Part 9 of 10 in the series “Records”
NSW Department of Education — Student Cumulative Record
CONFIDENTIAL — Released Under Section 18, Education Act 1990
File Compiled For: University Admissions Reference Verification (UAC Request #2025-11847)
Student: Ruby Alcott
DOB: 14 March 2007
Student ID: NSW-20130184726
Schools Attended:
— Marden Public School, Lewisham (Kindergarten–Year 6, 2013–2018)
— Ashvale High School, Haberfield (Year 7–Year 12, 2019–2024)
Enrolment Status: Completed. HSC conferred December 2024.
ENROLMENT RECORD — MARDEN PUBLIC SCHOOL
Date of Enrolment: 29 January 2013
Parent/Guardian: Claire Alcott (mother) — sole contact
Occupation: Graphic Designer, freelance
Emergency Contact: Margaret Alcott (maternal grandmother), Croydon
Father’s details: Not provided
Custody/family court orders on file: None
Language background: English
Medical alerts: None
Previous schooling: None (first enrolment)
KINDERGARTEN — 2013
Semester 2 Report — Teacher: Mrs. D. Hwang
English: A — Ruby is a confident and enthusiastic reader. She reads independently and retells stories with detail. She is always the first to volunteer during reading circles.
Mathematics: A — Ruby counts, orders, and recognises patterns well beyond expected level. She explains her thinking clearly to peers.
General comment: “Ruby has settled in beautifully. She is kind, curious, and self-directed. She helps other children without being asked — she noticed that Liam couldn’t reach the bookshelf and started handing him books before I’d seen it. A delight to teach.”
Attendance: 96.2% (3 days absent — illness)
YEAR 1 — 2014
Semester 2 Report — Teacher: Mr. S. Allan
General comment: “Ruby is one of the most capable students in the year group. She works independently and produces work of a consistently high standard. She sometimes finishes early and reads quietly at her desk rather than joining group activities — I’ve encouraged her to share her skills with her table group and she’s made an effort.”
Attendance: 97.1%
YEAR 2 — 2015
Semester 2 Report — Teacher: Mrs. K. Dempsey
General comment: “Ruby continues to achieve at a high level across all KLAs. She is quiet but well-liked. She recently wrote a story called ‘The House That Remembered’ about a house that keeps the memories of everyone who lived in it. It was one of the most accomplished pieces of writing I’ve seen from a Year 2 student. I shared it at our stage meeting.”
Attendance: 95.8%
Admin note (October 2015): Enrolment update — parent occupation changed to “Graphic Designer (part-time).” Emergency contact unchanged.
YEAR 3 — 2016
NAPLAN Results:
| Domain | Band | National Average | School Average |
|---|---|---|---|
| Reading | 6 | 4.2 | 4.5 |
| Writing | 5 | 3.8 | 4.1 |
| Spelling | 5 | 3.9 | 4.2 |
| Grammar & Punctuation | 6 | 4.1 | 4.3 |
| Numeracy | 5 | 3.9 | 4.2 |
Semester 2 Report — Teacher: Ms. R. Tran
General comment: “Ruby is a gifted reader and a thoughtful writer. Her NAPLAN results reflect her ability. She is mature for her age and manages her time well. One area for growth: Ruby can be reluctant to take risks in group tasks — she prefers to work alone and will sometimes redo another student’s contribution rather than discuss it. We’re working on collaborative skills.”
Attendance: 94.3%
Admin note (March 2016): School photo order — not returned. Second notice sent. Not returned.
Admin note (June 2016): Excursion to Taronga Zoo — permission slip returned on due date. Payment received 3 days late (school office processed with late batch, no issue noted).
YEAR 4 — 2017
Semester 1 Report — Teacher: Mr. B. Goodwin
English: A — “Ruby reads at a Year 6 level. Her writing is precise and observant.”
Mathematics: B — “Solid understanding. Ruby is more hesitant with multi-step problems — she tends to start over rather than correct a mistake partway through.”
General comment: “Ruby is a reliable, self-motivated student. She asks very few questions in class but her work shows she understands the material. I’d like to see her take more risks.”
