SCHOOL PERFORMANCE REPORT FOR 2014

Transcription

1 SCHOOL PERFORMANCE REPORT FOR 2014 Emmaus Christian College The name Emmaus is from the Biblical account of one of the events following Jesus crucifixion and resurrection that is recorded in Luke Chapter 24. The account records how two of Jesus followers had an encounter with Jesus on the road to Emmaus, where their eyes were opened. They realised and understood that Jesus had risen from death and he is the promised Messiah. In the same way it is our goal that students will have an encounter with Jesus that is positive and lifechanging; that they will leave the College with a strong Christian faith; and have positive Christian influence on those with whom they have contact. Jesus Christ is Lord is what Jesus followers realised as they walked with him in the account in Luke Chapter 24. It is this understanding that we want our students to take with them as they leave the College in review Early in 2014 our College Board drew on the recent valuable work of staff as they sought to refresh our Vision, Mission and Values Statements. A Board Retreat led to three new statements which will increasingly be reflected in how we talk about our College. They are: OUR VISION Inspiring Hearts, Inspiring Minds. OUR MISSION To inspire young people by providing excellence in education within a caring Christian community. OUR VALUES Faith Nurturing a Christ-centred faith and lifestyle. Learning Cultivating a lifelong love of authentic learning. Community Fostering authentic Godly relationships. Service Encouraging acts of service at school and in the wider community. These values can be actively seen throughout 2014 College life as follows: Faith Our daily Home Groups, weekly assemblies and the Christian studies program are the most obvious areas where faith is nurtured. But most crucial is the modelling of our staff. I want to acknowledge the example and encouragement given by staff to our students as they seek out a personal understanding of and relationship with God.

2 The College Board ultimately bear responsibility for overseeing our Christian distinctive. To this end, the continuing work of the recently established Advisory Panel of Christian Leaders from the church communities of the families we serve has been a way of linking our College Board with the broader Christian community. The Board is committed to developing this link into the future. Our Board also seeks to support our teachers as they develop programs that best equip students to be able to stand firm in their faith as they leave the school environment. Learning Our teachers have worked hard to provide a diverse range of pathways for students. Students seeking University have subject options that meet the pre-requisites and assumed knowledge of all tertiary programs. Our highest achieving graduates have consistently achieved Tertiary Achievement Rank (ATAR) scores allowing entry to the most competitive University courses. Our Year 12 class of 2014 has achieved some outstanding results in their final year studies. Five students achieved straight A s. Seventeen students achieved multiple A s; two-thirds of our Year 12 students achieved at least 1 A standard. Johanna Chapman achieved a merit for Child Studies Year 12 Dux Bonny Miller achieved an ATAR (Australian Tertiary Achievement Rank) of Five students achieved ATARs above 95; 12 achieved an ATAR above 90. Many others have achieved their personal best. These results are a credit to the effort and commitment of students to their studies and a positive reflection on the guidance and support from teachers over the years of their schooling. As a staff we will follow with interest where God leads this year s graduates. Students not seeking University have a broad range of VET programs available and each year a number of students follow this pathway and enter vocations. This year students have engaged in VET programs as diverse as Business, Carpentry/Construction, Event Management, Equine Studies, Hospitality, Make-up Services, Music, and Plumbing off-campus, and Certificate 2 Electro technology on campus. Community While our school size does assist to develop a sense of community at Emmaus Christian College, it is the opportunity to foster God honouring relationships that is the key to community. Our student led prayer group, House competitions, sporting carnivals, fun days, groups such as Connections and TIF Girls, opportunities provided by groups such as the Worship and other music ensembles, team efforts such as this year s highly entertaining Primary School Musical Cool in the Furnace, the various year level camps across the school, all build the unique community we have at Emmaus Christian College. The strong community at Emmaus Christian College is something that graduating students, old scholars and parents comment about. It is the acknowledgement of the presence of God in all of College life that makes the difference. Service The Bible encourages us to not only consider our own interests but also the interests of others. This is an area in which we seek to grow and develop as a school. Opportunities which provide an awareness of marginalised and disadvantaged in our own community and further afield help us all to gain an understanding of how privileged we are and the opportunities we have to make a difference marked the 21 st visit of Emmaus Christian College students to Ernabella Anangu School.

