podium finishes - 1 Gold, 5 Silver, 10 Bronze - 4th place in the Balance Routine, Dynamic Routine and 11 team and 5 individual Combined Routine World Rookie Championships Softball • 1 Senior Girl placed 2nd • 1 Junior Girl was selected to represent CIS at the NSWPSSA Championships Thredbo Snow Series Surf Life Saving • 1 Senior Girl won the Open Womens category • 1 Senior Girl won a Gold medal at the Australian Swimming Championships CIS Carnival • 1 Senior Boy placed 4th in 18-19 50m Backstroke, 5th in 18-19 200m Backstroke, 9th in 18-19 100m Backstroke and 11th in 18-19 50m Freestyle • 1 Senior Boy placed 4th in 17-19 50m Breaststroke, 7th in 17-19 50m Butterfly and 11th in 17-19 50m Freestyle • 1 Senior Boy placed 7th in 15-16 50m Backstroke and 9th in both the 15-16 100m and 200m Backstroke • Inter Boys Relay team placed 10th ISA Carnival • 1 Senior Boy placed 1st in U17 Boys 50m Butterfly, Breaststroke, Freestyle • 1 Senior Boy placed 1st in 18-19m 50m Backstroke, 2nd in 18-19 100m Freestyle, 3rd in 18-19 50m Freestyle, 18-19 50m Butterfly • 1 Senior Boy placed 2nd in U15 50m Backstroke • 6 Senior Boys were selected for the ISA team to compete at the NSWCIS Championships Senior Swimming Carnival • 9 records broken - Boys Champion of Champions; Senior Boys 100m Freestyle; 18+ Boys 50m Freestyle, 50m Backstroke; 17+ Boys 50m Butterfly; Boys U15 50m Freestyle, 50m Backstroke; Senior Girls 4 x 50m Freestyle Relay; Junior Girls 4 x 50m Freestyle Relay NSW Open Championships • 1 Senior Boy placed 1st in 200m Backstroke and qualified for the National Championships Australian Age Championships • 2 Senior Boys represented Manly and Warringah • 1 Senior Boy and his Warringah team won Gold in the 4x50m Medley Relay HICES • 28 Junior students represented Redlands • Redlands team placed 3rd Overall • 12 students were selected to represent HICES at the NSWCIS Carnival 25

Donors The following is a list of the names of families, friends and Alumni who financially supported the means-tested Redlands Foundation Scholarship Fund and Building Fund during 2022. Their generosity is appreciated and on behalf of the School community we thank you sincerely for your support. The following list of donors excludes a number of generous donors who have asked to remain anonymous. New Patrons Kneale / Turnbull, Sean & Melissa Lennox, Peter Koch / Hoffman, Andrea & Martin Krile, Frank & Chilu New Govenors Law, Stephanie & Jeffrey Cadman, Duane & Jennie Lee / Suan, Mark & Sharon Li / Wang, Ren & Moting Scotting / Cheeseman, Andrew & Elizabeth Liang / Liu, Yan & Tianying Liang / Zhao, Dan & Wei Scholarship Fund Louis, Justin & Rosanna Adamson, David & Michele Ma / Chen, Li & Ling Adderton, Peter & Jaye MacLochlainn / Glass, Philip & Elissa Andersen, Kim & Line Mann / Takeda, Andrew & Kazuyo Arnold, Stephen & Kirsten Mast, Jennifer & Darren Bai / Fu, Yu & Yijie Mawer / Nicholson, Megan & Ian Barnes, Lachlan & Shirley McLoughlin / Hartnell, Glenda & William Barter, Trine & Chris McMillan, Amanda & Fraser Batey / Rantall, Michele & Mark Meagher / Fransen, Tobin & Alexandra Beck, Belinda Mirams, Paul & Alison Benjamin, Lucy Morley, James & Vanessa Bessell, Suzanne & Michael Murphy, Corrine & Paul Birse, Grant & Janaya Natilli, Stephen & Susan Borness, Stephen Neilson / Buncombe, Paris & Todd Borrie, Jason & Sandra O’Keefe / Firme, Daniel & Giselle Bradley, Helen & Scott O’Lone / Roy, Emma & David Bridges / Andronaco, Simone & Carmelo Osborne, Michael & Di Brooks, Daniel & Michelle Otto, Dirk & Andrea Burke, Darryl & Annie Panagakis, Colin & Emily Bush, Kate & Paul Pedro Inacio / Santos Inacio, Susy & Jason Butcher, Craig Petersen, Grahame & Martina Cai / Huang, Jiaying & Wenyi Pop Dimitrov / Nicolof, Toni & Maria Casimaty, Dana & Peter Preece, Linda & Glenn Chan, Derek & Laura Radich / Plowman, Damon & Julia Chung / Szeto, Eng Eng & Stuart Rawlinson, Duncan & Caroline Chung / Zhao, Eugene & Lu Ressas, Nazmi Clarke, Sharon & Roger