Semester 2 Report
General comment: “Ruby has had a slightly uneven second semester. Some homework tasks were not completed, which is unlike her. Her in-class work remains excellent. I discussed this at the parent-teacher meeting and Ms. Alcott explained that she’s moved to full-time work hours and the after-school routine has changed. Ruby is adjusting.”
Attendance: 92.8%
Admin note (February 2017): Enrolment update — parent occupation changed to “Sales Assistant, David Jones (Burwood).” Emergency contact: Margaret Alcott (unchanged).
Admin note (August 2017): Uniform — school shirt supplied via P&C second-hand pool.
Nurse visit log:
— 3 May: “Headache. No temp. Rested 15 min, returned to class.”
— 19 September: “Stomach ache before sport. No temp. Rested 10 min, returned to class.”
YEAR 5 — 2018
NAPLAN Results:
| Domain | Band (Yr 5) | Band (Yr 3) | Trajectory |
|---|---|---|---|
| Reading | 7 | 6 | Expected growth |
| Writing | 6 | 5 | Expected growth |
| Spelling | 6 | 5 | Expected growth |
| Grammar & Punctuation | 7 | 6 | Expected growth |
| Numeracy | 6 | 5 | Expected growth |
Semester 2 Report — Teacher: Ms. A. Carter
General comment: “Ruby is a capable and mature student who produces work of a high standard. She is particularly strong in English and HSIE. She has taken on the role of library monitor this term and manages it with quiet efficiency. She sometimes seems tired in the afternoons but it hasn’t affected her work.”
Attendance: 91.4%
Admin note (March 2018): Excursion to Canberra (3 days, overnight) — permission slip returned. Payment not received by due date. Second notice sent. School office contacted Ms. Alcott by phone — Ms. Alcott advised she would pay in instalments. Instalment arrangement approved by principal.
Admin note (March 2018 — addendum): A parent of another student (name redacted per privacy) contacted the office to offer to cover the remaining balance for a student who “might have trouble with the cost.” Office confirmed the offer with Ms. Alcott, who accepted. Handwritten note attached to file:
“Thank you so much for this. Ruby has been talking about the Canberra trip for weeks. I’m sorry I couldn’t manage it this term — things have been tight. She’ll remember this. — Claire”
Filed under: Financial — Parent Communication.
Admin note (November 2018): Enrolment update for transition to high school. Emergency contact changed from Margaret Alcott to: “S. Warwick (family friend), Lewisham.” No explanation provided. Processed as standard update.
Nurse visit log:
— 14 February: “Headache. No temp. Paracetamol administered (parental consent on file). Returned to class after 20 min.”
— 2 May: “Stomach ache. No temp. Rested 15 min. Student asked to stay longer — allowed 10 min additional. Returned to class.”
— 8 August: “Headache again. Third visit this term. No pattern identified — different days of week, different times. Note sent home recommending GP visit for recurring headaches.”
— 12 August: “Note returned — acknowledged. No GP report received.”
— 30 October: “Student came to sick bay during lunch. No complaint reported. Sat quietly and read. Asked if she could eat lunch here. Allowed. Left at bell.”
— 7 November: “Student came to sick bay during lunch again. No complaint. I asked if everything was okay and she said yes, she just likes it because it’s quiet. Noted.”
YEAR 6 — 2019 (FINAL YEAR, MARDEN PUBLIC)
Semester 2 Report — Teacher: Mr. P. Nicholson
English: A — “Ruby’s writing continues to be exceptional. Her personal narrative this term was selected for the school anthology.”
Mathematics: B — “Capable and consistent. Ruby has improved in problem-solving — she’s more willing to work through errors rather than restart.”
Science & Technology: A
HSIE: A
General comment: “Ruby is one of our most capable Year 6 students. She has been a quiet leader this year — never seeking attention but consistently setting the standard. She will do well in high school. I wish I could have drawn her out a bit more — she keeps her own counsel. But she is strong, kind, and ready.”
Attendance: 90.2%
Admin notes:
— School photo day: not ordered (3rd consecutive year)
— Year 6 farewell dinner: attended (no parent present — Ms. Alcott sent apologies via note: “I’m so sorry I can’t make it, work couldn’t accommodate. Please tell Ruby I’m proud of her.“)
— Year 6 graduation: attended. Ms. Alcott present. Signed out at conclusion.
