LaSalle Catholic College, Bankstown Annual School Report to the Community 2015

Transcription

1 LaSalle Catholic College, Bankstown Annual School Report to the Community 2015 School Contact Details 544 Chapel Road, Bankstown Principal Mr Michael Egan

2 ABOUT THIS REPORT LaSalle Catholic College is registered by the Board of Studies NSW, and managed by the Catholic Education Office Sydney(CEO), the approved authority for the Registration System formed under Section 39 of the Education Act 1990 (NSW). The Annual School Report to the Community provides parents and the wider College community with fair, reliable and objective information about College performance measures and policies, as determined by the Minister for Education. The Report also outlines information about initiatives and developments of major interest and importance during the year and the achievements arising from the implementation of the College s Annual Improvement Plan. The Report demonstrates accountability to regulatory bodies, the College community and the Catholic Education Office Sydney. This Report has been approved by the Catholic Education Office Sydney in consultation with the Regional Consultant who monitors that the College has appropriate processes in place to ensure compliance with all NSW Board of Studies requirements for Registration and Accreditation. This Report complements and is supplementary to College newsletters and other regular communications. Further information about the College may be obtained by contacting the College or by visiting the College s website. Annual School Report to the Community 2015 Page 1

3 SECTION ONE: MESSAGE FROM KEY GROUPS IN OUR COMMUNITY Principal's Message A school community where a culture of review and reflection is in evidence leads to a learning environment where success and excellence underpins all that occurs in the College. Every effort is made to nurture in our students a willingness to have a go, to participate to the best of their ability and to take responsibility for promoting the spirit, culture and good name of the College. Respect is at the heart of all we do at LaSalle Catholic College and to have this as a reality ensures students and staff can work and achieve in a healthy, positive atmosphere. The publication of the College s Annual Report is a significant occasion attesting as it does to the life of the College during 2015 and provides an opportunity to reflect on the achievements of the past year. This Report covers the major achievements of the 2015 College year. I congratulate and thank all in the LaSalle Catholic College community for a most successful and productive school year. Parent Body Message At LaSalle Catholic College the parent community has been actively engaged in the preparations for year 7 coeducation. Meetings have been conducted to ensure curriculum, uniform and other needs have been met. Parent representatives were engaged in the successful selection processes for a new Assistant Principal and a new Religious Education Coordinator. Opportunities to be involved in the College activities included information evenings, parent workshops, fortnightly assemblies, parent/teacher interviews, graduation and end of year masses and special events throughout the year. They were all well attended by our parents. Student Body Message We are actively encouraged to engage in all facets of school life, spiritually and on a community basis, whilst remaining dedicated to personal academic development. In 2015, student leaders were appointed and have displayed great qualities in leadership. We have found a platform that links the guidance of teachers and the enthusiasm of our peers. Our Year 10 Peer Support mentors assisted with the transition from primary education to secondary environment by facilitating peer support lessons once per fortnight. This was well received by the Year 7 students, who quickly felt welcomed and a part of the Lasallian community. Approximately 20 students spent valuable time at Bankstown Community Library, assisting local seniors with their IT skills. This created a great sense of community spirit amongst the students. Students from Years 7, 9, 10 & 11 supported our Feeder school communities by assisting in their swimming and athletic carnivals, as well as conducting lessons activities during book week. Students have helped the faith development of the Bankstown Community by acting as catechists at local Annual School Report to the Community 2015 Page 2

4 primary state schools and as Eucharist ministers during Mass celebrations. Annual School Report to the Community 2015 Page 3

