Important Announcement
PubHTML5 Scheduled Server Maintenance on (GMT) Sunday, June 26th, 2:00 am - 8:00 am.
PubHTML5 site will be inoperative during the times indicated!

Home Explore Redlands Annual Report 2021

Redlands Annual Report 2021

Published by epreece, 2022-06-30 05:48:39

Description: Redlands Annual Report 2021


Read the Text Version

Annual Report 2021

SCECGS Redlands Limited – Annual Report 2021 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 A focus on developing academic skills, nurturing emotional health, a healthy body, spiritual reflection and a willingness to contribute to community through service and leadership are all aspects of a well-rounded education. Redlands is in a position of tremendous strength to pursue our ambitions. The life of the School is vibrant. Teachers are well prepared and eager to teach and our students are enthusiastic to learn. Our academic standards remain high and our students are well prepared to pursue their goals beyond School. We have record enrolment applications and our finances are sound. Glenda McLoughlin Student Achievements Chair The Class of 2021 recorded outstanding HSC and IB results, despite SCECGS Redlands Limited a year of disruption due to the global pandemic. While 2021 was another year of uncertainty and change due to the Highlights from the 2021 academic year include: global pandemic, Redlands has continued to rise to the challenges. • 23 students achieved an ATAR of 99 or more We have had to adapt to these changes and also think about new • 56 students achieved an ATAR of 95 or more possibilities for the future and new ways to help our students be • 75 students achieved an ATAR of 90 or more the very best version of themselves. • Theo Mirrlees-Black and Ross Psaroulis achieved top honours, each with an ATAR of 99.95 Planning for the future has been one of the key tasks for the • Carmen Brisson and Gabrielle Drage ranked First in the State in School leadership this year. The School’s new Strategic Plan 2021- the HSC subjects of Spanish Continuers and Textiles and Design 2025 was approved in June and I thank all of the members of the respectively Redlands community who contributed to the thinking around this. • 246 HSC Band 6s/IB Grades 7/A were awarded • 57% of students were IB top grade achievers or qualified for the Our society is experiencing rapid change. In the world around HSC Distinguished Achievers list us, new technologies are transforming the way we understand • 9 students were nominated and 2 students were selected for HSC how people learn and grow. As parents and educators, we must showcases for their major works. ask ourselves – how do we prepare our young people for a future world of work which is only just emerging? Redlands is incredibly proud of all of our students and their achievements in 2021 across academia, sport, performing arts Our Strategic Plan responds to these challenges with a new aspiration: and other cocurricular activities which are detailed further in this To be a leading contemporary and innovative school inspiring students Annual Report. to adapt, create and thrive in our complex global community. Campus Improvements and Sustainability The Strategic Plan commits to continued development of strong literacy and numeracy skills which form the basis for our students We have completed Stage 1 of the Senior Campus Master Plan to acquire knowledge and pursue academic success. and the School is now turning to the next stage of improvements of the physical facilities. Consultants have been retained to However, access to knowledge is no longer the only criteria for develop new Master Plans across our Senior, Junior and High success in life. Deep understanding and the ability to critically Country Campuses. evaluate information to solve new problems are also core skills that we want to develop in our students. We continue to build on In developing our new Master Plans, the values of environmental our engagement with the Harvard School of Education Cultures sustainability will underpin our planning. In recent years we have of Thinking program to strengthen these capabilities. installed solar panels in the Junior School, implemented improved waste management systems and joined the ClimateClever Schools Our School is changing as well - to provide opportunities for initiative to understand and reduce our carbon footprint. growth and innovation. While planning is underway, improvements to the school grounds We have students from over 50 countries attending our School. have continued with refurbishment of the Humphery Building and We are an inclusive school and we celebrate the diversity and many smaller but important improvements across our campuses international reach of our community. We like to say there is no including: bathroom and change room refits, green walls installed typical Redlands student. Our goal is to ensure that every child in the Junior Campus and improvements to facilities at the High is known and their potential is nurtured. The School Board is Country Campus. investing in people and systems to deliver on this commitment to our families. In 2022 we will be installing a number of modular classrooms along Winnie Street to provide further learning spaces for the We aim to support every student to achieve personal excellence Secondary School. In addition, we are currently engaged in and this can look different for each child. Whether it is academic discussions with North Sydney Council to close Monford Place extension, supported learning, artistic expression or sporting to traffic and to utilise this space for school purposes. endeavours. While we prepare for the future, the values that make Redlands such a special place will remain the same. As always, a Redlands education aims to ensure that school life is a positive and rewarding experience for all our students. 4

Thank You The Redlands Foundation has continued to support the School this year and thanks are due to the Foundation staff and also Some major thanks are due to the many school staff members members of the Foundation and Scholarship Committees. who have worked so hard to keep everyone COVID-safe this year. I thank all of the operational staff and the Property Services team Redlands Foundation Means-Tested Scholarship led by Mr Danny Grant. A huge amount of extra work was involved in the cleaning, sanitising and preparation for having students and Thank you to all parents who donated to the Belinda Oxley staff onsite for face-to-face teaching. I particularly highlight their means-tested scholarship appeal. This scholarship honoured a much efforts, prior to school returning in October after the three-month loved Redlands teacher who made a huge contribution to our School lockdown, to upgrade the air quality in classrooms to COVID-safe over her 23 years as an educator in the Prep School. We were lucky to levels, through improved air filtration, UV irradiation and monitoring be able to celebrate the Creative Arts at Redlands earlier this year at across the School. the Royal Sydney Yacht Squadron. This event and other donations will enable us to award the Belinda Oxley Scholarship to a student who There’s no textbook on how to operate a School during a pandemic. will start in Year 7 in 2023. Everything has to be thought through from first principles. Much of this work has fallen to two key members of the executive team. The Redlands Foundation Scholarship program is a wonderful initiative launched in 2010 by former Principal Dr Peter Lennox. Mr Corcoran has taken on a new role as Deputy Principal. Much This year, I have great pleasure to announce that the 2022 Foundation of his time this year has been spent in risk assessments and Scholarship will be named after a high achieving member of our workplace health and safety compliance, while immersed in Redlands alumni – Dr Sue Morey. rapidly changing guidelines from the NSW Department of Health. We were very grateful for his efforts during 2021. Dr Morey graduated in the Redlands class of 1959 as Dux of the School. She went on to obtain a medical degree from the University Thank you also to Mr Weatherstone, our Chief Financial Officer, of Sydney and a Master of Public Health from Harvard University. who has continued to re-run our school budgets and to address She has been an important figure in public health medicine in Australia, too many operational issues to name. He has spent a great deal serving in the areas of community health across regional and rural of time working with some of our families to provide assistance Australia. She is perhaps best known as the Chief Health Officer for at times of financial disruption. NSW from 1988 to 1994. Redlands is immensely proud of Dr Morey and her achievements. I’d like to pay tribute to Ms Van de Peer who joined us this year as Head of Secondary School. Ms Van de Peer has seamlessly We would appreciate the support of parents and carers for the transitioned into this important role and demonstrated outstanding Foundation’s fundraising appeal in 2022 to help us establish a leadership of the Secondary School in challenging circumstances. means-tested scholarship in Dr Morey’s name. This will help our I thank her for her efforts and dedication to our students. School provide a life changing opportunity to a talented young person who would not otherwise be able to attend a school like I thank Mr Guha and Mrs Breckenridge for their outstanding Redlands. leadership of the Junior and Prep Schools in challenging circumstances and for their dedication to our students. The Redlands Board And finally, Mr Webber. In early 2020, Mr Webber left his family in I thank my fellow Board Directors who all volunteer their time in Perth and moved to Sydney with his wife Lynn to take on the role the service of education. This year, we welcomed a new Director, of Principal of Redlands. Only three months into his new role, the who is also an alumni of Redlands, Ms Amy Cheung. pandemic struck. On behalf of the whole Redlands community, I would like to thank Mr Webber for his tremendous efforts in There’s much to celebrate in the achievements of our School this not only guiding our School through uncertain times but in year. In adversity there is a drawing together and strengthening strengthening our School in the process. of community as we support each other. As we adapt and prepare for the future, our School treasures and holds onto something We appreciate the significant extra workload that was placed on very precious - our strong community spirit. I thank our whole all teachers and staff this year. Once again, they had to pivot from community for being part of Redlands and for your support of face-to-face teaching to provide engaging and meaningful online our School. classes to their students. And once again they embraced the opportunity to educate and inspire our young people. Thank you for your professionalism and dedication. Our students were, once again, brilliant in their switch to remote learning. We are incredibly proud of the efforts of all of our students who stayed focussed on their learning in the cold days of winter through Term 3 to late October, when we were able to return to campus. We were all inspired by the Olympic Games in July and August and it was terrific to see so many students take up the Redlands Olympic challenge in that time. Our students continued to inspire their teachers and adults around them. I also wish to acknowledge the work of the Redlands Parents and Friends Association. Huge thanks to Michelle Tea, who is retiring as President of the RPFA, and all of the RPFA Committee for your efforts this year. Welcome to our incoming RPFA president JP Forrest. 5