Richards, Hugh & Melissa Coburn, Lindsay & Vibha Richardson, Lisa Coppin, Andrew & Naomi Robb / Heller, Kylie & Josh Corneil / Murray-Prior, Chris & Suzanne Robertson / van Bavel, Duncan & Julie Cotter / Mccann, Rory & Jill Rogerson, Douglas & Marianne Daily / Speechly, Christopher & Catherine Rose / Boddy, Giles & Jacqueline Dawson-Damer / Grant, Edward & Joanne Rowe / Baldwin, David & Sarah Dawson-Damer, Henry & Alexandra Salticieli, Dilek De Guzman / Siu, Manolo & Ping Scott, Helena & Guy Dubowsky / Sykes, Eric & Louise Shan / Wu, Chao & Jiaxin Dutton, Anna Shatilov / Shatilova, Andrey & Nataliya Elzinga, Stephanie & Jelle Simmons / Phillips, Gabrielle & Hikaru Evans-Cullen / Cullen, Karen & David Simpson / Mutch, Joshua & Margaret Feldmayer, Kristin & Jason Simpson / Sutton, Adam & Kate Fielding, Karalee & Benjamin Simpson, Scott & Aimee Flatman, Kim & Shane Simunic, Martin & Patricia Foley / Summerhayes, Nicholas & Kylie Siricio / Thiodoro, Fabio & Andrioli Ford-Davies / Zalaiskalns, Rachael & Sam Smith / Healy-Smith, Peter & Kate Gait, David & Becky Smith / Kinsela, Murray & Maria Gasmus / Davis, Oliver & Geraldine Smith, Andrew & Jessica Gordon / Lofthouse, Luke & Helen Staley / Lobo, Mayumi & Leroy Grinham, Angus & Catherine Stante, Mark & Sarah Gu / Qiu, Peng & Ziyi Stepniak, Marek & Kerrie Gyoshev / Bumbarova, Vasil & Denitsa Sullivan, Shannon & Daniel Hale / Monty, Katherine & Jean-Max Sun / Xu, Jimmy & Yifei Harman, Caroline & Stuart Sun / Zhan, Bill & Quan Harris, Timothy & Jennifer Tabrizi, Esan Harriss, Amanda & Nicholas Taylor / Oldenburg, Benjamin & Catherine Heard / Jarvinen, David & Justine Tham / Maxwell, Jane & Philip Hildingsson / Mullin, Magnus & Theressa Theisen, Jeppe & Kristina Hopkins / Harrington, Mark & Alexandra Trevena, Georgia & Adam Hourigan / D’Arcy-Irvine, Anthony & Monique Turnbull, Adam & Yasmin Hsu / Lo, Albert & Jie-Yin Tym / Boje, Thomas & Christina Hu, Shengwei Wang / Feng, Hanquan & Yue Huang, Chiao Wang / Liu, Hao & Clare Huang, Philip & Lucienne Wang / Shi, Jerry & Xu Hudson, Robert & Vanessa Wang / Wu, Luming & Xunda Hughes / Grossman, Amanda & Stephen Wang / Zhang, Xiangyang & Qian Humphreys / Naylor, Michael & Nadia Wang, Guangyu & Aileen Jackson, Jennifer & Andrew Warner / Giraldo Nauffal, Jamie & Carolina James, Chantelle & Simon Waterfield, Anselm & Trudy Jansz, Justine & Paul Weatherstone, Brad Jeffery-Bilich, Simon & Tamsin Webber, Stephen Jennings, Adam & Deborah Wenden / Wong, Alexander & Nam Jiang / Tantiono, Yubai & Norafiandy Wheeler / Miechel, Lyndon & Bree Kelly, Fred Whitelaw, Christopher & Brittne Kennedy / Williams, Scott & Kate Williams / Gardner, Christopher & Felicity Kirkpatrick, Bethan & Mark Wintle / Templeton, Derek & Nicoli Kittle, Anna & Graham Klineberg / Burke, Daniel & Sarah 26

Wong / Wang, Ngai & Xiao Murphy, Corrine & Paul Wooding / Davis, Sally & Lachlan Murray, Crispin & Kate Zeng / Chen, Xiaoyi & Ying Natilli, Stephen & Susan Zhang / Cheng, Congying & Fei Neilson / Buncombe, Paris & Todd Zhang / Ling, Hai & Mengyao Norwood, Paul Zhou / He, Junnan & Shengting O’Keefe / Firme, Daniel & Giselle O’Lone / Roy, Emma & David Building Fund Osborne, Michael & Di Aburto Valle / Anderson, Daniella & Paul Otto, Dirk & Andrea Adamson, David & Michele Pan / Wang, Miaomiao & Rongming Adderton, Jaye & Peter Panagakis, Colin & Emily Andersen, Kim & Line Pedro Inacio / Santos Inacio, Susy & Jason Arnold, Stephen & Kirsten Petering, Andrew & Katie Bai / Fu, Yu & Yijie Pop Dimitrov / Nicolof, Toni & Maria Barnes, Lachlan & Shirley Prado, Todd & Hiroko Barter, Trine & Chris Preece, Linda & Glenn Batey / Rantall, Michele & Mark Radich / Plowman, Damon & Julia Beck, Belinda Rawlinson, Duncan & Caroline Bojanovic, Ivan & Jovana Ressas, Nazmi Bond, Mara & Jim Richards, Hugh & Melissa Borness, Stephen Richardson, Lisa Bridges / Andronaco, Simone & Carmelo Rogerson, Douglas & Marianne Brooks, Daniel & Michelle Rolon, Martin & Anna Marie