5 SECTION TWO: SCHOOL FEATURES LaSalle Catholic College is a Catholic systemic Boys College located in Bankstown. The College educates young men, preparing them for lives beyond their school days through experiences that develop learning and leadership for the common good. The College was established in 1999, following the closure of De La Salle College, a Years 7-10 school for boys established in 1951 and Benilde Catholic High School, a senior school established in Both schools were conducted by the De La Salle Brothers on behalf of the Archdiocese of Sydney. Situated in the south-western Sydney suburb of Bankstown, LaSalle Catholic College aims to provide an education that meets the diverse needs of today's youth. The College draws the majority of its students from the immediate area including the suburbs of Bankstown, Bass Hill, Greenacre, Georges Hall, Punchbowl, Padstow and Regents Park. The College is linked with the parishes of St Felix de Valois Bankstown, St Brendan s Bankstown Central, Christ the King Bass Hill, St Mary s George s Hall and St John Vianney s Greenacre. As a Catholic secondary systemic boys school administered by the De La Salle Brothers since its foundation, LaSalle Catholic College is embedded in traditional Catholic values and the Lasallian philosophy of faith, service and community. We aim for boys who enrol at the College to embrace quickly the College culture as one that asks them to develop skills, values and attitudes to enhance their natural gifts, extending their opportunities through academic challenges, rigorous endeavour and spiritual growth. The LaSalle Catholic College community performs a vital role in managing a diverse population from diverse cultures. The benefits of the lessons in social interaction are complemented by the challenges presented by a large number of students whose family language is not English. With De La Salle Brothers and lay staff working side-by-side, a congenial working environment provides for a vibrant mix of professional reflection, academic rigour and solid working relationships in which the spirit of St John Baptist de La Salle is tangible. Annual School Report to the Community 2015 Page 4

6 SECTION THREE: STUDENT PROFILE Student Enrolment The College caters for students in Year 7 to Year 12. Students attending this College come from a variety of backgrounds and nationalities. The following information describes the student profile for 2015: Girls Boys LBOTE* Total Students * Language Background Other than English Student Retention Of the students who completed Year 10 in 2013, 93% completed Year 12 in Of the students who completed Year 10 in 2013, 93% completed Year 12 in Enrolment Policy The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. The Catholic Education Office Sydney monitors the implementation of this policy. The policy has been developed in the context of government and system requirements. Children from families who are prepared to support the ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessed at the Catholic Education Office website. Student Attendance Rates The average student attendance rate for 2015 was 92.84%. Attendance rates disaggregated by Year group are shown in the following table. Annual School Report to the Community 2015 Page 5

7 Attendance rates by Year group Year % Year % Year % Year % Year % Year % Managing Student Non-Attendance Regular attendance at school is essential if students are to maximise their potential. The College, in partnership with parents, is responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, College staff, as part of their duty of care, monitor part or whole day absences. College staff, under the Principal s leadership, support the regular attendance of students by: providing a caring teaching and learning environment which fosters students sense of wellbeing and belonging to the College community maintaining accurate records of student attendance recognising and rewarding excellent and improved student attendance implementing programs and practices to address attendance issues when they arise The Principal is responsible for supporting the regular attendance of students by ensuring that: parents and students are regularly informed of attendance requirements and the consequences of unsatisfactory attendance all cases of unsatisfactory attendance and part or full day absences from school are investigated promptly and that appropriate intervention strategies are implemented documented plans are developed to address the needs of students whose attendance is identified as being of concern the Executive Director of Catholic Schools or designated Catholic Education Office Sydney officer is provided with regular information about students for whom chronic nonattendance is an issue and for whom College strategies have failed to restore regular attendance Senior Secondary Outcomes The table below sets out the percentages of students undertaking vocational training in their senior years as well as those attaining the award of Higher School Certificate (or equivalent vocational education and training qualifications). Annual School Report to the Community 2015 Page 6

8 Senior Secondary Outcomes. Year % of students undertaking vocational training or training in a trade during the senior years of schooling. % of students attaining the award of Higher School Certificate or equivalent vocational education and training qualification. 37% 100% Student Post School Destinations Each year the College collects destination data relating to the Year 12 student cohort. The table below sets out the percentages of students for the various categories. Destination Data Year 12, 2015 Graduating Class University TAFE / Other institutions Workforce entry Destination not reported 60% 20% 15% 5% Annual School Report to the Community 2015 Page 7

9 SECTION FOUR: STAFFING PROFILE The following information describes the staffing profile for 2015: Total Teaching Staff* Total Non-Teaching Staff Combined Total * This number includes 47 full-time teachers and 3 part-time teachers. Percentage of staff who are Indigenous 0% Professional Learning The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by the Catholic Education Office Sydney. The College takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes. The College held the equivalent of five staff developments days this year with areas of focus as follows: Term 1 Term 2 Term 3 Term 4 January 27: HSC 2014 Results and Logistics for 2015 School Year April 20: Staff Spirituality Day - Our Lasallian Charism July 13: Creating and Sustaining High Expectations & Gifted and Talented December 16: Girls Education at LaSalle The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by the Catholic Education Office Sydney. The College takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. Teacher Standards The following table sets out the number of teachers who fall into each of the three categories determined by the Board of Studies: Annual School Report to the Community 2015 Page 8

