annual report

Roseville CollegeEducational and Financial Reporting

Annual Report 2009

Annual Report – Educational and Financial Reporting 2009

Educational and Financial Reporting

Annual Report

RepoRting AReA 1 – A MessAge fRoM Key school Bodies

1.1 Roseville College Council

2009 was a year of consolidation at Roseville College, as we sought to begin enacting changes initiated as a result of the new Strategic plan.

The College Council met nine times in 2009. We farewelled Chairman, Mr. Edward Kerr, during the year, after 9 years of faithful service to our College and we welcomed Dr. Tim Roberts. In addition to normal governance responsibilities, the Council spent time reviewing policies, and hearing from the Executive leadership of the school. Seven key aspects of College life drive the direction of meetings, and discussion stems from strategies that allow us to effectively plan and develop these very important areas of College life:

• Pastoral Care • Learning Community • Environment • Technology • Community • Public Relations • Leadership and Governance

The Roseville College community is one that values our principles of being a girls’ only school, with Christian values, in a small and caring environment, as reflected in our vision for Roseville College:

To encourage and enable every girl to reach her potential, and nurture her towards being a woman rich in character, wisdom, faith and action, with a heartfelt commitment to service within the wider community.” We seek to do this by enacting our Mission: “to provide girls with a contemporary, dynamic and relevant learning experience marked by a passion for excellence, and grounded in the ethos and values of the Christian faith.”


1.2 Principal

2009 has been a wonderful year. We have focused on strengthening and consolidating the direction of the College, and have enjoyed implementing programs, developing strategies, and improving outcomes in many areas.

As a community, we are committed to providing the best possible educational and life experience for our girls. To do this, we have to be committed to evidence based change and improvement. We don’t see success as a list of boxes to be ticked off, or people to make happy, or ratings to be met. Success happens because we believe in the journey. We believe in commitment to something and someone bigger than ourselves. We believe in the inherent potential of every child to have a fulfilled and meaningful life, and to recognise and run with their passions. We believe in what we do.

2009 has been a year where much has been achieved, and where many seeds are being sown. Two years ago we began plans to revitalise the Music and Performing Arts, in line with the Joy Yeo Centre facility being opened last year. To name but a few initiatives, the Year 3 string program was launched this year, and the Year 4 wind program begins next year. Smartboards (interactive whiteboards) are being rolled out across the College, and the academic program is in the midst of being systematically reviewed and updated.

I would like to thank the Roseville College community – girls, staff, parents and council, for the magnificent role they play in making our school a wonderful environment in which our girls grow in peace, confidence, knowledge, love and security.

Dr Briony ScottPrincipal


1.3 SRC President

The Student Representative Council (SRC) consists of four students from every year of the Senior School, who have been chosen by their peers to represent them. This year, these students attended meetings on a fortnightly basis at lunchtime and discussed many important issues concerning our school and ways to improve it. This year, as one of our main focuses, was the development of the new school uniforms. We have discussed the sports uniform as well as the new Summer and Winter uniforms. We gave feedback from the students’ point of view on the school’s uniform in order for changes to be made. The Student Representative Council will continue to flourish under Thea Welsby’s leadership in 2010. Her help and input during our meetings this year have been invaluable and I have every confidence that Thea will continue to improve the SRC and hence the future of the College.

Elizabeth CostiSRC President

1.4 School Captain

Throughout my thirteen years of schooling, I have found that in school…believe it or not… you learn many things. So I thought I would list some of the many things that the students of Year 12 2009 have learnt.

• We have learnt that the HSC ATAR will not end our lives.• We have learnt that no matter how many Freddo Frogs we eat, there is always room

for one more.• We have learnt that Roseville “punches above its weight” in every aspect of school

life.• We have learnt to love God in our own ways.• We have learnt that we have 97 sisters.• We have learnt that we still have a lot to learn.

All of us in this school, this country, and in this world have many opportunities and choices wide open to us. All we need to do is grasp them before they pass by - unlike the famous Captain Jack Sparrow, who said, “I love those moments…I wave to them as they pass by.”

In my 18 years, I have found that life is about family, laughter, adventure, friends, disappointments, achievements, success, more disappointments, more family and a lot more laughter!