Nurse visit log:
— 4 visits (Terms 2–4). Pattern consistent with previous year: headaches and stomach aches, no physical findings. Two lunchtime visits, no complaint. Nurse file note: “Ruby is a frequent but low-acuity visitor. Presentations appear non-medical. Consider pastoral referral.” No referral initiated — student transitioning to high school.
Transition summary (compiled by Mr. P. Nicholson for receiving school):
“Ruby Alcott is an academically strong student with particular gifts in English and reading. She is quiet, self-directed, and well-organised. She works best independently. She has a small friendship group and can be reserved in social settings. No learning support needs. No behavioural concerns. She is a pleasure to teach and I’m confident she’ll thrive.”
ENROLMENT RECORD — ASHVALE HIGH SCHOOL
Date of Enrolment: 28 January 2019
Parent/Guardian: Claire Alcott (mother)
Occupation: “Retail — casual”
Emergency Contact: S. Warwick (family friend)
Medical alerts: None
Electives selected: Visual Arts, Drama
YEAR 7 — 2019
Semester 2 Report (selected subjects):
English — Mr. K. Liang: A — “Ruby writes with a maturity and precision well beyond her years. Her analytical responses are among the strongest in the cohort. She is quiet in class discussions but her written contributions show deep engagement with texts.”
Mathematics — Ms. H. Ford: B — “Ruby is a competent mathematician. She completes all set work to a good standard. She rarely asks for help, which is usually a strength but occasionally means she persists with an incorrect approach longer than necessary.”
Visual Arts — Ms. G. Papadopoulos: A — “Ruby has a remarkable eye. Her observational drawings show patience and sensitivity. She works slowly and carefully. She doesn’t talk much during practical sessions but her visual diary entries are thoughtful and articulate.”
Attendance: 93.1%
YEAR 8 — 2020
Note: COVID-19 disruptions. School operated under remote learning arrangements Terms 1–2 (partial). Attendance data for this period reflects engagement with online learning platform rather than physical attendance.
Semester 1 (remote learning period):
Online engagement rate: 98% (all tasks submitted, all live lessons attended).
Teacher note (Ms. Ford, Mathematics): “Ruby has adapted well to online learning. She submits work on time and to a high standard. She does not use the chat function during live lessons and has never unmuted to ask a question. I checked in with her individually and she said she prefers written communication.”
Semester 2 Report:
English — Ms. T. Rashid: A — “Ruby’s essay on perspective in To Kill a Mockingbird was outstanding — she argued that the novel’s real subject is the difference between what children see and what they understand about what they see. Mature, original thinking.”
General: No concerns.
Attendance: 91.7% (adjusted for COVID)
Admin note (March 2020): Emergency contact update. S. Warwick replaced by: “L. Alcott (maternal aunt), Marrickville.” No explanation provided.
Admin note (July 2020): Free school meals program — student added per parent request. Processed by front office. No further details.
YEAR 9 — 2021
NAPLAN Results:
| Domain | Band (Yr 9) | Band (Yr 7*) | National Avg (Yr 9) |
|---|---|---|---|
| Reading | 9 | — | 7.8 |
| Writing | 8 | — | 7.2 |
| Spelling | 8 | — | 7.5 |
| Grammar & Punctuation | 9 | — | 7.6 |
| Numeracy | 7 | — | 7.4 |
Year 7 NAPLAN not administered (2019 — pilot year transition / COVID scheduling). No comparison data available.
Semester 2 Report:
English — Mr. K. Liang: A — “One of the strongest students I’ve taught. Ruby’s critical writing is genuinely analytical — she doesn’t summarise, she thinks. Her creative writing is equally strong but more guarded — she writes about observation, distance, houses. I’ve encouraged her to take more emotional risks in her fiction.”
Visual Arts — Ms. G. Papadopoulos: A — “Ruby’s body of work this year has been exceptional. Her major piece — a series of pencil drawings of domestic objects (a mug with a chip in it, a coat hook with one coat, a kitchen cupboard with handwritten labels) — was displayed at the Year 9 exhibition. She declined to attend the opening.”