10 Annual School Report to the Community 2015 Page 9

11 Teacher Qualifications 1 Those having formal qualifications from a recognised higher education institution or equivalent. 2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent. Number of Teachers 58 0 Annual School Report to the Community 2015 Page 10

12 SECTION FIVE: CATHOLIC LIFE AND RELIGIOUS EDUCATION Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholic schools in the Archdiocese of Sydney. In responding to the Charter, the College engages in processes to reflect on and revitalise its mission and strengthen the religious life of members of the College community. The College follows the Archdiocesan Religious Education (RE) Curriculum and uses the student textbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney has been significant in the liturgical and faith dimension of our College community. Students have the opportunity to nurture their own faith through their participation in: their annual Commencement Mass; Ash Wednesday Liturgy; Easter Liturgy depicting the Stations of the Cross; Stage level Masses at St Felix Church; LaSalle Day Founder's Day Mass and Mission Action Day; Year 12 Graduation Assembly; and End of Year Christmas Mass. Miss Katie White began her appointment as Youth Ministry Coordinator in 2015 and implemented a range of initiatives, including a Faith in Action group, to promote evangelisation. Five students were catehchists at Bankstown North Public School. Many Year 11 and 12 students choose to become Lasallian Youth Leaders, and in doing so, aid to assist and promote the faith dimension of the College with the younger students. These Lasallian Youth Leaders are involved in liturgies and assist in the facilitation of the junior Reflection Days in the capacity of being a big brother and mentor to the younger students. We have a Lasallian Youth Minister, Stephanie Assad, who aids in developing the faith and spiritual life of students at the College. All students participate in annual Reflection Days, with the senior students attending a retreat experience for three days and two nights. Years 7 and 8 Reflection Days were facilitated by College staff and the Year 11 and 12 Lasallian Youth Leaders. Years 9 and 10 Reflection Days were facilitated by the Youth Mission Team Sydney. Years 11 and 12 Retreats were facilitated by College staff. Our College community is extremely generous in their contribution towards Catholic charities. Students have opportunities to be involved in outreach and social justice initiatives such as: Project Compassion for Caritas. In 2015 we raised. Mission Action Day, raising funds for the Lasallian Foundation $ The Catholic Education Foundation Annual School Report to the Community 2015 Page 11

13 Operation Christmas Child, providing Christmas toys and gifts for underprivileged children in third world countries. Collecting non perishable food items for the St Vincent de Paul Winter & Christmas Appeals and Christmas Hamper Appeals. The Lasallian community certainly strove to uphold the Catholic faith and the Lasallian tradition during 2015 in a range of faith formatting areas. Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake the Archdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choice questions. Results of the test are analysed by teachers and are used to inform teaching and learning in Religious Education. Our School's average result (as a mark out of 50) Year Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Catholic Education Office Sydney website. Annual School Report to the Community 2015 Page 12

14 SECTION SIX: CURRICULUM The College follows the Board of Studies syllabus for each course offered as required for Registration and Accreditation under the Education Act 1990 (NSW) and implements the curriculum requirements of the Catholic Education Office Sydney. The curriculum and the teaching and learning processes are informed by the document How Effective is our Catholic School? Indicators of Effectiveness for Catholic Schools in particular: Key Area 2 (Students and their Learning) and Key Area 3 (Pedagogy). Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum. The College offers a comprehensive range of Board Developed and Board endorsed subjects to students in Stage 6, in addition to a variety of opportunities made available to our students through our Trade Training Centre, Saint Yon. In 2014, these subjects included Studies of Religion (1 & 2 unit), Catholic Studies, Advanced English, Standard English, English Studies, Extension English I, Extension English II, Fundamentals of English, Ancient History, Business Studies, Economics, Geography, Legal Studies, Modern History, General Mathematics I, General Mathematics II, Biology, Chemistry, Physics, Senior Science, Industrial Technology Multimedia, Industrial Technology Timber, Information Processes and Technology, Personal Development, Health and Physical Education, Visual Arts, Business Services, Construction, Hospitality, Information and Digital Technology, Automotive, Electrotechnology, Metal and Engineering, Sport Fitness, Work in the Community and Work Studies. Stage 4 courses include: Catholic Studies, English, Mathematics, Science, History, Geography, Music, Visual Arts, Personal Development, Health and Physical Education and Design and Technology. Italian is also offered for students in Year 8. In Stage 5, students study the BOS mandated subjects of English, Science, Mathematics, History, Australian Geography and PDHPE, as well as the Board endorsed course of Catholic Studies. In addition, students are also invited to nominate a further two electives from a choice of Commerce, Physical Activity and Sport Studies, Industrial Technology Timber, Industrial Technology Multimedia, Food Technology, Information Software and Technology, Graphics Technology, Music, Visual arts and Big History. The Solomon Opportunity Programme which is in operation at LaSalle affords academically able students, opportunities for independent learning, engagement in enrichment and extension activities and access to special interest clubs and external programmes. Lessons are designed to ensure these students are able to access dynamic, relevant and challenging curriculum in a supportive environment with their intellectual peers. Annual School Report to the Community 2015 Page 13