3 Together with the Objectives of the College in our College Constitution and our longstanding Purpose, Philosophy and detailed Statement of Faith, these values will provide the guiding beacon that will ensure the College retains its distinctive Christian focus as we move into the future. The Board oversee the College ethos and they are actively seeking to create strong links with the Christian community that the College seeks to serve. Part of the Board s strategy is to link with an Advisory Panel of Christian leaders principally from the churches we draw our families from. This is a new concept for the College with the goal to ensure we maintain the original vision of the College. One of the Strategic Goals of the Board has been the strengthening of the sense of community in the College. The work of the Parents & Friends Group has been a key support towards building community has seen a busy P&F program. A network of Class representatives has led a range of parent activities in the Primary School. New parent-led initiatives at Middle School have drawn families together for Get to know you events with a Years 7 and 8 activity at the College and a Year 9 Beach Day held early in the year. Senior school parents supported the annual P&F Welcome BBQ and another successful Quiz night filled the College Performing Arts Centre in Term 3. I acknowledge the efforts of the P&F Executive under the leadership of the President Helen Grear, in keeping the community focus front and centre during During 2014 teachers have been engaged in professional learning activities which have at their centre the goal of supporting each other to be the best we can be as teachers. Our School Wide Pedagogy an outcome of our 3 year engagement with IDEAS (Innovative Design for Enhancing Achievement in Schools) - has identified: Relationships Engagement Motivation Collaboration as key pedagogical principles for the College. Alongside our teachers we have a dedicated support staff whose work efforts contribute significantly to the College.

4 2014 School Information The pages that follow cover the school information that the College is required to provide on its website as a condition for receiving Australian Government Funding. Contextual Information The College, a co-educational R-12 school, was established in 1979 to provide a distinctly Christian Reception to Year 12 education. The College is situated in South Plympton, approximately 8 km from the CBD of Adelaide. The school seeks to serve the broader Christian community by providing an education in accord with Biblical truths and principles, academically sound and effective in helping our students to develop their God-given skills and abilities to their best, while contributing significantly to spiritual, emotional, social and character development. Our goal is that our students will become mature Christian adults who in turn, have a Christian influence on our community and beyond, to the glory of God. Affiliations and Governance The school is affiliated with Christian Schools Australia, the Association of Independent Schools (SA) and the South Australian Christian Schools Association. The College is a truly Independent School with Governance provided by a Board of Governors who meet regularly and provide oversight of the College. Enrolments Enrolments at the 2014 mid-year census totalled 683 including 5 international students (2 Primary, 3 Senior School). Student Body The school is divided into three sub-schools: Primary School (Reception to Year 6) 270 students Middle School (Years 7-9) 214 students Senior School (Years 10-12) 199 students Students from non-english speaking background 58 (8.5%) Students of Aboriginal or Torrens Strait Islander origin 2 (0%) 19 students (15 Primary, 4 Secondary) are recognised as having a disability under Australian Government criteria. A further 73 students who were assessed as having some degree of learning difficulty received additional support from College staff and LAP volunteers. Strategies included individual or small group support, specific targeted intervention and in class support. Our Program What do we seek to make real for our students as they move through school? We want students to know that they are loved by God, uniquely individual and deliberately created and that God s love towards each of us was demonstrated in Jesus. From an understanding of this, we want our students to know their worth, and become mature Christian adults. We see the pursuit of excellence as important. We want students to recognise and develop the unique set of abilities God has given them so that as mature Christian adults they can have a positive, Godly influence on their world. Staff contribute to this by providing an engaging and relevant curriculum and co-curricular activities that are sufficiently broad to cater for the individual interests, gifts, talents, needs and learning styles of students.

