Principal, Mr Graham Leddie
From the Principal, Mr Graham Leddie
Week 2 of Term has flown by in a flash. The College feels settled and the boys have made a great start to the year. Thank you for assisting your son make a strong start to the year.
It has been lovely catching up with many parents across the range of start of term functions including; Year 5 and 7s first day, meet the new Director of Junior School evening, High Achievers Assembly and Academic Reception.
There are four more opportunities to connect with College staff and other parents next week at Tuesday night’s Parent Association Meeting, Wednesday evening Year 7-12 new parents evening, the Commencement Mass on Thursday morning or the Long Lunch on Sunday.
Strategic Plan
Last year we went through the EREA School Renewal Process (conducted every 5 years) along with a strategic planning process coordinated by AISNSW. Both processes have helped shape the College’s next Strategic Plan 2025-2029.
Thank you to parents, staff, students and other stakeholders who engaged in providing valuable feedback that has helped shape the new plan. The final design elements of the plan will be finished shortly. The plan’s four pillars are listed below with key strategies listed under each.
This plan will assist the College respond to the significant forces that were identified throughout the consultation process such as:
AI Advancements and Future Ready Mindset and Skills
Rising Mental Health Health Issues
Climate Change
The Strategic Plan’s Four Pillars are:
1. Leading Boys’ Education
A. Create a robust contemporary evidence base of excellent learning practice for boys’.
B. Innovate the Waverley College co-educational experience
C. Strengthen and expand social justice learning
D. Reinvigorate the Waverley College Teaching and Learning framework
2. Purposeful Learning
A. Be strategic and innovative in design and delivery of learning for students and all staff
B. Enable deep learning for every learner, every day
3. Healthy People
A. Embed the Waverley College Student Wellbeing Framework across the College
B. Reimagine our relationship with laptops and devices Y5-12
C. Invest in increasing staff wellbeing
4. Enhancing Sustainability
A. Take action to move Waverley College towards Net Zero
B. Pioneer a comprehensive funding model and strategy
C. Commit to strategic partnerships
D. Deliver innovative learning environments
College Frameworks
Two Frameworks underpin the College’s Strategic Plan: the Teaching & Learning Framework and the Wellbeing Framework. Our Wellbeing Framework has been written in consultation with College directorates, staff, students and the wider community in conjunction with the Association of Independent Schools (AISNSW).
It has been launched with both staff and students at the start of this term and the Wellbeing Team will be updating students and parents throughout the year.
At the centre of the Wellbeing Framework is the “Student” surrounded by three core elements of being: Known, Valued and Challenged. The outer circle foregrounds the five domains of Social Emotional Learning (SEL) to ensure each student develops to their full potential as learners and people.
Our current Teaching & Learning Framework will be reviewed and refreshed during Semester One 2025 and launched at the start of Term 3. 2025.
Communication Update / Newsletter Changes
As part of our ongoing efforts to improve communication and streamline information sharing, we are introducing a revised structure for the weekly Nurrunga newsletter.
- The new format will focus on essential information only, including:
- Update from the Principal & College Leadership Team (CLT) Members
- Update from the Junior School
- Key dates
- Important Links
- Year Group action items (where necessary)
With that said, we are ensuring that communication streams are utilised effectively to ensure key messages are delivered.
To do this, it is essential to download and subscribe to the Waverley College app, because it is used as the central communication portal. Download the instructions by clicking here.
Our social media channels will be leveraged to showcase events, activities, co-curricular, and extra-curricular achievements.
Staffing Update
For a full list of staff changes, short bio on new staff and deployment changes, please click here.
From the Deputy Principal – Students, Ms Gabby Smith
2025 EREA National Young Leaders Gathering, 21-24 January
2025 College Captain, Kayden Baker represented Waverley College at the EREA National Young Leaders Gathering at St Joseph’s Nudgee College, Brisbane during the holidays.
Kayden, along with school leaders from Edmund Rice schools from all over the country, explored the themes of purpose, grounding, change-making, opportunity, leadership, personal growth and transformation.
Use of Mobile Phones at the Canteen
This is a friendly reminder that students are not permitted to use their mobile phones to pay, at the canteen.
As per the College mobile phone policy, students are not permitted to use their mobile phones on College grounds between the hours of 8:15am – 3:15pm. They need to be turned off and placed in the student’s locker within these times.
Smart watches are permitted to be worn but are not acceptable to use for payment in the canteen. They should be switched to aeroplane mode and are not to be used for communication purposes.
Acceptable forms of payment at the canteen include cash, bank card (physical card) and Student ID card which is linked to Flexischools.
The College Mobile Phone Policy is located on pages 34 & 35 of the Student Diary.
