LIVINGSTONE CHRISTIAN COLLEGE

Transcription

1 LIVINGSTONE CHRISTIAN COLLEGE Annual School Report 2015 (Based on 2014 data)

2 POLICY INTENT Effective school reporting provides parents, staff, students and the community with meaningful information about schools. All Queensland schools are required to publish a minimum set of information for parents and the community. The Schools Reporting Policy ensures that all schools report similar information that complies with Government requirements in a clear and comprehensive manner. By publishing this Report, schools will meet both State and Australian Governments reporting requirements. DESCRIPTIVE INFORMATION School sector: Independent School s address: 62 Reedmans Road, ORMEAU QLD 4208 Total enrolments: Total enrolments as at July, Current Enrolments as at June Year levels offered: Prep through to Year 12 Co-educational or single sex: Co Educational Characteristics of the student body: The split in student numbers (male : female) is 48.6% : 51.4%. Approximately 2% of Students are Indigenous. There are various cultural backgrounds represented at Livingstone Christian College predominantly Christian and nominal Christian.

3 Distinctive curriculum offerings: 1. Christ-centred, Bible-based curriculum presented from a Christian world view 2. Weekly Christian Studies classes and School chapel 3. Excellent Learning Support and Special Needs programs 4. Extension programs for gifted and talented (Primary) 5. Flexible Vocational Education and Training Courses with links to third party providers (Secondary) 6. Overseas mission exchange opportunities 7. Year 6 Interstate Excursion to Canberra, ACT 8. Program of curriculum-enhancing camps at regular intervals 9. Trade Training Centre (Offering Certificate courses in Engineering, Boat Building, Carpentry and Hospitality Christian Studies Program Within the context of the College mission, Christian Studies has the role of ensuring the student knows what the Bible teaches, why we believe it and how it applies to our everyday lives. While all subjects in this College are taught from a Biblical perspective, Christian Studies specifically focuses on the Word of God itself. Livingstone Christian College makes a priority of teaching truths and principles from the Bible in weekly Chapel services, form classes and where appropriate in various subjects. Christian Studies provides an opportunity to specifically focus on what the Bible teaches. Indigenous Program Our Indigenous support program has meant that we have had much higher rates of student attendance and retention. The pastoral care aspect of this role has meant stronger ties with our Indigenous families and the local community. Other students at Livingstone have benefited from the inclusion of Indigenous studies in aspects of the curriculum. Extra-curricular activities: Livingstone Christian College offers a wide variety of extra-curricular activities which include our LCC Arts Academy (Dance, Speech and Drama, Instrumental Music) Leo Club, Beenleigh Yatala Junior Chamber of Commerce AGCC Sport and IDSS sport and Gold Coast Secondary Schools Drama Competition / Eisteddfod.

4 The social climate of the school: Livingstone Christian College is aware of the educational, personal and social experiences within the school that impact on young people s personal growth as well as on their learning and life options. We are committed to helping families to raise their children in a safe Christian environment. Discipline helps all of us to achieve God s purpose in our lives. People who are disciplined (i.e. selfcontrolled and responsible) lead fruitful and successful lives. Therefore, high standards of class and individual conduct are expected at Livingstone. Students are expected to act in a safe, healthy, fair and respectable manner at all times at Livingstone (this includes whilst on any College activity and when travelling to and from school). In keeping with our goal of educating the whole person, the school has set in place a pastoral care program to cater for the social development and care of students. We use a combination of pastoral care groups led by teachers, peer support programs, leadership training and guest speakers. For specific needs we have chaplaincy and counselling services are available. Parental involvement:. Livingstone Christian College is committed to and has strong parental involvement fostering positive partnership between home and school. We welcome and encourage parent involvement. Parents can be involved in a variety of activities such as: Tuckshop Classroom Reader Program Excursions Sporting Team activities Chapel and Assemblies School events i.e. Open Day, Mothers and Fathers Day stalls Library Resources School Fair Parents also have the opportunity to be involved in our PFC (Parents, Friends, Community). This is a vital and integral part of the College community.

5 Parent, teacher and student satisfaction with the school Satisfaction data: We will be conducting a My School / Your school survey and Chaplaincy survey at the end of Semester The data collected will be available on request Contact person for further information: Mr. David Coates, Principal. School Income broken down by funding source: All financial data is available on the My School website. You can access this information by visiting STAFFING INFORMATION Staff composition, including Indigenous staff: As at Census, August 2014 Livingstone Christian College employed staff in various capacities representing different departments. Our Full Time Equivalent (FTE) for Full Time and Part Time Teaching staff was The FTE for Non-teaching staff which includes Administration, Teacher Aides, Support Services, Welfare and Bus Drivers was Livingstone employed 72 Teaching Staff in total and 58 Non-Teaching Staff in These numbers comprise of 0% Indigenous Staff. Qualifications of all teachers: Qualification Either detail the number or the percentage of classroom teachers and school leaders at the school who hold this qualification Doctorate or higher 0 Masters 1 Bachelor Degree 55 Diploma 13 Certificate 3