5 The Word of God is central to what we do. As a College community we seek to constantly grow in our understanding of God and His call on our lives both individually and corporately. Our staff provide opportunities for students to understand the connection of the Bible to all spheres of life e.g. academic, social, interpersonal, as well as spiritual. We seek to have a nurturing environment where respect for both ourselves and others is to be a characteristic. We seek to: - foster an environment where there is a genuine respect for each individual; where each individual is recognized for their intrinsic worth made in the image of God. - encourage each other so that ultimately each individual develops their gifts so that they are used for the benefit of others and to the honour and glory of God. We are committed to help our students be responsive to the needs of the future world they will live in and the opportunities that will be available for Christians to have an impact for the glory of God. We call these our five purpose statements. Providing a balanced curriculum that addresses academic and spiritual needs, as well as physical and mental/emotional well-being in a way that is in harmony with Biblical truths, is paramount. We have a very rich and varied program of activities while at the same time keeping activities affordable for the families we serve. Some of the activities which enriched the learning of students in 2014 included: Christian Focus: Regular devotions; worship as part of assemblies; daily prayer for and with the children and students; activities focused on supporting others; Worship Bands; Choirs; Parent prayer groups, Student prayer groups; Bible curriculum across all year levels. Programs: Regular assessment of student progress; Early Intervention; Reading Recovery; Gifted and Talented Extension; Program Achieve; Learning Assistance Program (LAP); Young Leaders Programs; extensive Career Education support for students in groups and individually; Vocational Education & Training (VET) programs providing students with experience in career areas; Premiers Reading Challenge. Pastoral Care: Orientation days (Reception, Year 8); Program Achieve and Mind Matters Programs; TIF (Upper Primary girls) Group; Christianity, Careers and Personal Planning (CCAPP) program; Chaplaincy and Student & Family Support Worker; Special Year Level days (e.g. Year9 Boys and Girls Day, Celebration Day, Middle School Wellbeing Day). Co-curricular: Regular class excursions into the community; Junior Primary Garden, Class and Year level camps from Years 2-12 (including Wirraway Homestead, Outdoor Education and Pitjantjatjara Lands (Ernabella Trip); Athletics and Swimming Carnivals; Sports Carnivals (e.g. Basketball, Cross Country, Handball, Touch); Primary Choirs (Year 3/4, Year 5/6), Senior Vocal Ensemble; Primary & Middle/Senior School Productions (alternate years); Junior Primary Twilight Sports Carnival, a series of Instrumental Music Nights, Dance Showcase, annual Music Showcase, Count Us In (National Music Event); School Aerobics State Competitions, Australian Business Week (Year 10); Science Week. Lunchtime and After School Activities: After-school Sporting Program; Active After-School Sports (Primary); Boys & Girls Groups (Primary/Middle/Senior); Chess; Dance (Middle/Senior); Music Master Classes; Music Ensembles (Middle & Senior School Worship Ensembles & Vocal Ensemble); Peer Mediation; Peer Mentoring; Peer Tutoring, Robotics, Social Justice Group. Student Leadership Opportunities: Student Representative Councils (Primary School, Middle School); House Leaders (Primary, Middle and Senior School); Primary Peer Mediation (Year 6); Outdoor Education Camp Student Leaders; Connections Groups (Peer Mentoring); Monitor responsibilities. Parent Support: Family Matters (Parenting Support) meetings; Student and Family Support Worker; Parent Information Nights; active Parents and Friends group and Prayer group.

6 Other: Grandparents Day; Parents Day, Graduation events at Years 6, 9 and 12, Parent, Information Nights, Year 12 Celebration, (Students, Parents, Teachers); Year 12 Formal; Active Parents & Friends Group; Parent involvement in College Governance. Teacher Standards and Qualifications Professional Engagement The quality of what happens at the College is directly related to the commitment of our staff team both teachers and support staff. Our students benefit from the energetic, skilled, professional and dedicated staff of the College. Teacher Qualifications The College is fortunate to have a well-qualified staff, many have two or more qualifications. In 2014, teaching staff held the following combinations of qualifications: Diploma of Teaching 9 Degree 36 Degree and Diploma 8 Degree and Post-Graduate Qualification 7 Degree and Masters 4 Workforce Composition (Full-time equivalent) Primary Teachers 16.7 (FTE) Secondary Teachers 26.5 (FTE) Total 43.2 (FTE) School Support Staff 20.3 (FTE) In addition, the school employs Cleaning Staff, Bus Drivers and Music Tutors. A number of staff members are part-time employees. There are no Indigenous employees.

7 Student Attendance Student Attendance (%) The percentage figure for the average student attendance rate shows the proportion of days that each student, on average, attended school over the whole year. Attendance at each Year level Year Level Attendance % Reception 92% Year 1 95% Year 2 94% Year 3 94% Year 4 94% Year 5 94% Year 6 94% Year 7 95% Year 8 94% Year 9 93% Year 10 91% Year 11 93% Year 12 94% In 2014, the average student attendance was 94%. Non-attendance Management The College provides a dedicated Student Absentee notification phone line which allows parents to contact the school at any time to notify of student absences. Where the absence extends beyond 2 days, a doctor s certificate is requested in the Senior School. School personnel will contact parents when an absence is unexplained. When a high level of absenteeism is evident, the school will work with families to address the issue. Support may include: Support at parent separation on arrival at school Support from the College Student & Family Support Worker Liaison with external support workers Negotiation of alternative education programs and pathways Good communication between parent/caregiver and school personnel when attendance is an issue ensures the best outcome for students. A report will be made to DECD Attendance Officers where there is excessive unexplained absenteeism.