Setting High Expectations: The Key to Student Success
At Waverley, we believe that high expectations set the foundation for success, both in school and in life. As we begin this term, we are reinforcing our commitment to excellence by ensuring that all students meet our standards for uniform, appearance, and punctuality.
A particular focus will be placed on students keeping their shirts tucked in, with clear consequences for those who do not comply.
High expectations create a culture of respect, discipline, and pride. When students present themselves neatly and arrive on time, they develop habits that will serve them well beyond the classroom. Adhering to these expectations reflects a commitment to being part of a community that values professionalism and discipline.
Focus on Uniform and Punctuality
- From now on, all students must ensure that their uniform meets our expectations at all times. This includes:
- Wearing the full and correct uniform every day.
- Keeping shirts tucked in at all times.
- Being punctual to school and all lessons.
- Having a haircut that is in line with College Policy – Page 28 in the College Diary
- Failure to meet these expectations will result in consequences, as it is essential that students learn the importance of accountability and self-discipline. We encourage parents and guardians to support these efforts by reinforcing these expectations at home so we can continue to be a place of excellence, where high standards are not just encouraged but expected.
E-Bikes
We have seen a number of E-Bikes return to school this year. E-bikes are a convenient and eco-friendly way to travel to school, but safety must always come first. We have already had two incidents that involved students on e-bikes running into cars. All students riding e-bikes should comply with the following:
- Wearing a properly fitted helmet with the straps done up properly
- Following road rules, including stopping at signals and giving way to pedestrians
- Using bike lanes where possible. When riding up the Henrietta St bike lane, be conscious of cars moving down Salisbury St.
- Maintain a safe speed to avoid accidents.
- Be aware of your surroundings, avoiding distractions like using your phone while riding.
- Ensure your e-bike is in good working condition by regularly checking brakes, tires, and battery levels.
- Be courteous to other road users, especially pedestrians and other cyclists.
- Lock your e-bike securely when parked at school (the school holds no responsibility for stolen bikes)
- No dubbing of other students
If students fail to comply with these expectations they will not be allowed to ride to school. I have included an E-Bike Fact Sheet for your reference.
E-Scooters
Please note, e-scooters are banned in NSW and not permitted on site. I have included an E-Scooter Fact Sheet for your reference.
Creating Collaborative Boundaries: A Guide for Parents
As parents, we are constantly striving to support the development, well-being, and happiness of our children. One crucial way to do this is by fostering a sense of safety and connection. This isn’t always easy as there are so many external factors involved, but what is in our control as parents is to develop agreed-upon parental boundaries.
A child’s sense of safety comes from feeling part of a unit where boundaries are clear, consistent, and understood. Connection, on the other hand, comes when a child feels seen, heard, understood, and valued by their caregivers. When caregivers work together to establish collaborative boundaries, they create an environment where children feel secure and supported, making it easier for them to thrive emotionally, socially, and cognitively.
However, setting these boundaries is not always easy. In many families, each caregiver brings their own values, concerns, and emotional responses to parenting, which can lead to conflicting approaches. On top of that, each child has their own temperament, needs, and ways of navigating the world. These combinations can make it very challenging to find a unified approach.
1. Parents Agree on Boundaries
What to Do:
Parents need to have an open conversation with each other about their individual priorities and values regarding boundaries. It can be helpful for each caregiver to identify what are the most important boundaries for them in order of importance (e.g., cleaning, homework, socializing, sport, gaming—possibly just start with four). Then, work together to find common ground. Remember, having agreed-upon boundaries—even if imperfect—is more beneficial to the child than inconsistent rules. It may be helpful to seek support during this process to navigate this.
Example:
If you have different views on how much cleaning and responsibility your child should have, start by identifying what is important to both of you (e.g., being responsible or having balanced downtime) and identify non-negotiables (e.g., cleaning after dinner). What can then be negotiated is how often and how much.
2. Involve the Child/Teen in the Conversation
What to Do:
Children often have valuable insights into why they struggle with certain boundaries (e.g., they don’t understand the rule, feel overwhelmed, or face emotional challenges). Including the child early in the process fosters collaboration and helps them feel heard. Understanding the child’s perspective is key to finding a solution that works for everyone. Acknowledging and validating their feelings and thoughts regarding the topic is the first step in the conversation.
Examples:
For Cleaning:
“How do you feel about cleaning your room once a week? Would it help if we made a list of tasks and broke them down into smaller steps?”
“What would make it easier for you to stay on top of cleaning?”
“What gets in the way of doing it?”
For Gaming:
Be curious about the why: is it excitement, social connection, stress relief, or something else?