Life is short, which is why we all need to make the most of it. Laugh at every opportunity, dance like nobody’s watching, smile and make someone else’s day brighter, cry with those who are suffering, love like you mean it and live every day as if it’s your last. Don’t wake up in the morning dreading what is to come – school, assessments, exams. Instead get up and make the most of your day. Enjoy every possible moment!

Everyone has different expectations, desires, ambitions and thoughts. It is also up to us to work out what we want, want it badly enough, and do something positive about it.


…. We have learnt that Roseville College is not about the bricks and the buildings. It’s all about the people: our parents, teachers, the students, ladies of the SSO, each Pastoral Care teacher and especially our friends. Every single person has the potential to do something amazing.

Hariette EstermanSchool Captain

RepoRting AReA 2 – contextuAl infoRMAtion ABout the school

Roseville College, Roseville, NSW Roseville College is a leading K-12 Anglican school for girls. In 2008, we celebrated our Centenary year, and in 2009 our HSC results placed the College amongst the top non-selective schools in NSW. The College Vision is to encourage and enable every girl to reach her potential, and nurture her towards being a woman rich in character, wisdom, faith and action, with a heartfelt commitment to service within the wider community. Our Mission is to provide girls with a contemporary, dynamic and relevant learning experience, marked by a passion for excellence, and grounded in the ethos and values of the Christian faith. Student support structures include small pastoral care groups, peer support, and leadership programs. The 1.9 hectare campus is easily accessible and centrally located on Sydney’s North Shore. It features specialist learning facilities and a stimulating school environment in which our 800 students are encouraged to explore and achieve their personal best in a wide range of pursuits. Opportunities include Debating, Public Speaking, Drama, Community Service trips, Mock Trial, Duke of Edinburgh, Charity Club, Crusaders, Photography, Music Tuition and Performance, Bands, Student Council, Rowing, Softball, Touch Football, and Tennis. For additional information: www.myschool.edu.au

RepoRting AReA 3 – student peRfoRMAnce in nAtionAl And stAte-wide tests And exAMinAtions

3 School Performance in Statewide Tests and Examinations

3.1 Higher School Certificate 2009

In 2009, 98 students sat for the NSW Higher School Certificate in 31 courses. Roseville College had 50% of its students achieving an ATAR of 90 or over and 81% of our students gained an ATAR of 80 or more.


2009 Higher School Certificate Results• Roseville College had over 50% of its students achieving an ATAR of 90 or over, and

81% of our students gained an ATAR of 80 or more. • 6 Roseville students received a prestigious Premier’s Award for achieving 90 or more

(Band 6 or Band E4) in at least 10 units of study. • 1 Roseville student placed 1st in the state for General Mathematics• 1 Roseville student placed 4th in the state for Modern History• 1 Roseville student placed 7th in the state for History Extension• 1 Roseville student placed 9th in the state for Music 1 • 4 Roseville students placed in the top 35 in the state for Earth and Environmental

Science• 2 Roseville students placed in the top 35 for French Continuers• 1 Roseville student placed in the top 35 in the state for German Extension• 2 Roseville students placed in the top 40 in the state for Music Extension• 1 Roseville student placed in the top 44 for History Extension• 2 Roseville students placed in the top 52 in the state for Design and Technology


Distribution of ATARsRoseville Students Percentage Obtained

ATAR > 95 22

ATAR > 90 51

ATAR > 85 71

ATAR > 80 81

• 54% of Roseville students achieved Band 5 or 6 in at least 10 units.• Approximately 90% of our students were eligible for a University offer, although

several opted for alternative courses offered by TAFE and private colleges.• Roseville girls achieved 141 mentions in the Board of Studies Distinguished Achievers’

List of students who were placed in the highest Band, Band 6, representing a mark of over 90 in individual subjects.

Our students perform consistently in HSC results from year to year and student achievement is consistently above state average.