8 Senior Secondary Outcomes The College seeks to provide a range of study pathways for our students. A majority of students chose courses that could potentially lead to University study. These students qualified to achieve an ATAR (Australian Tertiary Admission Rank). The highest unadjusted ATAR was achieved by Bonny Miller. 5 students achieved ATARs above student achieved ATARs above students achieved ATARs above 80. Five students achieved straight A s and 25 students achieved at least one A. 29 students across Senior School incorporated Vocational Education and Training (VET) programs in their SACE (South Australian Certificate of Education). 5 of these were in Year 12. Year 12 SACE Results Our students achieved very pleasing results with a total of 51 students undertaking full-time or part-time studies to complete Year 12 in of the 51 students sought and completed their SACE 5 students incorporated VET in Year 12 In 2014, five students achieved A s in all their subjects and a further twenty-five students achieved one or more A s. 23% of the subject results were A s A s and B s represented over 77% of all grades received. These achievements of our 2014 Year 12 students are a credit to the students and testimony to the support provided by our teachers. In all, 29 Senior School students undertook VET courses (Cert 1, 2 and 3) in The courses covered a diverse range of vocations including Business, Carpentry/Construction, Electro technology, Event Management, Equine Studies, Hospitality, Make-up Services, Music, Plumbing, and Transition Program. Electro technology was on-campus in the College Trade Training Centre. Other programs were off-campus. Post School Destinations Students have a wide choice of Senior School study options. A significant number follow pathways that lead to University and TAFE study. Others seek to gain apprenticeships or direct entry to the workforce. In 2014, 40 received University placements (Courses include: Arts; Built Environments; Business; Commerce (Accounting, Accounting Finance); Computer Science; Design (Product Innovation); Education (Early Childhood pathway); Education/Arts combined degree (Middle/Senior School pathway); Education/Disability Studies; Engineering (Electrical, Mechatronics,); Environmental Science; Food and Nutrition Science; Health Science; Information Technology; International Tourism; Justice and Society (Law Pathway); Law and Legal Science; Media Arts; Medical Radiation; Medical Science; Nursing (general and Midwifery streams); Pharmacy; Physiotherapy; Psychological Science; Science (Hons enhanced); Science (Space and Astrophysics); Social Work and Social Planning; Sport, Health and Physical Sciences; Tourism and Event Management; Visual Arts.) 3 applied for and were offered TAFE placements (Courses include Diploma or Certificate Courses in Design, Engineering and Business.) 4 graduates entered the workforce in apprenticeships and 1 into fulltime work through the Workplace support services provided through the school

9 Student Outcomes in Standardised National Literacy and Numeracy Testing Proportions of Years 3, 5, 7 meeting National Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy Benchmarks (Benchmark results) Year Level Reading Writing Spelling Grammar & Punctuation Numeracy Year 3 97% 92% 100% 100% 100% Year 5 94% 92% 100% 100% 97% Year 7 100% 96% 94% 98% 100% Year 9 95% 89% 96% 99% 100% *Please note: Students absent for the NAPLAN assessment or withdrawn by their parents are not included in the class percentages.

10 Parent, Student and Teacher Satisfaction with the School In 2014, Emmaus Christian College undertook the Diagnostic Inventory of School Alignment (DISA) as a part of the three year IDEAS program. The following numbers of staff, parents and students participated in the survey. Total number of staff responses = 41 Total number of parent responses = 160 Total number of student responses = 363 The Diagnostic Inventory of School Alignment (DISA) incorporates a belief that schools should be vibrant environments for the learning, growth and development of students and teachers. It is a worldview that allows for diversity of individual beliefs and values but requires that the professional staff of each school develop a coherent philosophy, shared vision and agreed pedagogical framework. The Diagnostic Inventory of School Alignment The DISA is based on The Research-based Framework for Enhancing Organizational Coherence (RBF), a way of thinking about a school as an organization. It suggests that a school that is maximally effective is an integrated and holistic entity that is linked to the expectations of the outside world while placing high priority on the needs of its members. As a result, unlike many other diagnostic tools, underpinning the Diagnostic Inventory of School Alignment exists a clear picture of the educational dynamics through which schools can generate distinctive meaning systems that empower their teachers, students, and communities, and in so doing contribute to enhanced professionalism and enhanced student well-being. The Diagnostic Inventory of School Alignment items are individually and collectively indicative of these educational dynamics. The responses of staff, parents, and students to each inventory item are scored on a 5 point scale. The mean is the average of the responses provided to the particular statement by the respondents. The closer the mean is to 5 the more the respondents believe that the statement is correct for this school. The closer the mean is to 0 the more the respondents believe that the statement is not correct for this school. Data summary points: The data indicate a highly successful school as evidenced by the large number of responses with a mean of 4.02 or more. As most of the standard deviation scores are below 1.00 the level of agreement between members of each group (Parents, Teachers and Students) is high. Teachers and parents perceptions of success are positive (scores between 3.52 and 4.02) to very positive (scores 4.02 or above). Staff and parents believe the school is guided by an inspirational vision and the values are well defined. All three groups have very positive perceptions of staff relationships (see question 2), teacher expectations (see question 5) and parental expectations (see question 7). Overall scores averaging around 4 out of a maximum of 5 suggests high student, parent and staff satisfaction with the College.