“What do you enjoy most about playing games?”
“What makes gaming more fun than other activities?”
“Are there certain games that you really like to play? What is it about those games that you enjoy?”
“How do you feel after playing a game for a while? Happy, tired, excited?”
Together, find a balanced solution that respects everyone’s needs.
For Bedtime:
Your child might share that they have trouble winding down or want to stay up late as it’s important for them to connect with friends online. By listening to their reasons, you can work together to find a solution.
3. Set Realistic and Collaborative Boundaries and Consequences
What to Do:
Rather than imposing a boundary unilaterally, collaborate with your child to co-create rules. This helps ensure the boundary is fair, reasonable, and likely to be respected. The goal is not punishment but learning and growth. It also supports the child feeling heard and valued.
Key Principles:
Empathy: Consequences should be seen as opportunities for growth, not punishments.
Natural or Logical Consequences: Let natural outcomes happen when possible, as these often provide the most meaningful lessons.
Consistency: Consistent follow-through helps children understand that their actions lead to predictable outcomes.
Problem-Solving: Involve the child in finding solutions. This builds critical thinking skills and empowers them to make better choices.
Reflection and Learning: After applying a consequence, have a discussion with your child about what happened, why the consequence was applied, and what they can do differently next time.
Example:
If the issue is gaming, collaborate with your child on:
What’s reasonable (e.g., 1 hour on weekdays, 2 hours on weekends)?
When it’s okay to play (e.g., after homework or chores)?
What happens if the boundary is not respected (e.g., a brief loss of gaming time the next day)?
As Dr. Greene of the Collaborative and Proactive Solutions (CPS) model says, “We need to be flexible about how we achieve the boundaries, but firm about the boundary itself.” Flexibility in how you reach the boundary is important because children’s needs, developmental stages, and circumstances can change.
However, the boundary itself should remain clear and firm. His core philosophy is that children want to do well, but sometimes they face challenges that prevent them from meeting expectations. By collaboratively setting and respecting boundaries, you can help your children develop the skills they need to thrive.
WAYS Youth & Families Wellness Centre Services provide free short-term (up to six months) psychological therapy and family therapy and can help you create collaborative boundaries. For further information, please visit their website: ways.org.au/ways-wellness-centre.
Greene, R. W. (2016).
The Collaborative & Proactive Solutions Model: A new way to think about kids with behavioral challenges. The Journal of Behavioral Health Services & Research, 43(3), 323-334. https://doi.org/10.1007/s11414-016-9529-1
Jacinta Lynch
Junior School Psychologist
From the Deputy Principal – Teaching & Learning, Ms Lynsey Porter
Staff Professional Development Day
At the heart of our commitment to excellence lies the recognition of the importance of ongoing, high-quality professional learning for our staff.
The Staff Professional Learning Day last week was carefully designed to address various aspects crucial to the growth and development of our school community and to equip our teachers with the knowledge and tools necessary for shaping our goals in 2024.
We started the day with a review of our progress with our new strategic plan and then launched our annual review of our 2024 HSC Results and Post-School Achievements.
We also reviewed our progress with addressing the priorities in our Teaching and Learning Framework, using detailed feedback from our staff.
From the data shared in this session, our Heads of Department will conduct a detailed review of course specific HSC results and use it to shape the strategic priorities and action plans in their faculties.
This reflective process is integral to understanding how we can continuously enhance the learning experience for our students.
We also conducted a Child Safeguarding session to ensure that the safety and wellbeing of our students is a top priority. The session included comprehensive sessions on child safeguarding whilst providing our staff with the latest information and tools to create a secure and nurturing environment for all students.
The High Achievers’ Assembly
Yesterday we celebrated the significant achievements of our 2024 Year 12 cohort and learners – both staff and students – in our community.
Percy Watson Award
We celebrated our teacher recipient of the Percy Watson Award, Mr Luke Burns. Dr Percy Watson was a teacher at our College between 1957 and 1969 who inspired his students so much that they established a scholarship named after him to support our teachers, contributing to their postgraduate study.
It is important for our community to know that our teachers at Waverley College work hard to make sure that their practice is as effective as possible and this includes continuous learning on Professional Learning days and, for many, at University with further study.
This award celebrates the teachers who received the scholarship in 2024 and it was very difficult to award just one of them today as they all used their further study to contribute to our teaching and learning, wellbeing and spirituality programs.
Further to this, we acknowledged a significant achievement of one of our staff. A Doctor of Philosophy requires a level of dedication and commitment into extensively researching to generate original knowledge and understanding in a chosen discipline.