2009 HSC Results Performance band achievement by %

Subject Bands 5-6 E4/E3 Bands 3-4 E2/E1 Bands 1-2

Ancient History 2 Unit 74.18 25.80 -

Biology 2 Unit 82.60 17.39 -

Business Studies 77.50 12.50 -

Chemistry 70.83 29.16 -

Design and Technology 87.50 12.50 -

Drama 80.00 20.00 -

Earth & Environmental Science 100.0 - -

Economics 100.0 - -

English Standard 09.09 90.09 -

English Advanced 89.41 10.58 -

English Ext 1 92.30 07.69 -

English Ext 2 100.0 - -

Geography 76.46 23.52 -

Legal Studies 92.85 07.14

General Mathematics 74.41 25.58 -

Mathematics 81.47 18.51 -

Mathematics Ext 1 100.0 - -

Mathematics Ext 2 83.33 16.66 -

Modern History 91.30 08.69 -

History Ext 83.32 16.66 -

Music 1 100.0 - -

Music 2 100.0 - -

Music Ext 100.0 - -

PDHPE 92.58 07.40 -

Physics 81.81 18.18 -

Senior Science 71.42 28.56 -

Visual Arts 95.23 04.76 -

French Continuers 58.33 11.66 -

German Continuers 28.56 71.42

French Extension 100.0 -

German Extension 66.66 33.33


3.2 School Certificate

Students performed above State level in each of the five School Certificate tests. In English Literacy, 98% achieved Bands 4, 5 or 6 as compared to 72% of the state. Approximately 81% achieved Bands 4, 5 or 6 in Mathematics compared to approximately 45% of the state. The number of students achieving Band 4 and above for Science is 93% which is a very strong performance.

These results are relatively consistent from year to year.

2009 School Certificate Test ResultsPerformance band achievement by %

TestBands

5-6Roseville

Bands5-6

State

Bands3-4

Roseville

Bands3-4

State

Bands1-2

Roseville

Bands1-2

State

English 78.88 40.59 21.11 55.27 - 02.63

Mathematics 55.45 24.04 41.41 56.50 03.33 17.86

Science 74.44 36.20 25.55 53.58 - 8.64

Australian History 61.79 23.00 38.20 62.71 - 12.67

Australian Geography 77.52 27.66 21.34 59.08 01.12 11.64


2009 School Certificate ResultsPerformance Grade Achievement by %

Test No of students

Grades A – B

Grades C – D Grade E

English 91 78.02 21.20 -

Mathematics 91 61.54 36.26 02.20

Science 91 57.14 40.66 02.20

Australian Geography 90 72.23 27.78 -

Australian History 90 68.89 31.11 -

Commerce 100 Hours 3 33.33 66.67 -

Commerce 200 Hours 22 63.63 36.37 -

Geography 100 Hours 1 100.0 - -

Geography 200 Hours 9 66.66 33.33 -

History 100 Hours 7 28.57 71.43 -

History 200 Hours 46 63.05 36.96 -

French 200 Hours 21 66.66 33.33 -

German 100 Hours 1 100.0 - -

German 200 Hours 15 100.0 - -

Japanese 200 Hours 9 100.0 - -

Design & Technology 200 Hours 1 100.0 - -

Food Tech 100 Hours 3 66.67 33.33 -

Food Tech 200 Hours 21 85.71 14.28 -

I&S Technology 200 Hours 14 92.86 07.14 -

Textiles Technology 100 Hours 5 40.00 60.00 -

Textiles Technology 200 Hours 35 77.14 22.85 -

Drama 100 Hours 3 100.0 - -

Drama 200 Hours 27 92.59 07.40 -

Music 200 Hours 8 87.50 12.50 -

Photographic & Digital Media 200 Hours 1 - - 100.0

Visual Arts 200 Hours 34 79.41 20.59 -

PDHPE 200 Hours 91 63.74 35.16 01.10


3.3 The National Assessment Program – Literacy And Numeracy (NAPLAN)

In May 2009, national literacy and numeracy assessments were administered to students in Years 3, 5, 7 and 9 throughout Australia. The literacy assessments measured student achievement in reading, writing, and language conventions. The numeracy assessments measured student achievement across number and measurement. Questions in all assessments required students to apply knowledge, skills and understandings in a variety of contexts.

The results of all NAPLAN testing can be found at www.myschool.edu.au

RepoRting AReA 4 – senioR secondARy outcoMes

The results of this outcome can be found at www.myschool.edu.au

RepoRting AReA 5 – pRofessionAl leARning And teAcheR stAndARds

Category Number of Teachers Teachers on Leave

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

76 5

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or

4 -

Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context (Manual, page 39)

2 -

Note: All teachers in the third category have been employed due to their expertise in the content areas (e.g. specialist language or photography/computing) and work directly under the supervision of qualified teachers. They each have more than 18 years of successful teaching experience in their speciality areas and are currently engaged in study to upgrade their qualifications.