Attendance: 89.4%
Automated attendance letter sent: Yes (Term 3, attendance below 90% threshold).
Parent response received: “Ruby has had some recurring health issues this term. We’re managing it. Thank you for letting me know. — Claire Alcott”
Follow-up action: None. Attendance improved to 92% in Term 4.
Learning and Support Team referral:
— Initiated by: Ms. Ford (Mathematics), September 2021
— Reason: “Ruby’s numeracy results are strong in absolute terms but show less growth compared to her literacy trajectory. She also seems disengaged in class — present but not participating. I want to check if there’s something we should be supporting.”
— LaST meeting outcome: “Reviewed Ruby’s academic profile. All grades B or above. NAPLAN numeracy Band 7 (above national average). Student does not meet criteria for additional learning support. No ILP required. Referral closed.”
— Note appended by LaST coordinator: “This student is performing above average across all subjects. The referral appears to reflect a difference between the student’s capacity and her engagement, which is not a learning support issue. If the referring teacher has welfare concerns, they should contact the school counsellor directly.”
— No counsellor referral made.
Nurse visit log (Year 9):
— 8 visits across the year. Headaches (4), stomach aches (2), no complaint / lunchtime visit (2).
— Nurse file note (June 2021): “Frequent presentations continuing from primary school (transition notes reviewed). Pattern is consistent: low-acuity, self-resolving, no physical findings. Student is polite and cooperative. She reads or sits quietly. She never asks to go home — she always returns to class. I asked if she’d like to talk to the school counsellor and she said ‘I’m okay, I just get headaches.’ GP referral letter sent home for the second time (first was in Year 5). No response received.”
YEAR 10 — 2022
Semester 1 Report:
English: A
Mathematics: B
Visual Arts: A
Science: B
History: A
Year Adviser comment (Ms. L. Tan): “Ruby is a model student. She is quiet, diligent, and causes no concern. She would benefit from greater involvement in school life — she hasn’t joined any extracurricular activities or sport teams. I’ve mentioned this to her and she smiled and said she’d think about it.”
Attendance: 87.2%
Automated attendance letters sent: 2 (Terms 1 and 3)
Parent response (Term 1): “Thank you for the letter. Ruby has had some absences due to family circumstances. She is keeping up with her work.”
Parent response (Term 3): Not received.
Counsellor note (August 2022):
“Ruby Alcott — self-referral. Student attended the counsellor’s office during lunch, Tuesday Week 5. She said she ‘just wanted to check what this is’ and asked general questions about what the counsellor does and whether conversations are confidential. I explained confidentiality and its limits (mandatory reporting). She said, ‘Okay, that’s good to know.’ She did not disclose any specific concern. She asked if she could ‘come back sometime if she wanted to.’ I said of course. She thanked me and left.
Duration: 12 minutes.
Risk assessment: No disclosures. No indicators of harm. No follow-up required.
Action: Nil. Student can self-refer at any time.”
Counsellor note (November 2022):
“Ruby Alcott — self-referral #2. Student attended during lunch. She asked, ‘If someone’s parent is sick, is there anything the school is supposed to do?’ I explored this — she clarified that it was a ‘general question’ and ‘not about me.’ I provided information about support services and left the conversation open. She thanked me and left.
Duration: 8 minutes.
Risk assessment: Possible concern regarding parental health. No direct disclosure. Student presented as calm and in control.
Action: Monitoring. Will check in with Year Adviser.”
Year Adviser follow-up note (November 2022):
“Counsellor flagged Ruby Alcott for monitoring re: possible parental health concern. I spoke with Ruby briefly after roll call. She said everything is fine and her mum ‘just had a thing but she’s better now.’ Her grades are excellent. No behavioural concerns. Will continue to monitor informally.”
Nurse visit log (Year 10):
— 11 visits. Highest frequency to date.
— New pattern noted: 4 visits at start of day (before Period 1). Student reports “not feeling well” but has no temperature, no specific complaint. Returns to class within 15 minutes each time.
— Nurse file note (September 2022): “I’m noting the increase in visits but there is nothing clinically actionable. Ruby does not present as distressed. She is always polite, always returns to class, never asks to go home. I’ve recommended GP review (third time across her schooling). Letter sent home. No response.”