A Message from the Principal Stephen Webber It is for this reason that one of the Strategic Drivers is to further develop the positive and supportive Culture of Wellbeing at MEd, BSc, GradDipEd, MACE, Redlands. The Dean of Students (P-6) Ms Katie-Louise Clinton MACEL and the Dean of Students (7-12) Ms Marita Jansons were awarded the inaugural 2022 Redlands Innovative Teaching Fellowship. In The importance and significance of Trust has been a key thread May they will be attending the Franklin Covey Social Emotional throughout the year. For a myriad of reasons in the last decade, Learning Summit in Ohio. Their participation and learnings people’s trust in various institutions has been eroded, mainly from the conference and research will help further implement due to situations in which the culture has led to a lack of integrity the Collaborative Academic, Social and Emotional Learning and unethical behaviour. For there to be a true partnership with (CASEL) framework throughout the entire school. We will also be parents and carers at Redlands it is essential that there is a strong developing key wellbeing metrics for students, so that we can sense of trust, which is strengthened over time. In the IPSOS track and target wellbeing initiatives at key stages of development 2021 Global Trustworthiness Index, Teachers pleasingly ranked and benchmark our progress against similar schools. in 3rd position behind Doctors and Scientists and in the 2021 Roy Morgan Image of Professions survey, Teachers ranked in 4th A strong focus on wellbeing is directly linked to another Strategic position for their ethics and honesty after Nurses, Doctors and Driver, which is to support individual students to achieve Personal Pharmacists. I have no doubt that the extended period of remote Excellence through programs and pathways. In 2022, Mr Ben learning in 2021 and also in 2020 has led to additional respect for Castelli will be in the new role of Head of Learning Analytics the work of educators. (P-12) which will enable the expansion of the iGrow Data Project. It is important that we track student growth and development During the last two years we have all faced uncertainty, shifting throughout their time at Redlands and utilise the data to provide landscapes, conflicting sources of information and, at times, wide specific feedback to parents and students and to inform program ranging opinions and contested sources of truth. The trust and and pathway development. The review and refinement of support from the school community during this period has been extension and learning support programs throughout the School inspiring and sustaining. I thank the RPFA for their incredible is also a focus of this Driver. We are fortunate to have an extensive commitment and genuine partnership in working to ensure that cocurricular program which provides outstanding opportunities we remained connected and informed throughout. Outgoing for students, including experiential learning. Our High Country President Michelle Tea has led the RPFA with distinction during the Campus at Jindabyne is a wonderful asset and we look forward last three years and her enthusiasm, drive and passionate support to reviewing how it may be more effectively utilised to provide of the School has been greatly appreciated. I will be ever thankful additional experiential learning experiences for students. for the way that Michelle assisted my transition into the School and for her wisdom and common sense approach to all matters. The Quality of Staff at Redlands underpin the success of the Feedback and transparent communication have enabled the School and it will come as no surprise that this is a key Strategic School to adapt and strive for continual improvement, modifying Driver in our new plan. We are committed to providing exceptional programs during the remote learning period to best meet the professional development opportunities for staff and look needs of students. forward to launching the Redlands Professional Learning Institute which will also provide support in educational research. A new The formulation of our new Strategic Plan 2021-2025 involved initiative in 2021 was the formation of collaborative Professional listening, learning and reflecting throughout the 18-month Learning Teams, in which staff selected a key research question development process. Interviews with staff, groups of students, to investigate, focused on improving student outcomes. The stakeholders, focus group workshops and survey data from program was run in partnership with UTS researchers who across the entire school community, including alumni, reinforced assisted with research methodology and data analysis. It was the Vision, Mission and Values of Redlands and informed our new inspiring to attend the end-of-year presentation sessions, when Aspiration. group findings and outcomes were presented to colleagues. Leadership development is another key focus of our strategic The five key Strategic Drivers evolved through the process, plan, with 360-degree leadership reviews and training in interlinked and focused on enabling us to achieve this Aspiration. developing high performing teams. During our Year 7 Orientation webinar we spoke of the trust that parents place in the School when enrolling their children and how This year we farewell a number of long serving members of staff, we never take this lightly. In a world of rapid change, it is essential who have served the School with distinction and sincerely thank that we are focused on the skills and attributes students will need them for their significant contribution to Redlands: to thrive in the future, confident in who they are, the gifts they • Mr Bruce Campbell, 38 years of service as an Economics have to offer and what drives and motivates them. teacher, Year Coordinator, Head of Economics and Social Sciences, Director of Experiential Education and Snowsports Administrator, contributing to the foundation and significant growth of our Outdoor Education and Snowsports programs, Winter School and the Redlands Cup. • Dr Gabriel Chircu, 21 years of service as a Physics and Mathematics teacher, inspiring countless students and staff with his enthusiasm and vast knowledge. • Ms Leonie Atkins, 21 years of service as a Junior School teacher and Dean of Junior Campus Administration, a valued teacher and colleague to many students and staff and recognised for her smooth running of the Junior Campus. 6

• Mr David Randall, 19 years of service as a Science teacher, New Master Plans for the High Country, Junior and Senior Subject Coordinator of Science and Dean of Studies (7-12), leading Campuses will drive future development, including the the strategic direction, organisation and administration of the upgrading of our existing facilities. The Humphrey Building was academic curriculum in Years 7-10 and the HSC program. transformed over the previous summer break and in 2022, • Ms Karen Martin, 17 years of service as a Dance teacher and we look forward to progressing our plans for the renovation of Director of the Redlands Ballet and Dance Academy, growing the the Liggins building, as well as completing the modular classroom Academy in both student numbers and reputation, and development on Winnie Street. developing one of the most respected Dance programs in Sydney. At the heart of the strategic plan is the focus on every unique Another Strategic Driver in our new plan is to sustain and deepen individual student in our school, in realising their potential, a Culture of Innovation in the School. This is directly linked to our knowing that they truly matter, that they have agency and Aspiration statement and being globally recognised as a leading purpose and the skills and attributes to thrive. contemporary and innovative school, through which students are prepared for their future in a rapidly changing world. The trust and support articulated by parents and carers this year are directly due to the incredible efforts of our dedicated staff This year Redlands hosted over 300 participants from schools and I most sincerely thank all members of the Redlands team for across Australia and countries including India, England, Qatar their phenomenal work during 2021- it will not be a year easily and Argentina for the inaugural Harvard Project Zero Australia forgotten. Network online conference. A key outcome from our strategic plan is to become part of a global network of schools that will provide I thank Chair of the Board Glenda McLoughlin and all Directors for rich and diverse learning experiences for our students and staff, their trust in the Executive team and their exceptional governance through future exchange programs and overseas conference of the School, during a demanding period. Your support and opportunities, both in person and through virtual connection. encouragement have been sustaining and much appreciated. Not all students will become entrepreneurs when they leave We grow through times of adversity and it is often when school; however, with the impact of digital technology and AI you see the best in people. The response of the community on future careers, it is clear that all students will benefit from has strengthened our bonds and we look to the future with developing their creative, innovative and critical thinking skills confidence. as well as being able to work collaboratively to solve complex problems. We look forward to developing an Entrepreneurial and Innovative Thinking Program (EITP) across the whole school, which fully integrates with our Redlands Learning Platform and Harvard Project Zero Cultures of Thinking. Through this process we are excited to build on our existing tertiary and corporate partnerships, as well as utilising parent and alumni expertise. The fifth and final Driver in our Strategic Plan is the provision of Sustainable Facility Development, which will provide an exceptional teaching and learning environment for students and staff, with a key focus on sustainability across the School. 7

A Message from the Secondary School Captains Piper Allen Theo Mirrlees-Black We feel so grateful to share some memories and offer our In contrast to Piper, I (Theo) started my Redlands experience gratitude on behalf of the Year 12 cohort. by being welcomed on to the Senior Campus, in Year 7. It is so incredible to me how much I feel this School has transformed 2021 has been nothing short of busy, exciting and rewarding. If since then, not just the Master Plan’s Learning Hub, Music Centre this crazy year has taught us anything, it’s to live in the present, and Fahl Garden, living through building work that was worth it make the most of the moment and not to worry too much about in the end, but the entire school atmosphere and environment the uncertainty of the future. is even more welcoming. On reflection, I have truly valued and enjoyed both Year 12, and my whole time at Redlands. I am This year posed the challenge of a COVID lockdown, again, but confident and sure that this School will continue to shine long into we were prepared this time and didn’t let it dampen our flair! For the future. all of the graduating class of 2021 who have now all almost made it through their final HSC and IB exams, the continuous support On a more timely event, we are so excited for Sophia and Jack to we were given through lockdown by our teachers and mentors be your School Captains for 2022 and we know they will do great was invaluable in ensuring all of us could achieve our goals and things going forward. stay motivated, and the incredible work of everyone behind the scenes kept us connected when we had to be distant. As we say our goodbyes it wouldn’t be a speech from us without a Latin quote, from Catullus today: This year taught us the importance of community and being included and involved, something Redlands never fails to provide. o dulces comitum valete coetus, Whether it was the online Concert Band zooms or just the day- longe quos simul a domo profectos to- day classes, our wonderful teachers helped us to have some diversae variae viae reportant. normality, you all deserve an award. And a translation, COVID didn’t stop us from having so many highlights this year! Fantastic timing let us fit in some great events between lockdowns. Oh sweet band of companions be well, What a spectacle it was at the Athletics Carnival to watch the Year whom having set out far from home at the same time 12s dressed in a variety of outrageous family themed costumes, various roads carry back in different directions. and a great laugh, and we can’t forget the House Spirit Fair with its nail-biting Chess competition, thrilling Basketball tournament And that is all from the two of us. We want to say how grateful we and hilarious lip sync battle! A handful of Year 12s got to dance it are for being your School Captains for 2021 and look forward to out at the Senior Music Festival to an ABBA medley and none of continuing to be part of the Redlands community as Alumni! Or if this would have been possible without the support of the team of you need help with your Latin, you know we are keen to help!! We Redlands teachers, staff and of course, parents. hope we’ve been able to bring it back to life! Joining this school community at the young age of three, I (Piper) And on behalf of the whole Year 12 cohort, we want to wish you have had the privilege of growing up with this school to see it all a safe and happy holiday. Thank you! grow its inclusive and large community. 8

Report Area 2 Contextual Information About the School and Characteristics of the Student Body Redlands is a leading contemporary and innovative coeducational Leadership, teamwork, a positive attitude, a growth mindset and school inspiring students from Preschool to Year 12 to adapt, create resilience are important elements of our program for schoolwide and thrive in our global community. We provide an extensive range wellbeing . of academic, sporting, creative arts, outdoor education, leadership and service opportunities designed to inspire academic excellence Our vibrant and dynamic coeducational learning environment and confidence for life. encourages mutual respect between girls and boys and develops emotional intelligence, maturity and inclusiveness – critical attributes Established in 1884 in the Anglican tradition, our rich and balanced for contemporary life. This environment prepares our students for education program aims to develop well-rounded, confident and a modern society which values gender equity and reflects the post- compassionate young people who are encouraged to let their lights school coeducational setting in all areas of future life. shine brightly – at school and beyond Redlands is an international school for Australian families and The Redlands Learning Platform, which guides our teaching and an Australian school for international families. We have students learning, is based on current research developments in educational from 51 different countries, representing approximately 15% of the theory and practice from Harvard University. This school-wide cohort, with the main home countries being the USA, UK, Canada, contemporary approach to teaching and learning develops skills of France, Germany, the Netherlands, Denmark, China, Japan, South deep understanding, critical thinking, problem solving, creativity Africa and New Zealand. Redlands is a warm and welcoming and collaboration. community that values and celebrates the diversity of our local and global network. Last year 9% of our graduating class pursued Our students enjoy strong results in both the International tertiary study and post-school opportunities internationally. Our Baccalaureate Diploma Programme (IB) and NSW Higher School international Alumni chapters continue to grow and strengthen year Certificate (HSC). This choice of HSC or IB offers students the on year through increased activity and engagement. flexibility to develop their individual pathway to academic success. We have offered the IB Diploma Programme for more than 30 We offer an extensive range of cocurricular sporting, performing years and approximately half of our senior students study this arts, service learning and social engagement activities, providing programme, guided by trained IB teachers. students with the opportunity to explore new experiences and develop personal interests and passions. Highlights include the A developmentally structured system of student wellbeing comprehensive Snowsports and Sailing programs, a Ballet & Dance throughout the School aims to provide support and encouragement Academy and a term-long residential Winter School at the High for each student. Class teachers (Primary) and Tutors (Secondary) Country Campus in Jindabyne. Despite the disruptions due to the take a holistic view of the students in their care and seek to ensure COVID-19 pandemic in 2021, these programs were still able to run in that every student feels valued. Academic, social and emotional 2021 in altered forms. progress is monitored, and the program aims to contribute to a safe and encouraging environment. Report Area 3 Student Outcomes in Standardised National Literacy and Numeracy Testing In May 2021, Year 3, 5, 7 and 9 students participated in the National Assessment Program Literacy and Numeracy (NAPLAN) tests. Redlands consistently performs strongly in these assessments, achieving well above state and national benchmarks. The summary performance of the School when compared with national averages from ACARA’s MySchool website was as below: NAPLAN National Averages Year 3 Reading Writing Spelling Grammar Numeracy Year 5 500 460 469 497 463 Year 7 577 528 541 576 561 Year 9 609 577 594 587 627 640 620 636 642 655 The light green colouring represents a performance above national averages, with dark green colouring indicating a performance well above national averages. In terms of student growth, the School’s 2021 results demonstrated pleasing learning gains, particularly in Numeracy and Language Conventions. Full details on Redlands NAPLAN results can be found on the MySchool website 9