Burke, Darryl & Annie Rowe / Baldwin, David & Sarah Butcher, Craig Russo, Joseph & Elizabeth Byrne, Fabian & Tracey Salticieli, Dilek Cai / Huang, Jiaying & Wenyi Shan / Wu, Chao & Jiaxin Carney / Thomas, Patricia & Richard Shatilov / Shatilova, Andrey & Nataliya Casimaty, Dana & Peter Simmons / Phillips, Gabrielle & Hikaru Chan, Derek & Laura Simpson / Mutch, Joshua & Margaret Chung / Szeto, Eng Eng & Stuart Simpson / Sutton, Adam & Kate Chung / Zhao, Eugene & Lu Simpson, Scott & Aimee Cotter / Mccann, Rory & Jill Simunic, Martin & Patricia Daily / Speechly, Christopher & Catherine Siricio / Thiodoro, Fabio & Andrioli Dawson-Damer / Grant, Edward & Joanne Smith / Healy-Smith, Peter & Kate De Guzman / Siu, Manolo & Ping Smith, Andrew & Jessica Elzinga, Stephanie & Jelle Stante, Mark & Sarah Fielding, Karalee & Benjamin Sullivan, Shannon & Daniel Ford-Davies / Zalaiskalns, Rachael & Sam Sun / Xu, Jimmy & Yifei Gait, David & Becky Sun / Zhan, Bill & Quan Garvey / Lee-Joe, Robert & Jaclyn Tabrizi, Esan Gasmus / Davis, Oliver & Geraldine Taylor / Oldenburg, Benjamin & Catherine Georges, Adam & Serena Theisen, Jeppe & Kristina Goodsall, Andrew & Kate Turnbull, Adam & Yasmin Grinham, Angus & Catherine Wang / Feng, Hanquan & Yue Gu / Qiu, Peng & Ziyi Wang / Liu, Hao & Clare Gyoshev / Bumbarova, Vasil & Denitsa Wang / Shi, Jerry & Xu Hale / Monty, Katherine & Jean-Max Wang / Wu, Luming & Xunda Harris, Timothy & Jennifer Wang / Zhang, Xiangyang & Qian Harriss, Amanda & Nicholas Wang, Guangyu & Aileen He / Zhou, Shengting & Junnan Warner / Giraldo Nauffal, Jamie & Carolina Heywood, Lynda Waterfield, Anselm & Trudy Hildingsson / Mullin, Magnus & Theressa Wedgwood / Banham, Kate & Anthony Hopkins / Harrington, Mark & Alexandra Wenden / Wong, Alexander & Nam Hourigan / D’Arcy-Irvine, Anthony & Monique Wheeler / Miechel, Lyndon & Bree Hsu / Lo, Albert & Jie-Yin Whitelaw, Christopher & Brittne Hu, Shengwei Williams / Gardner, Christopher & Felicity Huang, Chiao Wong / Wang, Ngai & Xiao Huang, Philip & Lucienne Zeng / Chen, Xiaoyi & Ying Hudson, Robert & Vanessa Zhang / Cheng, Congying & Fei Humphreys / Naylor, Michael & Nadia Zhang / Ling, Hai & Mengyao Jackson, Jennifer & Andrew Zhang / Zhou, Hong & Wei Jeffery-Bilich, Simon & Tamsin Jennings, Adam & Deborah Alumni Jiang / Tantiono, Yubai & Norafiandy Anderson, Jane Kennedy / Williams, Scott & Kate Baillie, Caroline Kirkpatrick, Bethan & Mark Cowper, Sarah Klineberg / Burke, Daniel & Sarah Creedy, Margo Kneale / Turnbull, Sean & Melissa Croll, Bernardo Krallis, Demostanies & Jenny Dorsman, Rosalind Krile, Frank & Chilu Farrell, Jennifer Lee / Suan, Mark & Sharon Haynes, Helen Li / Wang, Ren & Moting Kvisle, Vicky Liang / Liu, Yan & Tianying Laforest, Tim Liang / Zhao, Dan & Wei Laverty, Susan Liu / Heung, Zikai & Hang McRae, Evelyn Lofthouse / Gordon, Helen & Luke Miller, Stephen & Julie Louis, Justin & Rosanna Morey, Sue Ma / Chen, Li & Ling Mulligan, Tracy MacLochlainn / Glass, Philip & Elissa Murrell, Helen Mann / Takeda, Andrew & Kazuyo Rogers, Trish Mast, Jennifer & Darren Ryrie, Elizabeth McCarthy / Adams, Mark & Keri Ryrie, Thomas Meagher / Fransen, Tobin & Alexandra Seaton, Belinda Mennie, Craig & Lisa Stanford, Jann Mirams, Paul & Alison Steenbhom, Gillian Morley, James & Vanessa Turvey, Narelle 27

The Board Glenda McLoughlin Kylie Binnekamp Grahame Petersen BEc, MBA, FAICD BBus, DipLaw (LPAB), BA, Grad Dip SIA, FAICD, FINSIA Appointed October 2016 GradDip Legal Practice Appointed March 2020 Chair Appointed May 2017 Glenda is a Company Director and former Kylie is currently a Company Director and Practice Grahame has 35 years’ experience in the banker and Chief Financial Officer. She has one Manager for a private medical practice. She has financial services industry, with senior child who graduated from Redlands in 2021. She over 13 years legal experience practising as a executive experience in banking, strategy, is a member of the Finance and Audit, Nominations