YEAR 11 — 2023
Subject selections (Preliminary HSC):
English Advanced, Mathematics Standard 2, Visual Arts, Modern History, Biology
Semester 1 Report:
English Advanced — Mr. K. Liang: A — “Ruby is the strongest student in this class. Her Module A comparative essay was the best I’ve received this year. She writes with authority and restraint.”
Mathematics Standard 2 — Mr. N. Watts: B — “Solid. Ruby works steadily and meets all requirements.”
Visual Arts — Ms. G. Papadopoulos: A — “Ruby’s Body of Work concept has matured significantly. She is developing a series called ‘What Stays’ — drawings of objects in rooms that show evidence of habitation and care. The work is quiet and devastating.”
Attendance: 82.6%
Automated attendance letters sent: 3 (Terms 1, 2, 3)
Parent response (Term 1): Not received.
Parent response (Term 2): “I’m sorry about Ruby’s attendance. I have been in and out of hospital and she’s been helping at home. I will try to do better. She is doing all her work.” — Claire Alcott
Parent response (Term 3): Not received.
Year Adviser meeting — June 2023:
Attendees: Ms. L. Tan (Year Adviser), Claire Alcott.
Scheduled meeting — third attempt (two prior cancellations by Ms. Alcott, citing health).
”Ms. Alcott attended the meeting. She appeared thin and tired but was engaged and warm. She explained that she has been ‘dealing with a health issue’ since mid-2022 and that Ruby has been ‘an enormous help at home.’ She declined to provide medical details. I asked about support services — she said they have a good GP and she didn’t need anything from the school. She said: ‘Ruby is the most capable person I know. She’s handling it better than I am.’ I noted that Ruby’s attendance is concerning and that if it continues to drop, it may affect her HSC eligibility. Ms. Alcott said she understood.
I asked if Ruby was seeing the school counsellor. Ms. Alcott seemed surprised — she said Ruby hadn’t mentioned it. She said: ‘She doesn’t really talk about things. She manages.‘
I offered a referral to Headspace or external counselling. Ms. Alcott said she’d mention it to Ruby. She thanked me for the meeting and apologised for the cancellations.
Follow-up plan: Monitor attendance. Counsellor to check in with Ruby early Term 3.”
Counsellor note (July 2023):
“Scheduled check-in with Ruby Alcott following Year Adviser meeting with parent. Met during Period 3 (arranged via class teacher).
Ruby was cooperative and polite. She confirmed her mother has been unwell but said she didn’t want to discuss details. I asked how she was managing. She said: ‘Fine. I’m used to it.’ I asked what she does when she has a hard day. She said: ‘I draw. Or I go to the sick bay.’ I asked if she knew about Headspace. She said yes. I asked if she’d consider going. She said: ‘Maybe, but I don’t really need it. I’m fine.‘
I noted that her attendance is dropping and asked if there was anything the school could do to help. She said: ‘Not really. I just need to be home some mornings. It’s not the school’s fault.’ I asked what happens on those mornings. She paused and said: ‘I make sure mum eats breakfast and takes her medication. Then I come to school.‘
I asked if there’s another adult who helps. She said: ‘My aunt comes on weekends sometimes.‘
I discussed mandatory reporting obligations in general terms. I asked if she feels safe. She said yes, emphatically. I believe her. There are no indicators of abuse or neglect — this is a child caring for an unwell parent.
I offered to arrange flexible attendance arrangements (arriving late without penalty on mornings she needs to be home). Ruby became very still and said: ‘You can do that?’ I said I’d speak with the Year Adviser. She said: ‘That would help a lot. Thank you.‘
Duration: 25 minutes.
Risk assessment: Low. No harm indicators. Student is a young carer. Functioning well academically despite significant home responsibilities.
Action: Recommend flexible attendance arrangement. Referral to Young Carers Program (Carers NSW). Information pack provided to student.”
Admin note (August 2023): Flexible attendance arrangement approved by principal. Ruby Alcott may arrive up to Period 2 on up to 2 days per week without penalty. Arrangement reviewed end of term. Attendance letters suspended for approved late arrivals.
Admin note (August 2023): Young Carers Program — referral submitted. No confirmation of uptake received from external provider.