Average Annual Expenditure on Professional Learning per staff is $820. In addition, professional development taken through the school term includes a casual staff replacement cost, per teacher, of nearly $400. We have a Senior Executive responsible for staff professional learning and career assistance, and the cost of this role is additional to the average annual amount.

All teaching staff participated in professional development throughout the year.


Professional Development of StaffIn 2009, Roseville College held eight professional learning or staff days. These days were held mainly at the beginning of each term, with two at the beginning of Term 1 and a final staff day at the end of Term 4. Examples of professional learning included:

• Differentiation• Interactive Whiteboards• Smart Board Training• Challenging Gifted Students• Moodle• Differentiation within Languages• Ergonomics• First Aid basic first aid training, • Assessment for a Differentiated Curriculum• Maths Staff, Programming for a Differentiated Curriculum• Assessment for a Differentiated Curriculum – Practical Task

All teaching staff are expected to fully participate and engage in these professional learning days. In addition, each department runs individualised professional learning programs, and staff attend individual events, including but not limited to attending and presenting at conferences, and participating in events from accredited training authorities.


RepoRting AReA 6 – woRKfoRce coMposition

This information is available at www.myschool.edu.au

RepoRting AReA 7 – student AttendAnce And Retention RAtes in secondARy schools

From Year 10 (2007) to Year 12 (2009), the apparent retention rate is 96%. The actual retention rate is 91%.

The average attendance rate (taken from the DEEWR Collection) is 95.62%.

Year 1 96.5%

Year 2 94.5%

Year 3 95.4%

Year 4 94.3%

Year 5 94.8%

Year 6 96.6%

Year 7 96.6%

Year 8 94%

Year 9 97.3%

Year 10 95.3%

Comment: Based on the information provided to the school when students leave, only a minority of the students, who leave the school at the end of Year 10, or during Year 11, do so because of family circumstances or to pursue employment or vocational training. Of those who leave, the majority leave because their families are moving interstate or overseas, because of sickness, and or occasionally changing because of subject selections or school preferences.

RepoRting AReA 8 – post school destinAtions

It is difficult to determine what all our girls do on departing school, as the College is not given the information required to make this determination.

Of the 98 students who sat for the 2009 HSC, 95 were eligible for an ATAR (3 are doing HSC Pathways). Of these students, 95% were selected for a course in the Main Round Offers - more than three times the state average – an outstanding number for a non-selective school. Further offers may have been made in additional rounds. The remaining students chose TAFE or private colleges to continue their education, or work experience.

Girls are under no obligation to inform the school as to whether they will take up this offer, and we respect their privacy in this regard. Some girls will have elected to take a ‘gap’ year and travel, undertake community service, or work for a year before taking up this opportunity.


RepoRting AReA 9 – enRolMent policies & chARActeRistics of the student Body

Roseville College is an independent Anglican K-12 school for girls, providing an education based on the Christian gospel, and operating within the policies of the NSW Board of Studies.

Roseville College is a non-selective school and all applications for enrolment will be processed in the order of date of application. Consideration will be given, where possible, to daughters of Anglican clergy, siblings, daughters of Old Girls or staff, students transferring from other independent schools interstate or overseas, or other special family circumstances. Roseville College is also subject to the enrolment policy of the Sydney Anglican Schools’ Corporation as determined from time to time. Once enrolled, students are expected to support the school’s values and ethos, have a satisfactory attendance and academic record, and comply with the school rules to maintain the enrolment. All school fees and charges must be paid in order to maintain the enrolment.

Procedures

1. All applications should be processed within the school’s enrolment policy.2. Consider each applicant’s supporting statement/responses regarding their ability and

willingness to support the school’s ethos and abide by the Conditions of Entry.3. Consider each applicant’s educational needs. To do this, the school will need to

gather information and consult with the parents/family and other relevant persons.4. Identify any strategies that need to be put into place to accommodate the applicant

before a decision regarding the enrolment is made.5. Inform the applicant of the outcome.