Late last year, one of our teachers completed their doctorate at the University of Newcastle where they contributed greatly to the research culture at this university. We congratulated Dr Barry Smith for this significant achievement.
We also recognised that there are other members of our staff who have completed their Doctorates. We are extremely lucky to have people in our community who have developed such extensive expertise in their chosen field. These staff members include: Dr Michael Couani, Dr Edward Davis, Dr Panos Diamadis and Dr Jonathan Walker.
EREA Chartership Leadership Award
Every year, EREA recognises outstanding contributions made by staff members in the service of our school communities in support of the vision and Charter of EREA in the Chartership Leadership Awards. From 55 schools across Australia, one of our teachers was selected at the end of 2024 for the Chartership award for Liberating Education.
The recipient of this award was Mrs Beverley McCarthy for the way she encourages young people to strive for excellence and work to the best of their ability. She ensures that students are affirmed and celebrated across a range of strengths and is committed to opportunities for learners to reflect on, evaluate and synthesise ideas. Students are inspired by her determination and proactivity.
Principal’s Awards for Academic Growth
Our Head of Academic Enrichment provided an overview of a very special set of awards to our students who demonstrated significant learning growth from Semester 1 to Semester 2 in 2024.
These students demonstrated a remarkable level of engagement, perseverance, and determination in their learning, embracing challenges and striving to improve, leading to notable progress across a wide range of subjects. The recipients of these awards include:
Year 8:
- Jude Connolly
- Aidan Rowley
Year 9:
- Lachlan Crease
- Charlie Tucker
Year 10:
- Finnley Carr
- Jordan Mano
Year 11:
- Lochie Colquhoun
- Max McKenzie
- Bowie Wanda
Year 12:
- Luke Breaden
- Jackson Lorimer
- Toby McDonald
- Zoran Szekeres
Old Boys’ Union Award for Academic Integrity and Fortitude
It was a privilege to welcome to our assembly Mr Salvatore Riolo, President of the Old Boys’ Union, to present our students in Years 8-12 who are excellent examples of what it means to have a growth mindset and determination to make a consistent effort. These are attributes that employers and universities want to see in young people as they enter into the world of adulthood.
The Old Boys’ Union Award for Academic Integrity and Fortitude is awarded to students who demonstrated these attributes in a way that can be measured through their GPA improvement from Semester 1 to Semester 2 last year and the feedback from staff about the way they achieved these gains.
Last year, winners of these tremendously significant awards went onto great things. From becoming an HSC Band 6 Allrounder to being the deserving recipient of a Year 10 internship at Sydney University.
The recipients of these awards include:
- Year 8 – Jasper Sharpe
- Year 9 – Luke Bannister
- Year 10 – Isaac Kerry
- Year 11 – Archie Llewellyn
- Year 12 – Luca Cornelius
Year 11 Accelerated Mathematics success
Every year we have a number of students in Year 11 who sit the HSC Accelerated Mathematics Advanced course. This means that they take their HSC Mathematics examination at the end of Year 11 with the Year 12 cohort.
This award acknowledges the students in this course who achieved a Distinguished Achievers’ award which means they received Band 6 in the subject. The recipients of these awards include:
- George Alexandratos
- Sebastian Ari
- Tomas Crosson
- Tom Donaldson
- Yannick Hott
- Daniel Johnson
- Riley Kwong
- Harry Papworth
- James Peate
- Benjamin Pelikan
- Tamen Peralta
- Harrison Thorpe
- Cameron Vincent Hull
- Nicholas Zanapalis
2024 HSC Cohort High Achievers
It was inspiring to hear the stories of the journey to success for our HSC High Achievers from our 2024 cohort both in our High Achievers’ Assembly and the Q and A session that we then conducted with our Year 12 2025 cohort.
The opportunity for them to inspire with their experiences and their successful strategies was greatly received by our community. From students achieving First in State for Mathematics Standard 2 from over 30,000 students, to Seventh in State for PDHPE from over 17,000 people, to 26 students with an ATAR over 90, to 90% of all HSC entries in Bands 4-6, to a selection in the HSC Showcase for Music and 9 nominations across Drama and Industrial Technology, our returning students were able to share what they did that led to these outstanding achievements.
The core message from our Dux, James Medland centered on crucial messages such as, ‘real growth takes time,’ and the only way to guarantee it is, ‘to not give up.’ He challenged our community to ask, ‘are my actions aligned with the person I wish to become in the future?’ And he reminded our students that, ‘often, the beginning of the journey can be the hardest part, especially if you’re putting in a lot of effort and seemingly not getting anywhere.’ James’ strategy for overcoming this challenge was, ‘to set goals related to effort rather than external outcomes. Make hard work the goal.’