Report Area 4 Student Outcomes (ROSA & HSC/IB) Record of School Achievement The School did not have any students that required the award of a Record of School Achievement in 2021. Senior Secondary Outcomes In 2021, 138 students completed their Senior Secondary education For the IB, 53 students (76%) were IB Top Grade Achievers, earning at Redlands with 68 students (49%) undertaking the NSW Higher a Grade 7 on one of their subjects or an A in either their Extended School Certificate and 70 students (51%) undertaking the IB Essay or Theory of Knowledge. During 2021, 4 Year 12 students Diploma Programme. Redlands students enjoyed very strong undertook vocational training or training in a trade and attained an results across both programs with an overall median ATAR of 91.85. equivalent vocational education and training qualification. For the HSC, 26 students (38%) qualified for the Distinguished The Class of 2021 received 90 University Early Offers prior to Achievers List, earning a Band 6 or E4 in at least one of their achieving their HSC or IB results (an exceptionally high number), subjects. with many others later taking up their first preferences for university admission. 2021 HSC and IB Highlights • 23 students 99+ ATAR (17%) • 6 students nominated for HSC Showcases • 30 students 98+ ATAR (22%) - SHAPE (Textiles and Design; Design and Technology) • 56 students 95+ ATAR (41%) - ARTEXPRESS (Visual Arts) - ONSTAGE (Drama) • 75 students 90+ ATAR (54%) • 2 students selected for HSC Showcases • 103 students 80+ ATAR (75%) - SHAPE (Textiles and Design) - ARTEXPRESS (Visual Arts) • 125 students 70+ ATAR (91%) • 31 students were awarded IB Distinctions for earning 40+ points (out of 45) in the IB • 2 students achieved HSC First in Course (Textiles and Design; Spanish Extension) • 2 students were awarded IB Bilingual Diplomas (Dutch and Spanish) • 1 student achieved HSC Third in Course (Textiles and Design) Redlands 2021 HSC and IB Top Achievers 10

HSC/IB Percentage of Students in the Top Two Bands Higher School Certificate Top 2 Bands International Baccalaureate Top 2 Grades Course Name Number of Bands 5 & 6 (%) Course Name Number of Grades 6 & 7** (%) Students Redlands State Students Redlands Global Group 1 Ancient History 4 100 34 English Language & Literature 63 89 58 English Literature 7 71 53 Biology 18 56 31 Group 2 French B 5 80 58 Business Studies 25 87 36 Spanish A/B 13 77 75 German B 3 100 44 Chemistry 10 10 40 Japanese B 6 83 59 Madarin B 7 86 96 Chinese Continuers 2 100 71 Latin 2 100 87 Chinese Ext. 1 1 100 98 French Ab Initio 16 94 56 Dance 5 60 55 Spanish Ab Initio 17 71 63 Design & Technology 8 100 54 Group 3 Drama 15 67 45 Business Management 27 89 48 Economics 11 36 50 Economics 25 84 70 Geography 20 100 62 English Standard 7 0 17 History 24 54 22 Group 4 English Advanced 61 70 69 Biology 22 77 30 English Ext. 1 7 100 93 Chemistry 21 67 53 English Ext. 2 2 50 84 Physics 27 74 39 French Continuers* 2 100 63 Environmental Systems & Societies 12 83 22 Geography 8 63 44 Computer Science 10 90 40 Group 5 Information Processes & Technology 6 100 32 Mathematics Analysis 48 63 34 Mathematics Applications 22 77 21 Legal Studies* 2 100 42 Group 6 Dance 2 100 95 Mathematics Standard 29 38 25 Music 3 67 68 Theatre 5 100 66 Mathematics 27 56 50 Visual Arts 12 58 28 Mathematics Ext. 1 12 42 74 Mathematics Ext. 2 3 67 86 Modern History 16 38 38 History Ext.1 8 50 77 Music 1 5 100 64 Music 2 3 100 88 Music Ext. 1 3 100 95 PDHPE 27 56 31 Physics 15 53 40 Portuguese Continuers* 1 100 71 Science Ext. 1 15 93 72 Spanish Continuers 4 75 48 Spanish Ext.1 3 100 98 Studies of Religion 1 0 42 Textiles & Design 11 100 57 Visual Arts 22 86 63 TVET Subjects 2 0 47 Entertainment* * Courses studied externally 11

Report Area 5 Teacher Professional Learning, Accreditation and Qualifications Professional Learning Throughout the year the School provided eight professional learning days to teaching staff, including a range of blended professional Redlands is firmly committed to providing its teaching staff with learning due to the impact of COVID-19. In January, the delivery of opportunities to participate in high-quality and evidenced-based targeted professional learning included academic, pastoral and teacher professional learning, aligned with the School’s strategic leadership courses offered specifically to the School’s Executive, priorities. In 2021, amplifying student voice, sustaining growth Deans and Middle Leaders. Dedicated on-site professional learning through cultures of thinking and deepening staff understanding for teaching staff included: of social and emotional learning for students were the identified school-wide goals for teacher professional learning. To increase • Developing Student Voice, delivered by Dr Maricia Behrenbruch collective teacher efficacy and raise student learning outcomes, • Bendelta, Leading for Performance Middle Leader Program the School established Professional Learning Teams as part of a • Social and Emotional Learning research partnership with UTS, Sydney. These teams meet regularly • Effective Strategies for Remote Learning each term, develop and implement classroom-based strategies and • Student Relationships and Sexuality, delivered by Dr Tessa Opie staff receive NESA accredited PD hours for their participation in • First Aid and CPR training their team projects. Furthermore, each staff member identifies and • Emergency Response Training sets three annual goals for their Professional Growth Plans which form part of the Redlands Staff Performance and Development Framework to assist their growth and development. In addition to the professional learning delivered on-site, the following table provides examples of the off-site and online virtual professional learning undertaken by teaching staff: Classification of Professional Learning Activity No. of Teacher Accreditation staff Creating Cultures of Thinking and Visible Thinking Level of accreditation Number of (provided by the Harvard Graduate School of Education) 26 teachers Curriculum specific Conditional Early Childhood Literacy 27 Provisional 5 Information and Learning Technologies 10 Proficient Teacher 10 International Baccalaureate (IB) workshops 18 Highly Accomplished Teacher (voluntary accreditation) 159 Leadership 36 Lead Teacher (voluntary accreditation) 0 Learning Support 6 0 Mental Health Wellbeing of Young People 12 NAPLAN Administration 55 Teacher Accreditation processes 24 4 Teacher Qualifications Category Number of teachers i. Teachers having teacher education qualifications from a higher education institution within Australia or as 174 recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or 0 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 Workforce Composition (Including Aboriginal and Torres Strait Islander Staff) School Staff 2021 174 165 Teaching staff 127 Full-time equivalent teaching staff 111 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 2021 Attendance Rate % • A poor or unsatisfactory record of student attendance and or lateness is followed up with the student and parents/ Year Level 94 carers by the Dean of Students and/or Head of Section with 96 appropriate action undertaken Kindergarten 94 • Parents/carers are required to sign students out at the Year 1 95 relevant School Reception (Preparatory or Junior School) Year 2 96 before leaving campus for an approved absence during Year 3 96 the day and to sign them in upon returning to school from Year 4 94 an approved absence during the day Year 5 93 • Requests for term-time leave are to be sent by parents/ Year 6 92 carers to the Head of Section well in advance of the Year 7 90 requested absence Year 8 85 • It is only in exceptional circumstances (eg. family Year 9 90 emergencies) where term-time leave is approved by the Year 10 81 Head of Section Year 11 90 Year 12 Implementation: Secondary School (7-12) Total K-12 Register of Daily Attendance 90% of students attended school on average each school • A register of daily attendance is maintained by the day in 2021. This was a slight decrease from the average Secondary School Administration Assistant in Engage and 2020 attendance. includes the following information: Student Attendance Policy o Daily attendance and absences, using appropriate codes and Procedures o All other absences o The reason for any absence Implementation: Primary School (K-6) o Appropriate documentation explaining the reason for any absence, when necessary Register of Daily Attendance • The register of daily attendance is retained for a period of • A register of daily attendance is taken by the class teacher seven (7) years after the last entry was made and maintained by the School Administration Offices in Engage and includes the following information: Monitoring and Following Up Attendance • Each teacher is responsible for recording the attendance of – Daily attendance and absences, using appropriate code students in their class in each lesson via Engage – All other absences • If the attendance has not been completed by the end of the – The reason for any absence lesson, a reminder email is sent to the teacher at the – Appropriate documentation explaining the reason for any conclusion of the lesson to complete the roll • If a roll has not been completed by a teacher by the end of absence the day, a reminder email is sent to the teacher at 4.00pm • The register of daily attendance is retained for a period of • A report is sent to the Head of Secondary School at 4.00pm to follow up with any teachers who have not marked the seven (7) years after the last entry was made attendance for a lesson that day • An explanation for any student absence from school is Monitoring and Following Up Attendance emailed through by parents or carers to Secondary School • Each class teacher is responsible for recording the Absences and kept on file; the reason for the absence is attendance of students in their class before 8.30am every then recorded in Engage using the appropriate codes morning via Engage • If a student is absent from school for more than three • If the attendance has not been completed by 8.30am, (3) days because of illness/sickness, a medical certificate is a reminder email is sent to the teacher required to verify their absence • A daily automated absence report is created by the School • An SMS is sent to parents by 11.00am of any students who Office at 9.00am noting each absent student’s name, class have unexplained absences for that day and reason for absence • If there is no response from the parent, a follow up email • An explanation for any student absence from School is is sent to the parent by the Secondary School emailed through by parents/carers to the class teacher and Administration Assistant a designated School Absences email address with the • If there is no response from the parent from this email, a reason for the absence recorded in Engage using the follow up phone call is made by the relevant Year Advisor appropriate codes • Students arriving to School after the commencement of the • An SMS is sent to parents at 9.30am of any students who academic day are to report to the Secondary School Office have unexplained absences for that day to sign in to School • If there is no response from the parent/carer, a follow up • If an explanation for the lateness has not been provided in phone call is made by the School Administration office writing by parents to the Secondary School Office, the • Students arriving to School after the commencement of the lateness and the reason will be recorded in Engage as academic day are to report to the School Office to sign in to unexplained School with their parent/carer • A ‘Student Absence Engage’ report is sent to Year Advisors the following day to monitor and follow up any unexplained period absences and lateness 13