Student populationIn 2009, Roseville College has an enrolment of approximately 790 girls. Our Junior School is single stream K-4 and double stream 5-6, with approximately 230 students. The Senior School 7-12 has an enrolment of approximately 560 students. The school accepts overseas students for the Years 5-12.

RepoRting AReA 10 – school policies

Roseville College seeks to provide a safe and supportive environment which:

• minimises risk of harm and ensures students feel secure• supports the physical, social, academic, spiritual and emotional development of

students • provides student welfare policies and programs that develop a sense of self-worth

and foster personal development

To ensure that all aspects of the Roseville College mission for providing for a student’s welfare are implemented, the following policies and procedures were in place during 2009:


• Child Protection Policy and procedures encompassing: Definitions and concept, legislative requirement, preventative strategies, reporting and investigating reportable conduct, investigation processes and documentation. The full text in Staff Policies and Procedures Handbook issued to all staff and members of the School Council.

• Pastoral Care Policy and procedures encompassing: pastoral care system, availability of and access to special services such as counselling, health care procedures, critical incident management policy. Available to Staff (online) and from the Pastoral Care office. Appropriate text in Pastoral Care Booklet, Student Diary, Senior School Information Booklet and Junior School Information Booklet

• Policies for Complaints and Grievances Resolution - The school’s policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness.

The full text of the school’s policy and processes for complaints and grievances resolution is provided in the Staff Policies and Procedures Handbook. An appropriate outline of the policy and processes is also provided in the student diary and in the Junior School and Senior School Information Booklets for parents.

This policy continues to be reviewed and more detailed information available to parents on request.

RepoRting AReA 11 – school deteRMined iMpRoveMent tARgets

In 2009, our primary aim was to continue with major curriculum reviews of all Key Learning Areas.

In 2009, the Information Technology department was reviewed both from a classroom /curriculum perspective and from a back office perspective. A number of recommendations have been considered and will be implemented throughout 2010.

Staff continue to be encouraged to pursue research and professional learning at a greater level, and to look for opportunities to give back and to lead in their professional learning community.

And we will continue to focus very strongly on building our community, caring for our girls, and ensuring they have every possible opportunity to reach their individual potential and encouraging them to strive for personal excellence.

The Strategic Review identified these key areas for focus and continual improvement.


Dimension 1: Pastoral CareObjective: To nurture the whole person in a caring community that encourages respect, challenge, personal responsibility, resilience and optimism, and reflects a culture grounded in the ethos and values of the Christian faith.

Strategy: Improve the quality and delivery of pastoral care resources to students and staff.

Dimension 2: Learning CommunityObjective: To deliver an academically rigorous, intellectually stimulating, contemporary and relevant curriculum in conjunction with a diverse range of high quality co and extra curriculum activities. The College aims to encourage individuals to extend themselves, to view learning as a life-long experience, to pursue goals, to develop perseverance and to view disappointment as a stepping-stone towards the future.

Strategy: Strive for excellence in all aspects of the learning environment; accommodate diversity; strengthen staff skills.

Dimension 3: EnvironmentObjective: To provide facilities and resources that are safe, relevant, interesting, aesthetically pleasing, sustainable and functional.

Strategy: Continue to develop the current Roseville site (acquiring adjacent property if possible) with best practice facilities, and optimise use of off-site facilities.

Dimension 4: TechnologyObjective: To be a relevant and contemporary community that integrates current technology into the teaching, learning and administrative processes.

Strategy: To be at the forefront in using, and promoting the use of, technology in all aspects of College life (including information technology, communications and multi media).

Dimension 5: Community Objective: To develop a sense of belonging in the College community based on a partnership between the school and families.

Strategy: Strengthen the sense of community among and across all stakeholder groups, including a focus on improved communication.

Dimension 6: Public relationsObjective: To promote the College, both internally and within the wider community, in an effective, relevant and contemporary manner.

Strategy: To promote the College through a combination of using media, technology and personal contact in a manner reflective of the College’s vision and mission statements.

Dimension 7: Leadership and GovernanceObjective: To reflect excellence, integrity and professionalism in leadership practices by demonstrating commitment to accountability, transparency, and good stewardship. It is our aim to develop and demonstrate quality leadership at all levels in the College.

Strategy: Maintain and further develop prudent practices aimed at enhancing and protecting the long term future of the College.