solicitor. Kylie has one child currently attending risk management, investment, technology and Governance, Physical Resources and Redlands and one who graduated in 2019. and cultural change. He has been a director Foundation Advisory Committees. Glenda She was the Board Appointee to the Redlands of a number of financial services companies previously held senior roles in investment banks Parents and Friends Association and the since 1999, is currently a Director of Mary Barclays Capital, Morgan Stanley and Credit Suisse. Uniform Working Group during 2022. Kylie’s MacKillop Today and is engaged in coaching Prior to her banking career she was a consultant aim is to serve the Redlands community. and community roles. Grahame has three with Price Waterhouse and NERA (London). She children currently attending Redlands has been a founding director and board Chair of Patricia (Paddy) Carney and during 2022 he was a member of the two ASX listed energy companies. Glenda’s focus Finance and Audit and Physical Resources is on ensuring Redlands has a strong operating BSc, CA Committees and Chair of the Foundation and financial capability to deliver a world class Appointed August 2020 Advisory Committee. educational experience to its students. Peter Gold Paddy is a senior partner at PWC Australia. John Pradel She has nearly 30 years’ experience providing B Comm assurance services and related services to listed BArch, JP Appointed April 2017 companies, private companies and multi-nationals Appointed September 2018 Deputy Chair in the UK, Australia and Asia-Pacific. She has extensive director experience, has been a member Peter is a Managing Director of Archer Capital - of the Global Board of the PWC network since John is a registered Architect and the Director a private equity investment company of which 2017 and is currently a Trustee of the Museum of a Company of Architects. He has one child he was a founding team member in 1997. After of Applied Arts and Sciences and a Director of currently attending Redlands. During 2022 John taking majority ownership positions in businesses, the Sydney Festival. She has one child currently was Chair of the Physical Resources Committee his company establishes and executes focused attending Redlands and one who graduated and a member of the Nominations and strategic plans that have achieved outstanding in 2022, and is Chair of the Risk Oversight Governance Committee. outcomes. He is also a significant shareholder Committee and a member of the Finance and Chairman of Future Super, and an active and Audit Committee. Anna Reed-Stephenson investor and supporter of other climate impact businesses and projects. Previous roles include Amy Cheung MBA, BA investment banking experience with Morgan Appointed June 2018 Stanley in New York, and he has qualified as an MBA, BMedSc Associate of the Institute of Actuaries of Australia. Appointed April 2021 Anna is an IT Executive with over 20 years’ He has one child currently attending Redlands experience across multiple IT disciplines and and one who graduated in 2022, and during 2022 Amy is a senior executive with over 28 years’ industries. During 2022 she was a member of he was Chair of the Finance and Audit Committee. experience in innovation, management the Physical Resources Committee. Anna has a Peter’s goal for Redlands is to achieve widespread consulting, digital marketing and general passion for working with youth to recognise recognition as a differentiated and innovating management. She is the founding director of how they can use their individual talents to provider of coeducation in NSW. Con Moto, a management consulting company serve their communities. focusing on helping start-ups, entrepreneurs Jane Anderson and businesses grow in the digital age, and Rev Timothy St Quintin previously held senior roles in Telstra and AAPT. MMgmt, PGDip Bank Amy is a member of the Finance and Audit BD (Hons), BSc (Hons), Appointed May 