• A ‘Weekly Attendance Overview per Year Group’ Engage report is sent to each Year Advisor on Monday morning to follow up with weekly student absences and lateness • A poor or unsatisfactory record of student attendance and/ or lateness is followed up with the student and parents by the Year Advisor, Dean of Students and/or Head of Secondary School as appropriate and appropriate action is taken • A record of poor or unsatisfactory attendance for an individual student is recorded on Engage and in their individual student file • Any student who needs to leave School during the day for an approved absence (i.e. a medical appointment) must first have a written request submitted to the Secondary School Office • Students are to sign out before leaving, and sign in upon return, at the Secondary School Office for an approved absence during the day • Requests for leave are to be sent by parents to Secondary School Absence [email protected] well in advance of the requested absence • It is only in exceptional circumstances (eg. family emergencies, special activities, etc) where term-time leave is approved Retention of Year 10 to Year 12 Year Compared Year 10 Year 12 Retained Apparent Actual 2019 to 2021 139* 141* 127 181% 91% *Enrolment numbers are taken on the Commonwealth census date each year – August 2021 Both the apparent and actual retention rates are fluctuating. This may due to the international nature of the student cohort, as well as different pathways students choose. 8.8% 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. 11 students left the School between Year 10 2019 and Year 12 2021. However, 13 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 2021, the vast majority have continued into tertiary study. Over 85% of the Class of 2021 continued to Australian Universities; up to 7% are proceeding to an overseas university; 1 student is undertaking an apprenticeship; and up to 5% elected to take a Gap Year. The portion of students continuing to overseas Universities was slightly up from the previous year (3% of the 2020 Year 12 cohort) due to easing in the COVID-19 pandemic border closures. Redlands Year 12 2020 University Offers Redlands Year 12 Course Types 9% 9% 27% 27% SydneSyydney 4% 3%4%33%% 3% 27% 27% BusineBsuss/inCeosms m/ Ceormcemerce 10% 10% ANU ANU 5% 5% SciencSec/ieMnecdei/cMineedicine MacquMaarciequarie Arts Arts 5% 5% UTS UTS 5% 5% EngineEenrgiinngeering 5% 5% UNSWUNSW MediaM/Ceodmiam/Cuonmicmatuionnicsations NewcaNsetwlecastle 5% 5% ArchitAerccthuirtee/cDtuerseig/nDesign MelboMuernlbeourne Law/ PLPaEw/ PPE OtherOAtuhsetrraAluiasntralian MusicMusic OtherOOtvheerrsOeavserseas EducaEtidouncation CompCuotemr pSuciteenrcSec/ieITnce / IT 7% 7% PsychPosloygchy ology SportsS/pEoxretsrc/iEsxeeSrciesencSecience 8% 8% 16% 16% 15% 15% 7% 7% 9% 9% 11% 11% 9% 9%10% 10% 14

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

Report Area 9 School Policies Redlands aims to provide a supportive, caring and safe • Child Protection Policy (Available in Staff Handbook) environment which: • Behavioural Rules and Expectations (Available in Student Planner and Parent Portal) • Minimises risk of harm and ensures students feel secure • Anti-Bullying Policy (Available in Student Planner and Parent • Allows students to be nurtured as they learn Portal) • Supports the physical, social, academic, spiritual and emotional • ICT Responsible Use Guidelines (Available in Student Planner, development of students Parent Portal and Staff Handbook) • Recognises the diversity within the School community • Provides student welfare policies and programs that develop Complaints and Grievances a sense of self-worth and foster personal development and growth. The School’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of Changes Made in 2021 concern identified by parents and/or students. These processes incorporate principles of procedural fairness and provide School policy is reviewed as part of the School’s policy review members of the community with the opportunity to raise their cycle and, as appropriate, in light of legislative changes or concerns and have them dealt with in a supportive, co-operative, other factors. Accordingly, the Child Protection Policy and the timely, fair and confidential manner. Complaints Handling Policy were updated in 2021. Student Welfare The School has a comprehensive policy suite encompassing student welfare, including: • Student Discipline Policy (Available in Staff Handbook and Parent Portal) Summary of Relevant Policies Policy/Document Title Summary of Policy Changes in 2020 Access to full text Child Protection Policy The safety, protection and welfare of students is the responsibility of all Policy updated to The full text of the Child staff members and encompasses a duty of care to ensure that reasonable incorporate updates Protection Policy can be Employee Code of steps are taken to prevent harm to students which could reasonably have made to the AIS NSW accessed through the Staff Conduct been foreseen and obligations under child protection legislation. Child Protection policy Handbook. template Rules and Expectations All employees have a duty of care to students to take all reasonable steps None The full text of the to protect them from risks of harm that can be reasonably predicted. The Employee Code of Conduct Employee Code of Conduct provides expectations of employee behaviour. can be accessed through the Staff Handbook. It is a condition of enrolment in the School that the behavioural rules and Secondary School The full text of the Student expectations specifically relating to safety, respect and learning are Rules were updated in Rules and Expectations can adhered to by all students across the School. areas of ICT, Academic be accessed through the Integrity and Parent Portal and Anti-Bullying Student Planner. ICT Responsible User The ICT policy provides clear guidelines to our students for the safe, None The full text of the ICT Guidelines ethical, responsible and appropriate use of technology while at school. Responsible User Guidelines can be accessed through the Parent Portal and Student Planner. Anti-Bullying The School seeks to be an inclusive community for learning, in which all None The full text of the Guidelines members, students and staff, should expect to be treated with respect. Anti-Bullying Guidelines can The School is committed to providing a safe and secure community for all be accessed through the of its members and will therefore not tolerate any action that undermines Parent Portal and Student a person’s rights in relation to this. The School will take whatever steps Planner. are necessary to prevent, or intervene against, such behaviour. Student Discipline The School aims to provide an engaged learning community in which None The full text of the Student Policy students acknowledge their responsibility to manage their behaviour Discipline Policy can be whilst respecting the rights of others to teach and learn within a safe and accessed through the supportive environment. The School acknowledges and applies the Parent Portal and Staff fundamental principles of procedural fairness and unbiased decision Handbook. making when considering and applying disciplinary measures. The School strives to work in partnership with parents and carers, balancing punitive and educative responses, to issues of student behaviour. The School’s approach explicitly excludes and prohibits the use of corporal punishment in disciplining students. Complaints Handling The School’s policy for dealing with complaints includes processes for Updated procedural The full text of the Student Policy raising and responding to matters of concern identified by parents and/or steps; removed Discipline Policy can be students. These processes incorporate principles of procedural fairness reference to external accessed through the and provide members of the community with the opportunity to raise agencies; added School’s website, Parent their concerns and have them dealt with in a supportive, section re Complaints Portal and Staff Handbook. co-operative, timely, fair and confidential manner. and Allegations 16

Report Area 10 School Determined Priority Areas for Improvement 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 2021 in the five key strategic drivers of: • Sustaining and deepening a culture of innovation in the School • Supporting individual students to achieve personal excellence through programs and pathways • Attracting quality staff, enhancing required skillsets and managing performance effectively • Further developing the positive and supportive culture of wellbeing at Redlands for all members of the community • Providing sustainable facility development which delivers on our Aspiration Culture of Innovation Comments on Achievement 2021 Priority Areas • Research conducted into successful entrepreneurial programs Develop a whole school student Entrepreneurial and • Gap analysis of current programs conducted for baseline comparison Innovative Thinking Program • Entrepreneurial programs trialled in Stages 2 and 3 Develop partnerships to support innovation programs • Membership of a global network of schools investigated across the School • Tertiary institutions engaged to develop entrepreneurial networks Develop a communication strategy to articulate Redlands • Updated Strategic Plan communicated to internal and external communities culture of innovation Personal Excellence Comments on Achievement • Engaged consultant to review possibilities of developing further experiential learning programs 2021 Priority Areas Review and implement alternative program(s) with • iGrow Data Platform presented to all Secondary School staff experiential learning and careers focus • iGrow Data Platform trialled for feedback with select students and Year Groups • Head of Learning Analytics (P-12) role created and filled for 2022 Utilise data on individual student progress to provide real time support and assistance for students • AIS report on Learning Support (P-6) reviewed, action plan established and recommendations began to be implemented Evaluate, develop and implement updated • Working group established to review High Potential and Gifted (HPG) Programs Learning Enhancement Programs across the School Quality Staff Comments on Achievement 2021 Priority Areas • Professional Learning Teams (PLTs) established in Secondary School with research partners from UTS Develop professional learning programs that develop staff knowledge and skills and contribute to broader • Research and findings from Professional Learning Teams presented across Secondary School educational research • Undergraduate scholarship program with Macquarie University implemented Develop and articulate a Redlands Employee Value • AIS Perspectives Survey conducted and feedback used to inform Employee Value Proposition Proposition Strengthen the Performance Management and Review • Review of current Professional Growth Plans (PGPs) for academic staff conducted and System recommendations presented to executive for review • 360 degree reviews conducted for Middle Leaders Culture of Wellbeing Comments on Achievement 2021 Priority Areas • Review of current P-12 wellbeing programs conducted with areas for improvement identified Further address and respond to current and future • Social Emotional Learning (SEL) strategies incorporated into P-12 programs and training student wellbeing needs provided for staff Develop wellbeing programs for staff • External consultant, Dr Tessa Opie, engaged to work with School in developing relationships Review and update physical spaces to support the and sex education programs (Yrs 6-12) and provide staff training mental and physical wellbeing of students and staff • Staff wellbeing opportunities and support provided during and after COVID lockdown • Flexible working arrangements and a reduction in duties provided for staff • Wellbeing physical spaces and furniture explored for Senior and Junior campuses • Staff “recharge” room created on Senior Campus 17

Sustainable Facility Development Comments on Achievement • Master Plan consultant selected 2021 Priority Areas Develop and implement Master Plans for Senior Campus, • Initial stages of long term partnerships explored Junior Campus and High Country Campus • Sustainability Working Groups established and chair selected • The Climate Clever Schools program implemented Secure long-term solutions for offsite sporting facilities Develop and implement a sustainability policy and framework Report Area 11 Initiatives Promoting Respect and Responsibility The School’s vision is to inspire girls and boys to achieve life- • Friendship Club held at lunch time throughout the week readiness and to let their light shine, through the provision of a • Classroom Circle Time held with activities linked to the You world recognised, contemporary education. Can Do It positive education program With Respect and Responsibility comprising two of the School’s six • y-Safe Program Staying Safe online implemented for all K-6 explicitly stated Values, there are frequent and ongoing messages and reminders to students and families of the significance of students these values in both our School and the wider society. • y-Safe presentations for students, staff and parents in Terms This focus takes various forms, including: 2&3 • Note Day communication and assemblies across all sections • y-Safe Hub for parents and staff made available to support of the School where our students model the Redlands values and inform families regarding up to date online safety of honesty, respect, responsibility, moral courage, compassion initiatives and helplines. and fairness with concrete examples of student actions demonstrating these values across the School There have also been increased opportunities for student • Individual class and Year Group opportunities for students to voice, including: understand and demonstrate responsibility • Student leadership opportunities in all classes and existing • Student leadership opportunities across all K-6 classes • Student leadership opportunities through Student Student Representative Council (SRC) meetings in Years 3-6 Representative Council, Peer Support programs and whole • Junior & Prep Christmas Card Art Competition for Anglicare school leadership positions across Years 7-12 • Student-led service learning initiatives and whole school action continued • Speakers from external organisations engaged to promote how • Student-led assemblies to enhance student agency and students can illustrate respect and responsibility participation across K-6 Preparatory and Junior Schools • Community awareness projects including Harmony Day, On the Junior Campus, there are numerous initiatives that further International Day, Heritage Week and National Reconciliation amplify our school values of respect and responsibility through Week the development of our students’ social and emotional skills. • Student led fundraising activities for charitable organisations These initiatives strengthen connections between older and across K-6 including Cancer Council and Melanoma Awareness younger students and enhance peer relationships and a sense of Day, Bandaged Bear Day, Jeans for Genes Day, NAIDOC Week, belonging by elevating student ownership and agency. Some of the National Day Against Bullying and RUOK Day these include: • Incursions including speakers from Senior Campus and Alumni • Re-implementing and highlighting the Positive Behaviour who are invited to speak at assemblies and publicly recognise students who have demonstrated the School Values for Learning Framework (PBL) to ensure a whole campus, consistent approach to student wellbeing during Assemblies, in classes, in Note Day, through the School Planners, in parent presentations and in wellbeing webinars • Individual class and year group opportunities for students to understand and demonstrate the Redlands values with award certificates presented at Preparatory School and Junior School Assemblies. • Playground Behaviour Expectations signs are displayed around the Junior Campus to ensure a consistent approach which is visible across the whole school • Continuing to implement “Take 3 Reflection” time at lunch as a consequence of repeated negative playground behaviour • Professional Learning on Zones of Regulation resources for P-6 staff to embed a consistent and persistent language across Redlands House, Preparatory and Junior Schools • Year 6 Big Bother and Big Sister program developed • Buddy Class system for P-6 in place and buddy activities held during remote learning. Buddy class picnics also held in person after remote learning to increase student connections and a sense of belonging. 18