15 SECTION SEVEN: STUDENT PERFORMANCE IN NATIONAL AND STATE-WIDE TESTS The National Assessment Program Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy. An analysis of these results assists College planning and is used to support teaching and learning programs. The tables below show the percentages of students who achieved particular skill bands in numeracy and the aspects of literacy. The College results shown are compared to students nationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy is reported as a single content strand. Year 7 NAPLAN RESULTS 2015 % of students in the top 2 bands % of students in the bottom 2 bands School Australia School Australia Grammar & Punctuation 28.99% 28.79% 20.29% 19.23% Reading 24.64% 28.99% 17.39% 15.56% Writing 13.04% 15.87% 33.33% 29.70% Spelling 44.93% 31.23% 20.29% 16.48% Numeracy 30.43% 26.07% 17.39% 16.70% Year 9 NAPLAN RESULTS 2015 % of students in the top 2 bands % of students in the bottom 2 bands School Australia School Australia Grammar & Punctuation 5.26% 17.11% 44.21% 29.53% Reading 7.37% 21.59% 38.95% 23.32% Writing 1.06% 13.65% 55.32% 39.92% Spelling 18.95% 24.11% 24.21% 22.58% Numeracy 17.71% 24.42% 19.79% 17.60% Higher School Certificate The results of the College s Higher School Certificate (HSC) candidature are reported for particular subjects. The table provided shows the percentage of students who achieved in the top two bands and shows comparison with results from previous years. Annual School Report to the Community 2015 Page 14

16 Higher School Cer ficate Percentage of students in top 2 bands (Bands 5 and 6) School State School State School State Studies of Religion I 50% 49% 65% 49% 60% 51% English (Standard) 11% 7% 17% 8% 15% 8% English (Advanced) 90% 53% 100% 59% 86% 58% General Mathematics 8% 21% 0% 0% 0% 0% Mathematics General 2 BDC 0% 0% 12% 25% 40% 26% Mathematics 36% 49% 44% 54% 13% 52% English Extension 1 80% 88% 100% 93% 100% 94% English Extension 2 67% 78% 0% 0% 100% 83% Mathematics Extension 1 92% 84% 90% 85% 82% 84% Modern History 20% 47% 21% 43% 63% 44% Studies of Religion II 63% 46% 0% 0% 64% 40% LaSalle Catholic College would like to congratulate the class of 2015 on building upon the already outstanding results that were achieved by our students in the 2014 HSC. In comparison to our 2014 results, our notable achievements for 2015 included: A higher percentage of Band 6s (marks above 90) per examination sat A 20% increase in the number of Band 5s received (marks above 80) 95% of subjects performed at or above expected level of performance More individual students received a Band 6 More students received an ATAR above subjects performed above the NSW average In 2015 the number of students issued with a RoSA 6 Annual School Report to the Community 2015 Page 15