2018 Committee and the Board representative on AdvDipGov, DipPersMan the Sustainability Working Group. As a Redlands Appointed August 2017 Jane is currently an Executive General Manager, alumna, Amy is passionate to help her school Corporate Affairs for an insurance company. to be known as a world class school with many Tim is the Rector of St Peter’s Anglican Church, She has more than 20 years’ corporate affairs unique educational offerings. Cremorne, having previously served as the experience in financial services including Senior Associate Minister in the parish of insurance, banking, superannuation and St Stephen’s Willoughby. Tim brings leadership, asset management. She has two children resource management and strategic planning currently attending Redlands. During 2022 experience from his parish roles, and from Jane was Chair of the Nominations and having been an Army Officer for 15 years prior Governance Committee and a member of to entering full-time ministry. He continues to the Risk Oversight Committee. serve in the military, now as a chaplain in the Army Reserve. In 2022 Tim was a member of the Risk Oversight Committee. He is keen to continue to build on the character, education and community strengths of Redlands. 28

Professor Glenn Wightwick Michael Winram BSc, FTSE BAppFinn, LLB, AMusA Appointed May 2019 Appointed April 2020 Glenn is the Deputy Vice-Chancellor of Innovation Michael is an environmental lawyer and a partner and Enterprise at the University of Technology in an independent Australian law firm. He has Sydney. He has worked in research and innovation had 19 years’ legal experience in public law, in higher education for seven years and has more environmental law, climate change law, planning than 30 years’ experience in information technology. and land access law. Michael is also the Chairman He has one child currently attending Redlands and of the Horizons Family Law Centre, which two who graduated in 2020 and 2022. Glenn is a provides free legal support to those who don’t member of the Physical Resources Committee qualify for legal aid, and yet still cannot afford a and is keen to support the development of lawyer. During 2022 Michael was a member of innovation and entrepreneurship at Redlands. the Risk Oversight and Nominations and Governance Committees. Michael’s goal for Redlands is to create an environment where each student truly can let their light shine. Governance The Principal is responsible for the day-to-day management of the School. SCECGS Redlands Limited School Governance Statement The Board has established the following standing Committees: SCECGS Redlands Limited operates as a public company limited • Nominations and Governance by guarantee. • Finance and Audit • Risk Oversight; and Members do not have an economic interest in the assets or operating • Physical Resources. surplus of the company or the School and are not entitled to any dividends or other payments. Any surplus must be applied for the The Board uses its best endeavours to familiarise itself with issues benefit of the School. of concern to stakeholders. In doing so, the Board regularly evaluates economic, social, reputational and regulatory issues and changes The operation of the School is overseen by a Board of Directors who that may affect the development of the School or the interests of do this in accordance with the purposes and objectives of the School stakeholders. as set out in the Memorandum and Articles of Association. The Board is structured to add value The role of the Board is to effectively represent and promote the interests of the School with a view to adding long term value to the Under the Memorandum and Articles of Association of the School, School as an educational enterprise. the Board comprises four to six Directors who are elected by the members of SCECGS Redlands Limited, up to four Directors who are The Board operates within a highly regulated environment and nominated