RepoRting AReA 12 – initiAtives pRoMoting Respect And ResponsiBility

Students are aware of, and understand that the school environment is one in which respect and responsibility are key values to be underpinning our community life.

We all expect… It is my responsibility to…

A positive learning environment

Respect othersBe cooperativeBe punctualParticipate appropriately in classes, meetings and eventsGreet teacher at beginning of lessonWait to be dismissed at end of lessonNot disrupt the learning of others

An effective learning experience

Be responsible for my own learningBring all equipment including diary to every lessonBe attentive and remain on taskComplete all homeworkCatch up on missed work if absentAsk teacher for help if necessary

A clean and safe environment

Lock my locker at all timesNot bring gum to schoolMake sure all rubbish goes into a binKeep to the left when moving in corridors and stairsEnsure that corridors are not blocked when waiting outside a classroomNot eat within the buildings unless given special permission from staffWait outside the room for my teacherLeave the classroom tidy and in orderTake care of school equipment

Clear and effective communication

Speak respectfully to teachers and fellow studentsNot call out or pass comments in classRaise my hand if I want to contribute in classListen to othersUse good manners and be polite in what I say and what I doUse my diary correctlyUse computers and mobile phones responsibly, respecting both school rules and other people.

To be proud of our school

Participate in and support school eventsObey school rulesWear my uniform correctlyBehave politely when travellingSpeak well of others at all timesTake direction from staffSupport student leadersSupport the school mission

A Christian and caring environment

Acknowledge staff in corridorsLook out for other studentsStop rumour and gossipLook for ways to encourage othersReport any incidents of bullying behaviourThank staff and other students when appropriate


RepoRting AReA 13 – pARent, student And teAcheR sAtisfAction

Roseville College regularly reminds parents that, as partners in their children’s education, they can contact the school at any time if they have concerns or wish to meet with their child’s teacher. Parent involvement in the life of the school, is welcomed and encouraged. The Roseville College Parents’ Association meets regularly to organise social events for the school, and to provide support to families in the school, providing class parents for the different year groups, and running the canteen. A Rowing Parents group assists in fundraising for the rowers. There is a parent prayer group that supports the school community in prayer and in practical ways for individual families when needed.

In 2007, extensive surveys were conducted within our parent community. The purpose was to determine levels of parent satisfaction in eleven different areas, and to establish benchmarks for measuring school effectiveness. Areas assessed included Academic Values and Curriculum, Co-curricular program, Quality of Teaching and Learning, Quality of Caring and Support, Behaviour Management, Spiritual and Personal Development, Image and Reputation, Communication, Support Staff, School Leadership and Transport and Access.

Overall, satisfaction of parents at Roseville College was classified as ‘Very Strong’. This indicates that expectations are strongly met with parents expressing strong support and loyalty. Of the 11 areas monitored by this survey, all 11 scored above the minimum benchmark level.

These benchmarked surveys will be conducted again in 2010, as part of a three year cycle.

Students are actively engaged in the life of the school in a myriad of forms. The school operates a Peer – Support program which provides students with opportunities to develop skills for life, including those related to coping with difficult situations, resilience, effective communication, risk taking and conflict resolution. The school also runs structured and proactive personal development programs, has a full time chaplain teaching Christians studies who is responsible for educating our girls in developing their spiritual life, and regularly invites guest speakers and performances focusing on developing the necessary skills for a happy and successful life.

A similar survey to the parents was conducted for Employees. In this case there were 13 different categories: School Values and Curriculum, Quality of Teaching and Learning, Quality of Caring and Support, Spiritual & Personal Development, Monitoring Performance, Professional Development, Leadership & Management, Leadership of Immediate Supervisor, Communication, Involvement & Change, Work Group Cohesion, Administration & Support, Job Satisfaction & Morale. In benchmarks, recommending Roseville College to potential parents, and recommending Roseville College to others as a place to work, we scored well above the comparative schools benchmark in both categories.


RepoRting AReA 14 – suMMARy finAnciAl infoRMAtion

Roseville College27 Bancroft Avenue, Roseville NSW 2069Tel (02) 9884 1100 | Fax (02) 9411 3945

[email protected] | www.rosevillecollege.com

annual report

Documents

roseville college council2009

year of consolidation

wonderful year

key aspects of college

annual report educational

wider community

roseville collegeeducational

life experience