Attendance (adjusted, post-arrangement): 88.1% (Terms 3–4)
Nurse visit log (Year 11):
— 7 visits. Decrease from Year 10 (11 visits).
— Nurse file note (Term 3): “Visits have decreased since the flexible attendance arrangement was put in place. Ruby still comes occasionally at lunch. She reads. I don’t ask anymore. I just let her sit.”
YEAR 12 — 2024
Subject continuation: English Advanced, Mathematics Standard 2, Visual Arts, Modern History, Biology
Term 1 Report:
English Advanced — Mr. K. Liang: A — “Ruby’s analytical writing is exceptional. She will do very well in the HSC if she can maintain attendance and submit her Major Work on time.”
Visual Arts — Ms. G. Papadopoulos: A — “Ruby’s Body of Work, ‘What Stays,’ is the strongest in the cohort. Six graphite drawings of domestic spaces — a kitchen table set for one with two chairs, a coat hook with a coat too large for the person who lives there, a medicine organiser with days of the week, a window with condensation and a finger-drawn smiley face, a cupboard with handwritten labels, a bedside table with a glass of water and a list. The work is technically accomplished and emotionally precise. I told her this and she said: ‘Thank you. They’re all real.‘”
Attendance (Term 1): 84.3% (flexible arrangement continuing)
CRITICAL INCIDENT FILE NOTE — 20 May 2024
Student: Ruby Alcott, Year 12
Nature of incident: Bereavement — death of parent
Details: Ruby’s mother, Claire Alcott, passed away on 18 May 2024 following an illness. School was notified on 20 May by L. Alcott (maternal aunt), who is listed as emergency contact.
Ruby was absent 20–24 May (5 school days — bereavement leave approved per department policy, maximum 5 days for immediate family).
Aunt confirmed that Ruby will continue living in the family home. Aunt has applied for temporary guardianship. Updated contact details provided.
Class teachers notified. Assessment deadlines extended by 2 weeks per HSC Special Provisions guidelines.
Counsellor note (29 May 2024):
“Ruby Alcott — scheduled check-in following return from bereavement leave. Student’s mother passed away 18 May after illness.
Ruby attended the session. She was composed. She said the funeral was ‘small, just family and some of Mum’s friends from work.’ She said she is living at home with her aunt staying ‘for now.‘
I asked how she was doing. She said: ‘I’m okay. I knew it was coming. I had time to get ready.’ I noted that knowing something is coming doesn’t always make it easier. She said: ‘No. But it means you’re not surprised.‘
I asked about her support network. She said her aunt is helpful and she has ‘a couple of friends.’ I asked if she’s eating and sleeping. She said yes to eating, ‘mostly’ to sleeping.
I offered grief counselling referrals — Headspace, Kids Helpline, school-based sessions. She took the information sheet but said: ‘I don’t think I need to talk about it. I think I just need to finish the year.‘
I asked about her HSC preparation. She said she’s on track. She asked about the assessment extensions and I confirmed them.
I asked if she wanted regular check-ins. She said: ‘You can if you want to. But I’m really okay.’ I said I’d check in once more in a few weeks.
Duration: 18 minutes.
Risk assessment: Low–moderate. Student is grieving but presenting as functional. No self-harm indicators. No behavioural concerns. Strong academic performance maintained. Support network present (aunt, friends).
Action: Follow-up scheduled Week 4 of Term 3.”
Counsellor note (19 June 2024):
“Follow-up with Ruby Alcott, Week 4.
Student presented well. Grades maintained. She said she’s been ‘keeping busy’ with HSC study and her Visual Arts Body of Work. She said the drawing series has been helpful — ‘It’s the one place where I don’t have to explain what happened. The drawings already know.‘
I asked about sleep. She said it’s improving. I asked about the aunt. She said the aunt goes home on weekdays now and Ruby manages on her own. She’s 17.
I asked if she felt safe and supported. She said yes.
I noted that the PE teacher, Mr. Torres, had mentioned Ruby has been eating lunch alone more often. I raised this gently. Ruby said: ‘I’ve always eaten alone sometimes. It’s not new. It’s just more visible now because people are watching me.’ Fair point.