17 SECTION EIGHT: PASTORAL CARE AND WELLBEING Student Welfare Policy The LaSalle tradition offers students hope. We provide our boys with opportunities to grow and mature and face the challenges of life with confidence, resilience and courage. St John Baptist de La Salle encouraged teachers to "express love in kindness, gentleness, sensitivity, and tenderness in order to win the hearts [of the students]". Without this kind of relationship, there can be no significant learning. Our House System and Homeroom structure provide the basis for a strong sense of belonging. Our student management framework, the 'Levels System' acknowledges positive conduct and encourages students to take responsibility for their behaviour. LaSalle Catholic College actively seeks to prevent bullying and promotes positive student relationships built upon mutual respect and an appreciation of diversity. The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The Sydney Catholic Schools Office (SCS) monitors the implementation of this policy. The full text of the College's Pastoral Care Policy may be accessed on the College's website or at the administration office. Discipline Policy Corporal punishment is expressly prohibited in this College. The College does not sanction administration of corporal punishment by College persons and non-college persons, including parents, to enforce discipline in the College. At LaSalle Catholic College, we recognise the need to develop a climate within the school community which promotes self-discipline and self-respect. The College also seeks to develop in students an understanding of the need for rules, and the expectation that these rules be respected by all so that the College can provide a safe and supportive environment for all students. Our students are encouraged to be aware of the consequences of their decisions and their resulting actions. The Behaviour Management Policy is designed to assist students towards greater Self-Behaviour Management that is more appropriate to young people growing up in contemporary Australia. Anti-Bullying Policy: The Archdiocese of Sydney has established an Anti Bullying Policy which is Annual School Report to the Community 2015 Page 16

18 implemented by our school and all systemic schools in the Archdiocese. The Sydney Catholic Schools (SCS) Office monitors the implementation of this policy. The full text of the College's Student Discipline Policy may be accessed on the College's website or at the administration office. Anti-Bullying Policy The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by our school and all systemic schools in the Archdiocese. It provides a framework for school communities to work together to prevent and address issues of student bullying, in order to build respectful relationships that respond effectively and sensitively to the needs of each person. The Catholic Education Office (CEO) monitors the implementation of this policy. The policy was approved in December 2013 and no changes were made to the policy this year. The full text of the Anti-Bullying Policy may be accessed on the School s website, the administration office or at the CEO website at this link. Complaints and Grievances Resolution Policy The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The rationale for the policy is that within the reality of the schooling experience, it is recognised that, from time to time, misunderstandings and differences of opinion will occur, and that these need to be resolved satisfactorily. Addressing such matters within a framework of dignity, respect and truth can provide powerful opportunities to model the love of Christ in the reality of our contemporary world. The Catholic Education Office (CEO) monitors the implementation of this policy. The policy was approved in September 2012 and no changes were made to the policy this year. The full text of the Resolution of Complaints Policy may be accessed on the School s website, the administration office or at the CEO website at this link. Initiatives Promoting Respect and Responsibility School initiatives to encourage respectful behaviour included a range of anti-bullying activities and surveys at each year level, guest speakers to year groups on topics such as, being a man in today's world. Students engaged in a range of community service activities including collecting for the Salvation Army Red Shield Appeal, fund raising for Caritas Project Compassion Appeal during the season of Lent, contributing to the St Vincent's de Paul's Winter Appeal and our major annual fund raising effort to support the Lasallian Foundation, which supports poor communities in developing countries. Annual School Report to the Community 2015 Page 17

19 Our College community is extremely generous in their contribution towards Catholic charities. Students have opportunities to be involved in outreach and social justice initiatives such as: Project Compassion for Caritas. Mission Action Day, raising funds for the Lasallian Foundation The Catholic Education Foundation Operation Christmas Child, providing Christmas toys and gifts for underprivileged children in third world countries. Collecting non perishable food items for the St Vincent de Paul Winter & Christmas Appeals and Christmas Hamper Appeals. The Lasallian community certainly strove to uphold the Catholic faith and the Lasallian tradition during 2015 in a range of faith formatting areas. As a Catholic school in the tradition of the De La Salle Brothers, LaSalle Catholic College is committed to educating the students in its care to become men who value and nurture their faith long after they leave the school. Boys are challenged to appreciate their responsibility to the local and global community through a commitment to the values of social justice and compassion for the needs of others. Annual School Report to the Community 2015 Page 18