Secondary School Student Wellbeing Programs Remote Learning In the Secondary School, Pastoral Programs have been reviewed Student wellbeing was monitored during remote learning through with the CASEL Framework for Social Emotional Learning daily connections with Tutor groups. Wellbeing surveys provided (SEL) explicitly embedded. Regular Tutor Group activities were a snapshot of student successes and potential setbacks during developed to help build respect for fellow students and the wider lockdown, allowing pastoral staff to connect with students and School, develop responsible decision making in students and families needing additional support whilst learning from home. support students through the various challenges they may face. The Secondary School Wellbeing Day allowed students to support Programs were bolstered through workshops and presentations their wellbeing by engaging in a variety of screen-free activities facilitated by organisations including Burn Bright, Tomorrow Man which promoted relationships, physical health and mental health. / Tomorrow Woman, Enhanced Learning Educational Services, The House Trivia Competition provided another opportunity for Drug and Alcohol Research Australia and the Hope Institute. students to connect. Personal Healthy Headspace Action Plans empowered students to achieve their best possible mental health. Respectful Relationships and Sex Education Plans were supported by regular ‘tips and hints’ videos from our Respectful relationships and sex education programs were Secondary School Captains and SS Counselling team. updated to provide a comprehensive program to all students in the Secondary School. Students were consulted and Pastoral Year 7 Transition Program and PDHPE programs reviewed to explore relationships, gender, The 2-day Redlands Year 7 Transition Program considered the puberty, consent and sexual and reproductive health. needs of the whole student by providing them with opportunities to develop the basic skills of secondary school and chances to Dr Tessa Opie (In Your Skin) visited the School, hosting workshops participate in a range of activities including House and Peer and presentations on the topic of relationships and sexuality. Support. Involvement in the transition program helped students Workshops supported young people with developing healthy to form connections with their peers and teachers and develop relationship skills. Students were encouraged to actively a sense of belonging within the school environment. Activities, consider their relationship values and expectations, and to lessons and parent webinars assisted students to develop social develop a healthy and realistic sense of self and ‘other’. Key staff and emotional skills that enhance their resilience and levels of experienced professional development designed to increase their engagement, and also ensured that they transitioned smoothly knowledge regarding sexuality education with a specific focus on into Secondary School. sexual health literacy; Australian secondary students and sexual activity; community attitudes towards violence against women; Service consent and coercion; and expansive practice. Service learning programs continued to be embedded throughout all pastoral programs and provided opportunities for students Student Voice and Leadership to further develop respect and responsibility. Prefects organised Regular student-led assemblies by Secondary School Captains various initiatives to support key needs including raising $13,794 and Year 12 Prefects continued to be a hallmark of Redlands and in support of Black Dog Institute’s Mullets for Mental Health. provided a valuable opportunity to enhance student voice and participation, giving students an opportunity to take on additional The focus on the environment was once again illustrated responsibility and to demonstrate their leadership skills. through students’ participation in Clean Up Australia Day and the implementation of uniform recycling. Students continued Student leadership and responsibility was also promoted to regularly volunteer at the Bougainvillea Retirement Village through the Year 7-10 Student Representative Council (SRC); and support the Matthew Talbot Hostel through regularly a Peer Support Program where student leaders from Year 11 volunteering to assist with meals and through a donation drive assist and support Year 7 students; and Year 12 students taking at the end of the year. responsibility for leadership through becoming Prefects, Activity Captains or Secondary School Captains. Through these leadership Other fundraising or donation efforts included ones for opportunities, students work alongside their peers and teachers Taldumande Youth Services for homeless children; the Salvation to improve the school environment, to enhance a positive and Army Oasis program for homeless youth; Jeans for Genes Day to supportive climate, to identify areas for improvement and, where support children with genetic diseases; the Mother’s Day Classic appropriate, to drive initiatives to support these areas. A selection for breast cancer research; and Canteen National Bandana Day of student key initiatives and community awareness projects for young people affected by cancer. Mental health also continued include: to be a focus area for the school with involvement in events such as RUOk? Day. • Fostering school spirit and community engagement through the promotion of the School Values Student Management Processes Students often communicate their needs through their behaviour. • Inaugural House Spirit Fair How staff respond to these behaviours can have a significant • Waste Free Wednesday influence on school climate and students’ social and emotional • House fundraising events for UNICEF, Gotcha4Life, Indigenous development. The Redlands student management practices were reviewed and updated. Centred around student learning Literacy Foundation and School For Life Foundation and developmentally appropriate, our processes reinforce Social • International Women’s Day, Harmony Week, National Day of Emotional Learning and support stronger relationships, student engagement and equitable outcomes. Action Against Bullying & Violence and NAIDOC Week Social Emotional Learning (SEL) & Staff Development Camp Schoolwide SEL engages the school community in creating caring, A highlight of the year was the Year 9 Midawarr Program. motivating and equitable learning environments that promote While the students were again unable to travel to Arnhem social, emotional and academic growth. Two staff professional Land due to COVID-19, they were still able to enjoy a profound learning sessions developed awareness of evidence-based SEL cultural immersion experience facilitated by Culture College. principles and staff ability to leverage SEL tools by communicating Students connected with both the local indigenous community, with and supporting students in a variety of contexts. as well as the Yolngu community of Arnhem Land via Zoom, though a range of authentic activities including dancing, ochre painting and eating bush tucker along with gaining a deep understanding of Yolngu language, Yolngu culture and learning about the Yolngu laws and customs. 19

Report Area 12 Parent, Student and Teacher Satisfaction Parent Satisfaction • Teaching and Learning – Teachers (5.03 in 2021 compared to 5.07 in 2019) Despite the challenges of COVID-19 restrictions and three months – Non-Teaching Staff (5.07 in 2021 compared to 4.39 in 2019) of lockdown, many parents continued to involve themselves in – School Leaders (5.17 in 2021 compared to 5.08 in 2019) many areas of the School life. One of these areas is through the many ‘Friends of Groups’ focusing on specific activities. Meetings • Student Wellbeing of these groups, along with the Redlands Parents and Friends – Teachers (5.00 in 2021 compared to 4.94 in 2019) Association (RPFA), provide regular forums for “Questions & – Non-Teaching Staff (4.50 in 2021 compared to 4.22 in 2019) Answers” about school issues. Events hosted by the Redlands – School Leaders (5.07 in 2021 compared to 4.90 in 2019) Foundation also provide parents with the opportunity to provide feedback about the School and learn more about future plans. • Leadership Members of the Executive attend almost all school functions – Teachers (4.60 in 2021 compared to 4.48 in 2019) and activities. This provides another avenue of regular, informal – Non-Teaching Staff (5.12 in 2021 compared to 4.66 in 2019) feedback and support for students, parents and staff. During – School Leaders (5.00 in 2021 compared to 4.86 in 2019) remote schooling because of COVID-19, the different sections held regular parent webinars and meetings via Zoom to keep • Community the parent community informed and connected. Regular parent – Teachers (5.12 in 2021 compared to 5.01 in 2019) feedback was collected through the feedback@redlands email – Non-Teaching Staff (5.16 in 2021 compared to 4.65 in 2019) address and followed up appropriately. – School Leaders (5.16 in 2021 compared to 4.97 in 2019) The AIS Perspective Survey conducted in Term 4 2021 provided Student Satisfaction an additional measure of parent satisfaction. This survey was first conducted at Redlands in 2019 and is a school-wide survey Student voice is highly valued at Redlands, and students of all ages for staff, students and parents and carers to give feedback which have regular formal and informal opportunities to provide their assists in the continuous growth and development of the School. feedback and suggestions. Parents were surveyed across four domains and their satisfaction increased in comparison to the 2019 survey across all four of Heads of each Section meet regularly with the student leaders these domains. The responses were calculated on a 6 point scale in each area of the School, providing an open channel of (1 equaling strongly disagree to 6 equaling strongly agree) and communication for concerns or issues in both directions. The parents results were the following for the four domains: Student Representative Council and Peer Support representatives • School Environment (4.71 in 2021 compared to 4.47 in 2019) provide other opportunities for the sharing of information and • Teaching and Learning (4.69 in 2021 compared to 4.48 in 2019) ideas about improvement. • Student Wellbeing (4.78 in 2021 compared to 4.73 in 2019) • Community (4.79 in 2021 compared to 4.70 in 2019) Students are encouraged to raise concerns about others’ wellbeing with the School’s pastoral staff, our Year Advisors Staff Satisfaction (Secondary School) and Year Coordinators (Primary) in particular, and they can also make a wellbeing report via a dedicated email Staff surveys are a regular part of the Redlands staff consultation address to our counsellors. At Redlands, an environment of process. Surveys are conducted upon induction, at the time of proactive, pro-social support is fostered. Redlands students staff leaving the organisation, after various events and on an continue to report that the School’s pro-social behaviour annual basis with all staff addressing particular topics. expectations and consequences alongside anti-bullying policies are effective. There is a formal induction program for new teachers, and all new staff meet with the Principal, Deputy Principal, their Head Students are regularly surveyed throughout the year, both of Section or their Executive line manager within their first two informally and formally, so that the school can effectively respond terms of working at the School, to discuss how they are settling to their feedback. Some of the formal surveys conducted in 2021 in, as well as highlighting any challenges from their perspective. were: This is in addition to a comprehensive staff development • Regular wellbeing surveys of students during lockdown program where Teaching and Support and Operational staff are • Remote Teaching and Learning Surveys in Junior School and working with their direct supervisor to continuously improve their practice and performance. All departing staff are invited to Secondary School attend an exit interview and/or complete an online exit survey. • Year 12 Exit Survey The survey results showed that the majority of staff felt valued as an employee, felt free to express their views openly and would From these surveys, students reported some of the following: recommend the organisation as an employer to colleagues. • They had positive feedback on the School’s support during The AIS Perspective Survey conducted in Term 4 2021 provided remote teaching and learning an additional measure of staff satisfaction. This survey was • They are overwhelmingly positive about the coeducational first conducted at Redlands in 2019 and is a school-wide survey for staff, students and parents and carers to give feedback learning environment and learning with students from which assists in the continuous growth and development of the international backgrounds school. Teaching staff, non-teaching staff and staff in leadership • They are positive about the safe and supportive learning positions were surveyed across five domains and their satisfaction environment and their relationships with students and staff increased in comparison to the 2019 survey across all five of the • They are positive about how they learn from technology at the domains. The responses were calculated on a 6 point scale (1 school equaling strongly disagree to 6 equaling strongly agree) and staff results were the following for the five domains: In addition, all Redlands students from Years 2-12 participated in a Student Voice Survey where they gave individual feedback on each • School Environment of their teachers across 20 different areas. This feedback data was – Teachers (4.90 in 2021 compared to 4.80 in 2019) reviewed by teachers with their Subject/Year Coordinator and – Non-Teaching Staff (5.12 in 2021 compared to 4.66 in 2019) then used by each individual classroom teacher to reflect on their – School Leaders (5.00 in 2021 compared to 4.86 in 2019) practice and develop improvement goals. There was a positive response to the Student Voice Survey from both teachers and students. 20