11 APPENDIX A: Tables of Means and Standard Deviations Emmaus Christian College Whole School SECTION A: SCHOOL SUCCESSES AND ACHIEVEMENTS (Outcomes) Statement Mean Standard Deviation Statement Staff Parents Students Average Staff Parents Students Average 1 Literacy Outcomes Numeracy Outcomes Other curricular form positive relat students respectful students demo pride actively engaged acquire self esteem well prepared next tchr sense prof'ism tchrs make decision school image learning school image caring link vision to T&L resources T&L environ. Aesthetics time/space reflection Element Average Source: LRI DISA Report Diagnostic Inventory of School Alignment Emmaus Christian College, 2014

12 Emmaus Christian College Whole School SECTION B: CONTRIBUTORY ELEMENTS Element: STRATEGIC FOUNDATIONS (School Vision and Structures) Statement Mean Standard Deviation Statement Staff Parents Students Average Staff Parents Students Average 1 inspirational vision defined values encourages TL prin promotes vision prin collab planning sch success promote decision making open process improvement prin shared power Element Average Source: LRI DISA Report Diagnostic Inventory of School Alignment Emmaus Christian College, 2014

13 Emmaus Christian College Whole School SECTION B: CONTRIBUTORY ELEMENT ELEMENT: COMMUNITY COHESIVENESS (The School and its Communities) Statement Mean Standard Deviation Statement Staff Parents Students Average Staff Parents Students Average 1 support for vision staff relat'ships pos blame collect responsibility tcher high expect student high expect parent high expect sch community mind contrib celebrated enc community partic process pub input ext partnerships Element Average Source: LRI DISA Report Diagnostic Inventory of School Alignment Emmaus Christian College, 2014

14 Emmaus Christian College Whole School SECTION B: CONTRIBUTORY ELEMENT ELEMENT: SCHOOLWIDE PEDAGOGY DEVELOPMENT AND DEEPENING (School Tch, Learning and Assessment) Statement Mean Standard Deviation Statement Staff Parents Students Average Staff Parents Students Average 1 tchr share success prac sys analysis T&L developed SWP SWP ground in theory link vision to T&L dev tchr gifts/talents student contrib SWP SWP assists analysis SWP directs T&L Element Average Source: LRI DISA Report Diagnostic Inventory of School Alignment Emmaus Christian College, 2014

15 Emmaus Christian College Whole School SECTION B: CONTRIBUTORY ELEMENT ELEMENT: GENERATIVE RESOURCE DESIGN (School Work Practices and Organisation) Statement Mean Standard Deviation Statement Staff Parents Students Average Staff Parents Students Average 1 tchr use of space Technology use flexible use of time community res curric update curriculum networks educ org plan facility for T&L relate int proc to R use of ext expertise Element Average Source: LRI DISA Report Diagnostic Inventory of School Alignment Emmaus Christian College, 2014

16 $126,857 Sources of Funding $2,922,047 $4,408,878 Australian Government Recurrent Funding State Government Recurrent Funding Parent Contribution $1,236,525 Private Income Australian Government Recurrent Funding: $4,408,878 Income from funding provided by the Australian Government for recurrent purposes* State Government Recurrent Funding: Income from funding provided by the South Australian State Government for recurrent purposes* $1,236,525 Parent Contributions: Income received from parents for the delivery of education services to students $2,922,047 Private Income: Includes Building Fund donations; any profits from trading activities (eg Uniform Shop, Canteen); Parents & Friends fundraising $126,857 *(Recurrent purposes are the ongoing costs of operating a school including staff salaries and school operating costs.)