20 SECTION NINE: SCHOOL REVIEW AND IMPROVEMENT The College implements the Catholic Education Office Sydney School Review and Improvement (SRI) Framework which outlines the processes and benchmarks for creating the culture and practice of continuous improvement with students as the focus. Each year, the College develops an Annual Improvement Plan indicating the intended key improvements for student learning outcomes. The plan is drawn from the College s Strategic Improvement Plan and informed by the document How Effective is our Catholic School? Indicators of Effectiveness for Catholic Schools. The College engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the Regional Consultant. A copy of the Strategic Improvement Plan and the Annual Improvement Plan may be obtained from the school administrative office. Key Improvements Achieved in 2015 In regards to Teaching and Learning, writing was the main focus for improvement in All faculties adopted strategies that engaged all staff to improve student skills in writing. Paragraph writing was an area of particular focus and improvement. With the move to a coeducation from 2016, the College Mission Statement and a number of key policies were reviewed to ensure appropriateness to the changed circumstances. As the College prepares to move to a 'bring your own device' technology environment, a process to determine the most suitable device has been conducted and a decision made. Also looking forward, staff have undertaken preparatory training for the introduction of coeducational classes. Priority Key Improvements for 2016 In regards to strengthening a culture of improvement through a systematic, reflective and evidence based approach to learning and teaching, the College will continue to focus on the development of writing pedagogy and the further refinement of the Topic sentence, Explanation, Evidence & Linkage project. The College will continue to support and challenge teachers to improve their practice against professional standards to enhance student outcomes by supporting them with professional development programs including Professional, Personal, Performance Review and inservicing. Annual School Report to the Community 2015 Page 19

21 To further enhance the provision and support for students with diverse learning needs such as special learning needs and gifted and talented, we will continue the development of our approach towards gifted and talented students including higher expectations of Solomon Opportunity Classes and embed quality and authentic provisions in the Learning Design and pedagogical practices for the diverse learning needs of LaSalle learners. Annual School Report to the Community 2015 Page 20

22 SECTION TEN: PARENT, STUDENT AND TEACHER SATISFACTION The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, the College has used a variety of processes to gain information about the level of satisfaction with the College from parents, students and teachers. Parent Satisfaction Close relationships with the parental community and the College is maintained by the College's effective use of homeroom communication, the House system and the parent/teacher/student interview process. The Assistant Principal and the Leader of Learning maintains this process. At each parent/teacher/student interview occasion, surveys are completed and in 2015 this highlighted the effectiveness of the vision and mission of the College. The quality of school liturgies was appreciated. Parents expressed satisfaction with the change of computing device to the Macbook air. It is proving to be a machine that is robust and more effective for classroom use than earlier devices. The provision of teacher supervised additional hours in the library in the afternoons was also appreciated. Student Satisfaction A variety of feedback modes was used to gauge student satisfaction. At the end of each unit, each teacher surveys their students in an online medium regarding teaching and learning strategies. These surveys highlighted high student satisfaction and a general satisfaction with their learning in that subject. Students appreciated the specific focus on writing across the curriculum. At year group level, students expressed concern at the lack of access to play areas due to building, fortunately only a temporary inconvenience. The change to Macbook Air as a technology for year 10 and 7 was greatly appreciated. Teacher Satisfaction Teacher satisfaction is effectively gauged by the College s collegial and collaborative leadership model. Policy development involves all staff, who are encouraged to take an active role in the consultative processes utilised to determine future directions and decision making. During 2015 staff were engaged in a review of the College's Vision and Mission statements in the context of the change to Coeducation. A high level of satisfaction led to the retention of the existing statements with only minor changes. Increasing staff numbers led to a review of the Annual School Report to the Community 2015 Page 21

23 staff study room requirements. A staff proposed trial of shared collaborative space will occur for 3 faculties in the new year. Annual School Report to the Community 2015 Page 22

24 SECTION ELEVEN: FINANCIAL STATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2015 year is detailed below: RECURRENT and CAPITAL INCOME Commonwealth Recurrent Grants $5,898,888 1 Government Capital Grants 2 $0 State Recurrent Grants 3 $1,853,298 Fees and Private Income 4 $2,019,478 Other Capital Income 5 $168,064 Total Income $9,939,728 RECURRENT and CAPITAL EXPENDITURE Capital Expenditure 6 $1,710,532 Salaries and Related Expenses 7 $6,798,178 Non-Salary Expenses 8 $2,045,928 Total Expenditure $10,554,638 Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments. 3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income. 5. Other Capital Income includes building levy fees and capital donations used to fund Capital Expenditure. 6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment. 7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance. 8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administration, operational expenses, utilities, repairs and maintenance. Annual School Report to the Community 2015 Page 23