This was the second year that the Student Voice Survey was Students were surveyed across four domains and their conducted in the Secondary School, and the feedback showed satisfaction increased in comparison to the 2019 survey across all an increase in student satisfaction from 2020 to 2021. The four of these domains. The responses were calculated on a 6 point results were calculated on 5 point scale and there was an overall scale (1 equaling strongly disagree to 6 equaling strongly agree) increase in student satisfaction from 2020 (4.02) to 2021 (4.17). and student results were the following for the four domains: There was an increase in student satisfaction across all 20 areas • School Environment (4.46 in 2021 compared to 4.33 in 2019) with particularly positive student feedback in areas of teacher • Teaching and Learning (4.37 in 2021 compared to 4.18 in 2019) organisation, management of students, enthusiasm for their • Student Wellbeing (4.58 in 2021 compared to 4.57 in 2019) subject and support for student learning. • Community (4.60 in 2021 compared to 4.54 in 2019) The AIS Perspective Survey conducted in Term 4 2021 provided an additional measure of student satisfaction. This survey was first conducted at Redlands in 2019 and is a school-wide survey for staff, students and parents and carers to give feedback which assists in the continuous growth and development of the School. Report Area 13 Summary of Financial Information Brad Weatherstone Income 2021 2020 2021 ($M) MBA, MComm, BEcon, FCPA, FGIA FCIS, GAICD 70 5.6% 5.9% 2.7% 2.6% 0.2% 0.2% Chief Financial Officer 60 91.5% 91.4% 50 Commonwealth State Other Capital Income The reportable income including Government 40 Recurrent Grants Recurrent Grants (Donations)* recurrent per capita funding for the year ended 30 31 December 2021 was $61.1M. School income 20 was in line with 2020 due to the decision taken 10 to hold fees for 2021 in response to COVID-19, as well as significantly lower student participation in Fees and Private Income extra-curricular events and the reduced program of Winter School at High Country Campus. * Excludes donations to the Redlands Foundation Scholarship Fund The School achieved a very solid performance in Recurrent/ Capital Expenditure 2021 2020 2021 2021 and continues to recognise the importance ($M) of further action required to effectively manage increasing pressure on School revenue and 45 expenses. 64.5% Operational expenses increased by 3.4% in 2021 40 46.1% to $54.9M. This was primarily attributable to higher payroll expenses plus increased costs of 35 cleaning, remote learning and other costs related to COVID-19. 30 32.4% Capital Expenditure of $5.1M during 2021 included $1.4M for capitalisation of expenses related to the 25 Senior Campus Master Plan Learning Hub project. Other significant investments made during 2021 20 21.5% 26.9% were the continued implementation of new ICT infrastructure of $0.9M to mitigate ever increasing 15 cyber security and data security concerns, as well as other upgrades to ICT infrastructure and the 10 acquisition of various furnitures and fixtures. 8.6% Maintaining diligent financial management will 5 be important in the coming years, as the School focusses on the five strategic drivers within the Salaries, Allowances Non-Salary Capital 2021-2025 Strategic Plan. and Related Expenses Expenses Expenditure Capital Expenditure 2021 (%) How We Are Funded 2021 (%) 26% 57% 11% 17% 89% Land and Information Furniture and Equity Borrowings and Buildings Technology Equipment other liabilities 21

APPENDIX Curricular/Cocurricular Achievements and Events English Mosman Youth Art Prize • 1 Senior student placed 1st Mosman Youth Awards in Literature • 1 Senior student achieved Highly Commended Young Archie Awards • 1 Junior student achieved 3rd place • 1 Junior student selected as a finalist NESA Writing Competition • 1 Junior student won Silver Harmony Day Poster Competition Book Week • 1 Junior student received Highly Commended Premier’s Reading Challenge Northern Beaches Environmental Art & Design Prize National Simultaneous Storytime • 1 Junior student selected as a finalist Mathematics Willoughby Festival Art Competition • 1 Junior student selected as a winner Australian Mathematics Competition • 4 High Distinctions, 29 Distinction, 61 Credits Little Sydney Lives Exhibition • 1 Prep student selected as a finalist Science/Technology Innovative Design/Textiles Australian Science Olympiad • 1 Senior student achieved a Credit HSC Australian Informatics Olympiad • 1st in Course for Textiles and Design • 1 Senior student achieved a Bronze medal • 2 students were nominated for SHAPE/TEXSTYLE and 1 student • 1 Senior student achieved a Credit was selected for TEXSTYLE Fermat Contest, University of Waterloo Canada • 1 Senior student achieved a Distinction HSC Design and Technology Exhibition (Video) GotIT Girls in STEM program HSC Textiles and Design Exhibition (Video) • 1 Senior student selected National Science Week Drama Year 10 Science Symposium Year 9 Design Challenge HSC Year 7-8 STEAM Projects • 2 students were nominated for ONSTAGE Junior School STEAM Day Prep School STEAM Day Shakespeare Competition • Senior team – 1st in NSW Finals Debating HSC Drama/IB Theatre Showcase • Junior School team - 1st in AIS National Virtual Competition Year 10 Drama – Connections – Theatre of the Absurd • House Debating Competition Year 9 Drama – Headlines da Vinci Decathlon Music • Year 9 team - 2nd overall in National Competition HSC • Year 9 team - 1st overall in NSW competition, 1st in English and • 2 students were nominated for ENCORE Ideation and Top 10 places in 9/10 categories • Year 5 team - 2nd in Engineering Challenge AMEB Exams • Year 6 team - 3rd in Cartography • 10 A+ High Distinction, 25 A Honours – Piano, Violin, Flute, Oboe, Trumpet, Clarinet, French Horn, Saxophone, Singing, Musical Ethics Olympiad Theatre, Musicianship, Theory of Music • Year 11 team – 1st in National Senior Division and participated in Dance the International Ethics Olympiad • Junior School team – 10th in National Primary Division HSC • 1 student was nominated for CALLBACK Mock Trials RAD Exams • Year 11 team - competed in quarter finals of NSW Law Society Senior – 9 students awarded Competition Grades – 54 students awarded Languages Asian Grand Prix • 1 Senior Girl awarded Merit HSC • 1st in Course for Spanish Continuers Isobel Anderson Awards Language Perfect Championships • 1 Senior Boy placed 3rd in the Finals and 6 Senior students • Redlands Junior Spanish students placed 1st in Australia and 4th qualified for the Semi Finals in the world – 4 Emerald, 4 Gold, 7 Silver, 9 Bronze Certificates International Day Victorian Ballet • 1 Senior Girl performed in the production of The Little Mermaid Entrepreneurship Australian Ballet School Year 9 Market Day • 2 Senior Girls participated in the International Training Program Year 8 Futurepreneurs Masterclass Year 6 Kidpreneurs Training Day Sydney Eisteddfod • Senior Jazz Performance Group 1 placed 2nd Visual Arts • 1 Senior Boy received Highly Commended for Jazz and Contemporary Solos HSC Extreme Dance Competition • 2 students were nominated and 1 was selected for ARTEXPRESS • Senior Jazz Performance Group 1 placed 1st HSC Art Exhibition (Virtual) • Senior Jazz Performance Group 2 received Highly Commended IB Art Exhibition (Virtual) • Junior Trio Performance Group placed 2nd • Tap Troupe placed 3rd in 13U Tap • 1 Senior Boy placed 1st in 13U Ballet Solo, 2nd in 13U Jazz Solo • 1 Senior Girl received Highly Commended in 13U Ballet Solo IRBD Eisteddfod • 1 Senior Girl placed 2nd in U12 Classical • 1 Senior Girl achieved Highly Commended in U13 Lyrical • Senior Jazz Performance Group 2 received Highly Commended Adrenaline Eisteddfod • 1 Senior Girl placed 3rd 22

Major Events Leadership Young Women’s Leadership Seminar National Reconciliation Week Burn Bright Leadership Training NAIDOC Week yLead Altitude Day National Careers Week National Young Leaders Day House Spirit Fair Yale Young Global Scholars Program Duke of Edinburgh Peer Support Leadership Program Student Representative Council Jazz in the Garden UN International Women’s Day Battle of the Bands Drama Competition (Video) Performing Arts Shakespeare Festival (Video) Theatresports Competition Grease The Musical - The Movie Drama Celebration (Online) Gala Arts Festival (Video) End of Year Soirees (Video) Dance on Film -Coppélia and Jazz/Contemporary Showcase (Video) Senior Music Festival - A Night at the Movies Yothu Yindi Foundation Vocal Competition School for Life Foundation Instrumental Competition Kids Giving Back Composition Competition The Heart Foundation Balmoral Swim for Cancer Service Bougainvillea Retirement Village Clean Up Australia Matthew Talbot Hostel Call to Earth Day Breast Cancer Research ANZAC Day Services Mother’s Day Classic Fun Run and Walk Remembrance Day Salvation Army Clothing Collection Anglicare Toys ‘n’ Tucker Appeal Cancer Council Westmead Children’s Hospital CMRI – Jeans for Genes Day Black Dog Institute Mental Health RUOK Mental Health Support M’Lop Tapang 23