by the Board and four Directors who are nominated by complies with governance requirements of the following: Sydney Diocesan Services. Directors are proposed who have the ability to make a contribution to the School through their experience, • The Corporations Act 2001 qualifications, talents and commitment to the School. • The NSW Education Standards Authority (NESA) • The Australian Charities and Not-for-Profits Commission (ACNC) Act The maximum number of Board members is twelve who are all non-executives. All elective and SDS appointed Directors hold office The following provides a summary overview of the approach to initially for three years. Elective Directors retire by rotation in corporate governance taken by the Board. accordance with the School’s Constitution. It is not generally expected that a Director would hold office for more than ten years or be The Board has established sound foundations for nominated for more than three consecutive terms, whichever is School Governance and Management oversight the longer. Each triennium, the Board appoints a Chair and Deputy Chair from among the Directors. The Board has adopted a Board Charter which describes the role of the Board, Board procedures, the role of the Chair and Deputy Chair Board Directors receive no remuneration for their services, but and the functions of Board Committees. may be reimbursed for reasonable expenses (other than time) such as special travel, conferences and accommodation specifically for School The Board is responsible for setting and reviewing the strategic business. The School provides Directors with indemnity and insurance direction of the School, as well as monitoring the implementation of cover to the extent permitted by the Corporations Act. that strategy by management. The Board is responsible for: The Board normally holds meetings in each month of the year except • the appointment and removal of the Principal; outside of school term times and may hold additional meetings as the • establishing policies that seek to strengthen the School; occasion requires. • monitoring the performance of the Principal; • reviewing and protecting the School’s reputation; • protecting the School’s financial position; • ensuring that the School’s financial statements are true and fair and conform with the law; • ensuring that the School adheres to high standards of ethical and corporate behaviour; and • ensuring that the School has appropriate risk management and regulatory compliance policies in place. 29

The Board is comprised entirely of Independent Non-Executive The Board promotes ethical and responsible Directors who, together with management, have the appropriate decision-making balance of skills, knowledge, experience and independence to meet the obligations of the Company. During 2021, the Board In forming its decisions, the Board aims to make sensible business comprised twelve Directors, whose biographical details can be and governance decisions, to contribute to the purpose of the School, found on the previous pages. to apply sound practical sense and to adhere to high ethical standards which are aligned to the School’s values. New Directors have the benefit of an induction program aimed at deepening their understanding of the School and the environment To inform this decision making, the Board has adopted a formal code in which the School operates. of conduct which sets out expectations with respect to acting with reasonable care and diligence, behaviour, confidentiality, the interests All Directors are entitled to obtain independent professional advice of stakeholders, independence of judgement and acting honestly and relating to the affairs of the School or their responsibilities as a fairly in the best interests of the School. In addition, the Board has Director, provided that the expense is reasonable and the Director adopted policies with respect to the following areas: has received written approval of this expense