6 Expenditure on and teacher participation in professional development: Teacher participation in PD Description of PD activity Number of teachers participating in activity Annual conferences 72 Regular in-service 72 Teacher initiated PD Various Total number of teachers participating in at least one activity in the program year 72 Expenditure on PD: Total Number of Teachers Total expenditure on teacher PD ( as recorded in Financial Questionnaire) Average expenditure on PD per teacher 72 $18, $ The total funds expended on teacher professional development in 2014 was $ The major professional development initiatives were as follows: School Improvement program run by ISQ and other noted various Institution and independent Personal development programs. The proportion of the teaching staff involved in professional development activities during 2014 was 100% Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days: Number of Staff Number of School Days Total Days Staff Absences Average Staff Attendance Rate % For permanent and temporary staff and school leaders the average staff attendance rate was 97% in 2014 Proportion of teaching staff retained from the previous year: Number of permanent teaching staff at end of previous year Number of these staff retained in the following year (the program year) % retention rate % From the end of % of staff were retained for the entire 2014 school year

7 KEY STUDENT OUTCOMES Average student attendance rate (%) for the whole school: Number of school days in Total number of all program year students Average Attendance Rate % The average attendance rate for the whole school as a percentage in 2014 was 91.6% Average student attendance rate for each year level: Year levels Average attendance rate for each year level as a percentage in 2014 Prep 92.5 Year Year Year Year Year Year Year Year Year Year Year Year A description of how non-attendance is managed by the school: Parents are contacted by the College for explanation of absence if the parent / guardian has not called the school to offer an explanation for students that are absent. In some instances, absences may be reported to the Office of Non State Schools. Compulsory schooling exemption is obtained when appropriate from Office of Non State Schools and or Department of Child Safety. NAPLAN results for Years 3, 5 and 7 and 9 in 2014 Privacy and interpretation of data The fundamental principle for reporting performance information is to support school improvement throughout Queensland and to provide a profile of all schools to the community. While the reporting initiative is a valuable move towards sharing education information, it brings with it responsibilities in the areas of personal information and privacy. The reporting of student achievement information needs to be managed according to appropriate privacy provisions and needs to ensure that publicly available information is accurate and easily interpreted. There are many Queensland schools that have small enrolment numbers, particularly at individual year levels. For this reason, care needs to be taken not to identify individual students. Care also needs to be

8 taken in the interpretation of information where trends may be volatile. When reporting on small numbers or 'cohorts' of students, an annual variation in enrolment of just one or two students can have a significant effect on data from one year to the next. This is where setting information in context is of prime importance. When publishing information on student achievement and school performance: careful consideration should be given to the nature of reporting where there are fewer than five students in a group, cohort or reporting field information should not be published where all persons in a particular group have achieved identical results, irrespective of group or cohort size. All published information must: maintain the privacy of individual student information minimise the likelihood of false assumptions and conclusions being inferred from the data. School principals may decide that it is not possible to report certain data publicly in ways that maintain student privacy or minimise misinterpretation of performance. Where a decision is made not to report specific data for these reasons, a narrative or descriptive comment on student achievement or school performance would meet the requirements of the Annual Report. Note: You are also able to find this data at BENCHMARK DATA FOR YEAR READING Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2014) % Year 5 (2014) % Year 7 (2014) % Year 9 (2014) % PERSUASIVE WRITING Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2014) % Year 5 (2014) % Year 7 (2014) % Year 9 (2014) % SPELLING Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2014) % Year 5 (2014) % Year 7 (2014) % Year 9 (2014) % GRAMMAR AND PUNCTUATION Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2014) % Year 5 (2014) % Year 7 (2014) % Year 9 (2014) %

9 NUMERACY Year Average Score (School) Average Score (National) % at or above National minimum standard Year 3 (2014) % Year 5 (2014) % Year 7 (2014) % Year 9 (2014) % Apparent retention rate: Year 10 Base Year 12 Retention rate % Number of Students % Year 12 student enrolment as a percentage of the 2012 Year 10 cohort is 67.8% Year 12 outcomes: Outcomes for our Year 12 cohort 2014 Number of students awarded a Senior Education Profile 42 Number of students awarded a Queensland Certificate of Individual Achievement 0 Number of students who received an Overall Position (OP) 30 Number of students or are completing or completed a School-based Apprenticeship or Traineeship (SAT) 0 Number of students awarded one or more Vocational Education and Training (VET) qualifications 8 Number of students awarded a Queensland Certificate of Education at the end of Year Number of students awarded an International Baccalaureate Diploma (IBD) 0 Percentage of Year 12 students who received an OP1-15 or an IBD 45 Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 89 Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer 88

10 Next Steps 2015