Sport Achievements Athletics • 3 Senior Boys were selected for the ISA 16U team, which placed 5th at the NSWCIS Championships; and one boy was selected as Australian Track and Field Championships a shadow for the NSWCIS team • 1 Senior Girl placed 4th in the U20 5000m with a PB • 1 Senior Boy was selected for the CF Cracks High Development Professional Training Program in Valencia, Spain Athletics NSW Junior Track and Field Championships • Inter A Girls team awarded Minor Premiers in the ISA Competition • 1 Senior Girl placed 4th in the 3000m • 2 Junior Boys were selected for the HICES team to compete at the NSWCIS tournament NSW All Schools Athletic Championships • 1 Senior Boy placed 4th in the 15Y 800m and 5th in the 15Y 1500m Hockey • 1 Senior Girl placed 3rd in the 12Y Hammer Throw • 1 Senior Boy placed 8th in the 16Y Long Jump • 1 Senior Boy made his debut in the Sydney Premier League 1st Grade playing for Ryde and was selected for the NSW U18 Illawong Track Classic Blues team • 1 Senior Girl won the Open A Women’s 1500m • 1 Senior Girl and her U18 Sydney Metro Academy team won Gold at the 2021 Regional Academy Games Senior Athletics Carnival: 5 records broken • 1 Senior Girl and 1 Senior Boy were selected for the NSW AAP squad • Senior Girls 1500m • 4 Senior Girls and 1 Senior Boy were selected for the ISA Opens • Intermediate Boys 1500m and 16U teams to compete at the NSWCIS Championships • Junior Girls 1500m • 2 Senior Girls were selwected for the 16U NSWCIS team to • Senior Girls 800m compete in the NSW All Schools Championships • Junior Girls 800m • Redlands 3 team awarded ISA Junior B Minor Premiers • 1 Junior Boy was selected for the NSWCIS Primary team to Junior Athletics Carnival: 2 records broken compete at the NSW PSSA Championships • Girls 11Y 800m • Boys 11-12Y 4 x 100m Relay Netball HICES Athletics Carnival • 3 Senior Girls were selected for the ISA Opens and U15 teams to • 56 Junior students represented Redlands compete at the NSWCIS Championships • 3 Junior Girls were selected for the HICES team to compete at the AFL NSWCIS trials • 3 teams were awarded ISA Minor Premiers: • 1 Senior Girl and 1 Senior Boy selected for CIS teams which both Redlands 6 – ISA Inter B Minor Premiers won Silver at the NSW All Schools Championships Redlands 7 – ISA Inter C Minor Premiers Redlands 13 – ISA Junior C Minor Premiers Basketball Rowing • Girls 1sts, 3rds, Boys Open Gold, 17B, 17C won the ISA Grand Finals • Girls Inter A, Junior A, Junior B and Boys 3rds were runners up in Australian Rowing Championships the ISA Grand Finals • Mens U17 Coxed Quad won Gold, 1 Redlands crew • Girls teams won the ISA Girls Championship Shield • Mens U19 Double Scull won Silver • 9 teams contested the ISA Grand Finals • Mens U19 Coxless Quad won Silver, 2 Redlands crew • 2 Senior Girls and 2 Senior Boys were selected for ISA 1st and • Schoolboy Coxed Quad Scull Sprint won Silver 2nd teams • 2 Senior Girls and their ISA team won the NSWCIS Championships NSW Championships • 3 Senior Girls were selected for the U16 and U18 NSW Metro • Schoolboy Double Scull won Gold and U20 NSW White teams to compete at the Australian • Schoolboy Single Scull won Silver National Championships • U17 Mens Single Scull won Bronze • 1 Senior Girl was selected for the National Performance Camp • Senior Boys 1st Crew won Bronze • Schoolgirls Single Scull, U17 Single Scull and Yr 10 2nd Crew Cross Country contested the A Finals • 6 Senior students were selected for the ISA 1st and 2nd VIII crews • 2 Senior Girls placed 2nd and 9th at the NSW CIS Championships and were selected to represent CIS at NSW All Schools ACT Championships/Head of the Lake • 18 Senior students were selected for the ISA team to compete • Redlands crews achieved 45 podium finishes at the NSWCIS Championships • 2 Senior Girls placed 1st, 1 Senior Girl placed 2nd and 1 Senior Gold Boy placed 3rd at the ISA Carnival and Intermediate Boys won • Schoolgirl Single Scull the ISA Intermediate Boys Shield • Schoolboy Single Scull • 85 Senior students represented Redlands at the ISA Carnival • Mens U19 Single Scull • 2 Senior Girls and their teams placed 1st in Open Womens • Mens U19 Double Scull 4 x 4km and U14 Girls 4 x 2km relays at the NSW Relay Championships • Womens U15 Single Scull • 1 Junior Girl was selected as reserve for the CIS team to compete • Girls Yr 10 Quad at the NSW PSSA Carnival • Boys Yr 10 1st Quad • 15 Junior students were selected for the HICES team to compete at the NSWCIS Championships Silver • 44 Junior students represented Redlands at the HICES Carnival • Womens U15 Single Scull • Girls Yr 9 Quad Football • Boys Yr 9 2nd Quad • Boys Yr 10 2nd Quad • 1 Senior Girl was selected to join the Junior Matildas Extended Players List • 2 Senior Girls were selected for the ISA Open Girls team which placed 2nd at the NSWCIS Championships; and one was selected for the NSWCIS team • 1 Senior Boy was selected for the ISA Open Boys team to compete at the NSWCIS Championships 24

Head of the River • Teams 4, 11, 12, 17, 24 and 26 were runners up in the NSTA Finals Gold • Redlands 1 were runners up in the Northern Beaches • Grls Yr 10 2nd Crew Premier League 2 Competition • 1 Senior Girl and her team placed 3rd at the NSW U14 Silver Championships • Senior Boys 1st Crew • Boys Yr 9 2nd Crew Touch Football • Boys Yr 10 2nd Crew • 4 teams contested the ISA Finals and won the Schoolgirl Bronze Championship Shield • Girls Yr 10 1st Crew • 3rds won the ISA Final, and 1st VI and Junior A teams were • Boys Yr 10 1st Crew runners up • Boys Yr 9 Single Scull • 4 Senior Girls were selected for the ISA Opens and U15 teams to compete at the NSWCIS Championships, where the Opens Rugby placed 2nd and the U15s placed 3rd • 1 Senior Girl was selected for the Norths team to compete at • 3 Senior Boys were selected for the ISA U16 team to compete at the NSW Cup the NSW Schoolboy Championships; and 1 was selected as a • 1 Junior Boy was selected for the NSWCIS team to compete at shadow player for the NSW Schoolboys 16 II team the NSW PSSA Championships • 2 Senior Girls were selected for the Manly Mermaids team to compete at the NSW Cup Baseball • 1 Junior Boy was selected for the NSWCIS U12 team to compete at the NSW PSSA Carnival • 3 Senior Boys were selected for Manly Warringah teams which placed 3rd at the NSW Championships Sailing Gymnastics • Redlands team placed 6th at the NSW Secondary School Championships • 1 Junior Girl was selected to represent NSW at the National • 1 Senior Boy and his crew won the All School Teams Division Gymnastics Competition at the Combined High Schools Regatta • 1 Senior Boy was selected to represent the Royal Sydney Yacht Surfing Squadron at the Hardy Cup Sydney International Match Racing • 1 Senior Girl was selected to compete at the NSW Championships Regatta Surf Life Saving • 1 Senior Girl was selected for the Royal Sydney Yacht Squadron Gold team to compete in the NSW Regatta • 1 Senior Girl won the Female U17 Champion Lifesaver event at • 1 Senior Girl and 1 Senior Boy and their crews each placed 5th the Sydney Northern Beaches Surf Life Saving Championships at the East Coast Championships • 1 Junior Girl placed 7th in the National Sailing Competition Trampolining Snowsports • 1 Senior Girl and her U15 Power Tumbling team placed 3rd at the Australian Gymnastics Championships • 1 Senior Boy trained with the Australian Mogul Ski team for selection to represent Australia at the 2022 Winter Olympic Games • 1 Senior Girl was selected for the Snow Australia’s Emerging Talent Pathway program for Snowboard Cross • 1 Senior Girl was selected to represent Australia in the Europa Cup and the Junior World Championships Swimming • 4 records were broken at the Redlands Carnival in Girls Freestyle Champion of Champions and Boys Freestyle Champion of Champions, 50m Freestyle and 50m Butterfly • Girls team won the Overall Division 2 Girls, Senior Girls and Intermediate Girls Swimming Shields at the ISA Carnival • 9 Senior students were selected for the ISA team at the NSWCIS Championships, achieving 16 Top 10 places • 1 Senior Boy placed 3rd in U16 50m Breaststroke at the NSWCIS Championships, and was selected to represent CIS at the NSW All Schools Carnival where he placed 4th • 1 Senior Girl and her team won Silver at the NSW Open Championships and was selected to compete at the Australian Championships • 31 Junior students placed 3rd Overall at the HICES Carnival • 12 Junior students were selected to represent HICES at the NSWCIS Carnival Tennis • Redlands 5, 6, 7 and 10 were Minor Premiers in the ISA Competition • Redlands 1sts placed 2nd and Redlands 2 placed 3rd in the ISA Competition • 2 Senior Boys and 1 Senior Girl were selected for ISA teams • 1 Senior Boy and 1 Senior Girl were selected for NSWCIS teams • Teams 2 and 8 won the NSTA Finals 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 2021. 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 Governors Heller / Robb, Josh & Kylie Barter, Trine & Chris Heron, Wesley Bond, Jim & Mara Hetherington, Erin Heller / Robb, Josh & Kylie Hopkins / Harrington, Mark & Alexandra Miller, Stephen & Julie Hoskin, Dudley & Sophie Sun / Zhan, Bill & Jan Howard / McLachlan, Jeff & Sarah Howard, David & Jennifer Scholarship Fund Hsu / Lo, Albert & Jie-Yin Abineno, Albert & Kylie Huang, Phil & Lucienne Adamson, David & Michele Hudson, Robert & Vanessa Adderton, Peter & Jaye Hughes, Chanel Algar, Nicole & Jonathan Hulsbosch, Kaisey & Jaid Allen / Sutherland, David & Kira Humphreys / Naylor, Michael & Nadia Allen, James & Anne Hunt, Bradley & Kylie Angus / Davila, Troy & Iris Ikin / Walsh, Jonathan & Christine Banfield, Stephen & Sue Ilic / Bosnjak, Glen & Sandra Barnes / Monaghan, Gregory & Jill Jackson, Andrew & Jennifer Barter, Chris & Trine James, Martin & Catherine Batey / Rantall, Michele & Mark Jansz, Paul & Justine Beck, Christian Jeffery-Bilich, Simon & Tamsin Benfield, Mark & Jennifer Jennings, Adam & Deborah Bentley, Matthew & Rachel Jiang / Tantiono, Yubai & Nora Birse, Grant Jiang / Liu, Fan & Sifei Bond, Jim & Mara Keay, Giles & Sarah Boswarva / Fleming, Gavin & Melissa Keller, Andrew & Mel Brook / Andreae, Nicholas & Stephanie Kelly, Fred Cadman, Duane & Jennie Kennedy / Williams, Scott & Kate Casimaty, Peter & Dana Ker / Huang, Bob & Sze Huei Chan, Derek & Laura Kinghorn, Lisa & Geoffrey Chen / Xu, Yumin & Jessica Kittle, Graham & Anna Chen / Li, Jay & Alison Kneale / Turnbull, Sean & Melissa Cicchini / Baggett Cicchini, Ferdinando & Emily Ko / Han, Gus & Natalie Clarke, Roger & Sharon Krapovnitskiy / Krapovnitskaya, Evgeny & Natalia Colvin / Smiles, John & Robyn Lee / Suan, Mark & Sharon Corcoran, Sean Leeder, Nick Corn, Mitchell & Kerri Lennox, Peter & Sandra Corneil / Murray-Prior, Chris & Suzanne Leung / Liao, Tony & Gilandy Cotiga, Adrian & Laura Li / Wang, Ren & Moting Cronk, Cooper & Tara Liu / Heung, Zikai & Hang Daily / Speechly, Chris & Catherine Liu / Wang, Clare & Hao Davies, Paul & Anne Lloyd, Hal & Jo Dawson-Damer, Henry & Bumble Louis, Justin & Rosanna Devin, Sheona Ma / Zhang, Wenhan & Ling Donnelly, Damien & Mariann Ma / Chen, Lee & Ling Dow, Jamie & Jenny MacLochlainn / Glass, Philip & Elissa Elborn, Mark Mai / Shen, Jayson & Xinan Elzinga, Jelle & Stephanie Mann / Takeda, Andrew & Kazuyo Feldman, Itay Marshall, Larry & Maria Feller, Frerk-Malte & Dinah Mascheroni / Willink, Juan & Amber Fielding, Karalee & Benjamin Maxwell / Tham, Philip & Jane Fowler, Paul & Justine McGill, Sarah Fu / Guan, Hui & Lei McKay, Robert & Catherine Gai / Wang, Eric & Phoebe Meagher / Fransen, Tobin & Alexandra Gait, David & Becky Mennie, Craig & Lisa Garner, Jason & Janine Middleton, Alexis & Rose Garvey / Lee-Joe, Robert & Jaclyn Miller, Stephen & Julie Gasmus / Davis, Oliver & Geraldine Mohl, Misha Gold, Peter & Kirsty Monsees / Gatti, Jens & Elena Golowenko / Connors, Anthony & Lisa Monty / Hale, Jean-Max & Kate Gordon / Lofthouse, Luke & Helen Murray, Crispin & Kate Gorham, Jonny & Leah Natilli, Stephen & Susan Green, Alex & Kristina O’Reilly / Moss-Morris, Shaun & Amanda Grinham, Angus & Catherine Osborne, Michael & Diane Gu / Qiu, Gary & Ziyi Panagakis, Colin & Emily Guha / Bruce-Guha, Ari & Penelope Parker, Luke & Alicia Guo / Liu, Zixuan & Xu Paul, Brendan & Sheridan Gyoshev / Bumbarova, Vasil & Denitsa Petersen, Grahame & Martina Hachem, Charbel & Elizabeth Pienaar, Willem & Ashley Halliday, Matthew & Jaqui Polok, Kasia & Jan Han / Wang, Fei & Di Prescott, Lloyd & Christina Harris, Tim & Jennifer Psaroulis, Louie & Vivienne Hartnell / McLoughlin, Bill & Glenda Radich / Plowman, Damon & Julia Haynes / Stapleton, David & Kylie Rawlinson, Duncan & Caroline He / Hua, Ken & Xia Reed, Nicholas & Claire Heard / Jarvinen, David & Justine 26