from the Chair. • conflicts of interest Each year the Board critically evaluates its own performance, • notification of related party transactions and every third year the performance of individual Directors is • delegations evaluated by an external expert. • confidentiality • whistleblowing. Director skills, experience and attributes The Board safeguards the integrity of the The Redlands Board and its Nomination and Governance Committee corporate financial reporting work to ensure that the composition of the Redlands Board has the right balance necessary to fulfil its responsibilities. A Finance and Audit Committee reports to the Board. The committee regularly examines and makes recommendations to the Board The Board aspires to reflect the community that we serve and regarding: aims to be diverse in terms of gender, personal and professional skills. The Board aims to comprise Directors with a balance of • approval of annual budgets experience and expertise to administer an independent School • financial risk management policies such as Redlands. All Directors are expected to comply with the • processes, frameworks and insurances School’s Code of Conduct and to be considered a “fit and proper” • compliance with financial risk policies person able to comply with their responsibilities as Responsible • accounting principles in the School’s accounts; and Persons under the Education Act NSW (1990). • the appointment of the external auditor and any internal audit activity. The Board skills matrix identifies the skills and experience that the Board needs to ensure effective governance of the School and to The Finance and Audit Committee consists of not more than five assist the School in developing strategies to respond to its changing members, one of whom is the Board Chair. external environment. Thetableandchartsbelow reflect theBoard composition of 12 Directors as at 31 December 2021. Board Composition Corporate Governance/Director Experience 7 Board Tenure 1 The Director has extensive experience (at least 5 years) as a company director with other organisations 466 6 and/or is a member of the Australian Institute of Company Directors or Governance Institute 7 0-3 Years 3-6 Years Strategy/Commercial Experience 4 57 Experience in strategy development and implementation and/or consultant experience and/or specific strategy qualification 6 Gender Diversity 3 Financial Expertise Female Extensive experience in the finance sector with the capability to evaluate financial statements and 2 1 Male understand corporate finance, internal controls and experience probing the adequacy of financial 0-3 Years 466 6 controls and/or specific qualification 3-6 Years Risk Management /Legal Experience 10 Experience with an external organisation in risk management and probing the adequacy of financial 9 and risk controls and/or reviewing legal contracts and insurances and/or specific qualification 1 Property Experience Experience in the design, approvals, construction or governance oversight of major construction projects and/or specific qualification Technology Experience and expertise in the development, selection and implementation of technology and innovation and responding to digital disruption and/or specific qualification Operational Workplace Expertise Extensive operational experience in complex workplace environments in human resources, HS&E, sustainability, marketing, stakeholder relations, communications or operations leaders5hip roles 7 Global Perspectives Experience of living and/or working internationally for at least one year Experienced Educationalist Cl 13 of the Company’s constitution calls the Board to endeavour to appoint as a Nominee Director an experienced educationalist 30



Redlands, Sydney Church of England Coeducational Grammar School 272 Military Road, Cremorne, NSW 2090 P: 02 9909 3133 www.redlands.nsw.edu.au Operated by SCECGS Redlands Limited ABN 96 001 336 269 CRICOS Provider Code: 00713M