No further action required. Case closed unless student self-refers or new concern arises.
Risk assessment: Low. Student is coping.
Status: Closed.”
Trial HSC Examinations — August 2024
| Subject | Mark | Rank (in cohort) |
|---|---|---|
| English Advanced | 88/100 | 3 / 94 |
| Mathematics Standard 2 | 71/100 | 28 / 112 |
| Visual Arts | 94/100 | 1 / 41 |
| Modern History | 82/100 | 8 / 67 |
| Biology | 76/100 | 19 / 88 |
Estimated ATAR range: 85–89
HSC Results — December 2024
| Subject | HSC Mark | Band |
|---|---|---|
| English Advanced | 90 | 6 |
| Mathematics Standard 2 | 74 | 5 |
| Visual Arts | 95 | 6 |
| Modern History | 84 | 5 |
| Biology | 78 | 5 |
ATAR: 87.45
Final Attendance Summary — Year 12:
Terms 1–2: 84.3%
Term 3 (post-bereavement): 91.2%
Term 4: 94.8%
Full year: 88.1%
Automated letters sent: 1 (Term 1, prior to bereavement)
Flexible arrangement: Discontinued by student request, Term 3. “I don’t need it anymore.”
HSC Ceremony — December 2024
Awards: Visual Arts Prize (Body of Work — “What Stays”)
Attendance at ceremony: Student did not attend.
Certificate collected: 14 January 2025, by student in person. Front office note: “Student came during quiet period. Signed for certificate. Declined offer to have photo taken with principal.”
YEAR ADVISER FINAL NOTE — MS. L. TAN
”Ruby Alcott completed her HSC with strong results that reflect her ability. She is quiet, self-sufficient, and academically capable. She experienced significant personal challenges during Years 10–12, including the illness and death of her mother, and managed them with remarkable composure. The flexible attendance arrangement in Year 11 was effective and I’d recommend it as a model for similar situations.
Ruby did not engage extensively with the school’s wellbeing services, which is her right. She was offered support at multiple points and took what she needed. She is a resilient young person.
I wish her well.”
FILE CLOSURE
This file is now closed per standard procedure following HSC completion. It will be retained for 7 years (until 2031) and then destroyed per State Records Act 1998, Schedule 17.
All documents, assessments, and notes contained in this file are the property of the NSW Department of Education. This compiled version was generated in response to UAC Reference Verification Request #2025-11847, dated 3 February 2025.
Compiled by: Ashvale High School Administration
Reviewed by: Ms. J. Brennan, Deputy Principal
Date: 10 February 2025
[There is no field in this file for the thirteen years of lunchtimes spent in the nurse’s office by a girl who never once asked to go home. There is no category for a child who taught herself to recognise the signs of a coming bad day — not in her body, but in her mother’s — and built her school attendance around it. There is no metric that captures the distance between “Ruby is fine” (said by everyone, always, at every checkpoint) and what fine actually cost. The counsellor’s notes are careful and professional. They ask the right questions. They assess the right risks. They offer the right referrals. And Ruby — who at twelve years old had already learned that the only reliable way to keep everything together is to need nothing from anyone — sat in those sessions and performed “coping” so fluently that the system believed her, because the system was built to believe students who give the right answers. Her file says “resilient” six times. It does not say “tired” once. It does not note that the flexible attendance arrangement — the single most useful thing the school did for her — happened only because a counsellor, in one session, stopped asking questions from the checklist and listened long enough for Ruby to ask a question back. “You can do that?” Two years of arriving late and being marked absent, two years of automated letters to a woman too sick to open them, ended in a sentence. The system could have offered this at any point. It didn’t, because Ruby’s grades were too high to trigger a review. The file will be destroyed in 2031. The drawings she made will not. The house she drew — a kitchen table set for one with two chairs — hangs in her aunt’s hallway. Her mother never saw it finished. The file does not record this, because the file does not know what a drawing is for. It knows what a grade is for. It knows what attendance is for. It knows what a referral is for. It does not know what a lunchtime in the nurse’s office is for, when a girl brings a book and sits quietly for twenty minutes and then goes back to class, every time, and never once says why. The nurse stopped asking. That was the kindest thing in the file, and the file called it “Nil action.“]