Ressas / Saticieli, Nazmi & Dilek Gibbs / Pageau, Nick & Nancie Richards, Hugh & Melissa Golowenko / Connors, Anthony & Lisa Richardson, Lisa Goodsall, Andrew & Kate Robertson / van Bavel, Duncan & Julie Grinham, Angus & Catherine Rogerson, Douglas & Marianne Gyoshev / Bumbarova, Vasil & Denitsa Ross-Sampson / Fryer, Brad & Natalie Haynes / Stapleton, David & Kylie Rothwell, James & Rebeccah Heron, Wesley Roy / O’Lone, David & Emma Hopkins / Harrington, Mark & Alexandra Russo, Joseph & Elizabeth Howard, David & Jennifer Sanger / Larsson, Paul & Anita Howard / McLachlan, Jeff & Sarah Santos Inacio / Pedro Inacio, Jason & Susy Hsu / Lo, Albert & Jie-Yin Saraf, Manish & Preeta Huang, Phil & Lucienne Sewell, Glen & Catherine Hudson, Robert & Vanessa Sharp, Nicola Humphreys / Naylor, Michael & Nadia Shatilov / Shatilova, Andrey & Nataliya Jackson, Jennifer & Andrew Shoosmith, Dean & Deborah Jeffery-Bilich, Simon & Tamsin Simmons / Phillips, Gabrielle & Hikaru Jennings, Adam & Deborah Simmons, Nicholas & Carly Jiang / Liu, Fan & Sifei Simpson, Scott & Aimee Keay, Giles & Sarah Smith, Andrew & Jessica Kennedy / Williams, Scott & Kate Smith / Healy-Smith, Scott & Kate Ker / Huang, Bob & Sze Huei Soriot, Aurelie Krapovnitskiy / Krapovnitskaya, Evgeny & Natalia Stansmore, Valerie & Julian Lee / Suan, Mark & Sharon Stephens / Tarney, Jason & Alex Li / Wang, Ren & Moting Stevens, Luke & Bree Lofthouse / Gordon, Helen & Luke Stewart, Deb Louis, Justin & Rosanna Stewart, Marcus MacLochlainn / Glass, Philip & Elissa Stonley, Richard & Deborah Meagher / Fransen, Tobin & Alexandra Sullivan, Daniel & Shannon Mohl, Misha Sun / Zhan, Bill & Jan Murray, Crispin & Kate Sun / Lyu, James & Shanshan Natilli, Stephen & Susan Szeto / Chung, Stuart & Eng Eng Norwood, Paul Tan / Su, Lin & Muci Petersen, Grahame & Martina Taylor / Oldenburg, Benjamin & Catherine Psaroulis, Louie & Vivienne Tebbutt, Peter & Penelope Rawlinson, Duncan & Caroline Theisen, Jeppe & Kristina Ressas / Saticieli, Nazmi & Dilek Thomas / Carney, Richard & Patricia Richards, Hugh & Melissa Trautwein, Eugene & Manda Richardson, Lisa Turnbull, Adam & Yasmin Rothwell, James & Rebeccah Tym / Boje, Adam & Christina Russo, Joseph & Elizabeth Vaccarezza / Robar, Aldo & Suzanne Saraf, Manish & Preeta Van de Peer, Gemma Shatilov / Shatilova, Andrey & Nataliya Vidal Franco / Caixeta da Fonseca Franco, Eduardo & Patricia Smith, Andrew & Jessica Visutthisen, Usa Soriot, Aurelie Voyce / Snedden, Christopher & Angela Sun / Zhan, Bill & Jan Wang / Liu, Hao & Clare Szeto / Chung, Stuart & Eng Eng Wang, Guangyu & Aileen Tebbutt, Peter & Penelope Wang / Pan, Rongming & Miaomiao Theisen, Jeppe & Kristina Wang / Xiang, Charlie & Katherine Thomas / Carney, Richard & Patricia Wang / Shi, Jerry & Julia Voyce / Snedden, Christopher & Angela Wang / Wu, Luming & Xunda Wang / Liu, Hao & Clare Wardman-Browne, Stuart & Carys Wang, Guangyu & Aileen Weatherstone, Brad Wang / Wu, Luming & Xunda Webber, Stephen Williams / Gardner, Christopher & Felicity Williams / Gardner, Christopher & Felicity Wong / Wang, Ngai & Xiao Wilson, John & Carolyn Zhang / Yang, Shi Yong & Ming Wong / Wang, Ngai & Xiao Zhong, Claire Zeng / Chen, Conan & Connie Zhang / Hu, Issac & Penny Alumni Zhao / Li, Dian & Lun Anderson, Jane Zhong, Claire Cashman, Helen Daley, Rouna Building Fund Diekman, Valerie Adamson, David & Michele Farrell, Jennifer Banfield, Stephen & Sue Hastie, Sue Batey / Rantall, Michele & Mark Hughes, Janine Byrne, Fabian Jane (nee Farris), Caroline Cadman, Duane & Jennie Jones, Margaret Chan, Derek & Laura Laverty, Susan Cicchini / Baggett Cicchini, Ferdinando & Emily Leach, Pippa Cotiga, Adrian & Laura Lyle-Smith, Pauline Daily / Speechly, Chris & Catherine Mitchell, Margaret Davila / Angus, Iris & Troy Mulligan, Tracy Dawson-Damer / Grant, Edward & Joanne Pantle, Annette Devin, Sheona Ryrie, Elizabeth Elzinga, Jelle & Stephanie Ryrie, Thomas Feller, Frerk-Malte & Dinah Seaton, Belinda Gait, David & Becky Stanford, Jann Garvey / Lee-Joe, Robert & Jaclyn Steenbhom, Gillian Gasmus / Davis, Oliver & Geraldine 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 and Physical Resources Group Redlands and one who graduated in 2019. and cultural change. He has been a director Committees. Glenda previously held senior roles She was the Board Appointee to the Redlands of a number of financial services companies in investment banks Barclays Capital, Morgan Parents and Friends Association during 2021. since 1999, is currently a Director of Mary Stanley and Credit Suisse. Prior to her banking Kylie’s aim is to serve the Redlands community. MacKillop Today and is engaged in coaching career she was a consultant with Price Waterhouse and community roles. Grahame has three and NERA (London). She has been a founding Patricia (Paddy) Carney children currently attending Redlands and director and board Chair of two ASX listed during 2021 was a member of the Finance energy companies. Glenda’s focus is on ensuring BSc, CA and Audit Committee and Chair of the Redlands has a strong operating and financial Appointed August 2020 Foundation Advisory Committee. capability to deliver a world class educational experience to its students. Paddy is a senior partner at PWC Australia. John Pradel She has nearly 30 years’ experience providing Peter Gold assurance services and related services to listed BArch, JP companies, private companies and multi-nationals Appointed September 2018 B Comm in the UK, Australia and Asia-Pacific. She has Appointed April 2017 extensive director experience, has been a member Deputy Chair of the Global Board of the PWC network since 2017 and is currently a Trustee of the Museum of Peter is a Managing Director of Archer Capital - Applied Arts and Sciences and a Director of the John is a registered Architect and the Director a private equity investment company of which Sydney Festival. She has two children currently of a Company of Architects. He has one child he was a founding team member in 1997. After attending Redlands and is Chair of the Risk currently attending Redlands. During 2021 John taking majority ownership positions in businesses, Oversight Committee and a member of the was Chair of the Physical Resources Group and his company establishes and executes focused Finance and Audit Committee. a member of the Nominations and Governance strategic plans that have achieved outstanding Committee. outcomes. He is also a significant shareholder Amy Cheung and Chairman of Future Super, and an active Anna Reed-Stephenson investor and supporter of other climate impact MBA, BMedSc businesses and projects. Previous roles include Appointed April 2021 MBA, BA investment banking experience with Morgan Appointed June 2018 Stanley in New York, and he has qualified as Amy is a senior executive with over 28 years’ an Associate of the Institute of Actuaries of experience in innovation, management Anna is an IT Executive with over 20 years’ Australia. He has two children currently attending consulting, digital marketing and general experience across multiple IT disciplines and Redlands, and during 2021 he was Chair of the management. She is the founding director of industries. During 2021 she was a member of Finance and Audit Committee. Peter’s goal for Con Moto, a management consulting company the Physical Resources Committee. Anna has a Redlands is to achieve widespread recognition focusing on helping start-ups, entrepreneurs passion for working with youth to recognise as a differentiated and innovating provider of and businesses grow in the digital age, and how they can use their individual talents to coeducation in NSW. previously held senior roles in Telstra and AAPT. serve their communities. Amy is the Board representative on the Jane Anderson Sustainability Working Group. As a Redlands Rev Timothy St Quintin alumna, Amy is passionate to help her school MMgmt, PGDip Bank to be known as a world class school with many BD (Hons), BSc (Hons), Appointed May 2018 unique educational offerings. AdvDipGov, DipPersMan Appointed August 2017 Jane is currently an Executive General Manager, Corporate Affairs for an insurance company. Tim is the Rector of St Peter’s Anglican Church, She has more than 20 years’ corporate affairs 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 2021 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 2021 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 two children currently attending Redlands of the Horizons Family Law Centre, which and one child who graduated in 2020. Glenn is a provides free legal support to those who don’t member of the Physical Resources Group qualify for legal aid, and yet still cannot afford a Committee and is keen to support the development lawyer. During 2021 Michael was a member of 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 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 Operated by SCECGS Redlands Limited ABN 96 001 336 269 CRICOS Provider Code: 00713M

Like this book? You can publish your book online for free in a few minutes!
Create your own flipbook