2014 ANNUAL REPORT. 85 Carabella Street Principal Kirribilli NSW Telephone: Facsimile:

Transcription

1 2014 ANNUAL REPORT LORETO KIRRIBILLI Mrs Anna Dickinson 85 Carabella Street Principal Kirribilli NSW 2061 Telephone: Facsimile: Registered: Kindergarten to Year 12 from 1st January 2014 to 31st December 2018 Accredited: Years 7 to 12 teaching School Certificate and Higher School Certificate from 1st January 2014 to 31st December 2018

2 TABLE OF CONTENTS INTRODUCTION PHILOSOPHY EDUCATIONAL AND FINANCIAL REPORTING... 4 THEME 1: Message from Key School Bodies 1.1 School Council Parents and Friends Association Junior School Student Representative Council Senior School Student Representative Council... 4 THEME 2: Contextual Information about the School... 5 THEME 3: Student Outcomes in Standardised National Literacy and Numeracy Testing 3.1 Junior School: K-6 NAPLAN Results (Junior School) NAPLAN Results (Senior School)... 6 Tables THEME 4: Senior Secondary Outcomes Record of Student Achievement (RoSA) Higher School Certificate THEME 5: Teacher Qualifications and Professional Learning 5.1 Teacher Qualifications Junior School Professional Development Senior School Professional Development THEME 6: Workforce Composition THEME 7: Student Attendance and Retention Rates and Post School Destinations in Secondary Schools 7.1 Student Attendance Rates Student Retention Rates Post School Destinations THEME 8: Enrolment Policies 8.1 Enrolment Policy...27 THEME 9: Other School Policies 9.1 Student Welfare Pastoral Program Student Discipline Policy Reporting Complaints and Resolving Grievances...30 THEME 10: School Determined Priority Areas for Improvement...31 THEME 11: Initiatives Promoting Respect and Responsibility...35 THEME 12: Parent, Student and Teacher Satisfaction 12.1 Parents Students Teachers THEME 13: Summary Financial Information...41 THEME 14: Publication Requirements CONCLUSION LORETO KIRRIBILLI

3 INTRODUCTION Loreto Kirribilli Limited ( Loreto Kirribilli ) is an independent Catholic school for girls from Kindergarten through to Year 12 fostering our students to be seekers of truth and doers of justice. The school is one of seven in Australia founded by members of the Institute of the Blessed Virgin Mary, commonly referred to as the Loreto Sisters. The total enrolment in 2014 was 1054 with 252 students in K-6 and 802 in Years This number is indicative of annual enrolment and has neither increased nor decreased significantly from figures in the recent past. The school is not academically selective. Its underlying philosophy is based on the following five values: Freedom, Justice, Sincerity, Verity and Felicity. The information contained in this report has been compiled for submission to the NSW Board of Studies, Teaching and Educational Standards to comply with legislative requirements for the continuing Registration and Accreditation of Loreto Kirribilli as a school in NSW. In 2013, Loreto Kirribilli submitted documentation to the Board of Studies (as it was then titled) seeking to renew its certificates for Registration and Accreditation. A panel of experts appointed by the Board of Studies visited the school on 21st August 2013 and subsequently the school has had its Registration and Accreditation renewed for the period January 2014 to December As well as its heritage, one of the greatest strengths of Loreto Kirribilli is its staff: a group of dedicated and hard-working teachers and support staff whose aim is to provide an excellent education and nurturing environment for our students. PHILOSOPHY As a Catholic school in the Loreto tradition, our aim is to educate our students from Kindergarten through to Year 12 in more than the basic curriculum. Living up to the expectations of Mary Ward who founded the Institute of the Blessed Virgin Mary (IBVM) in 1609, students at Loreto are offered an education with something more. Hence, while we are proud of the high performance of our students in the academic curriculum required of students in NSW and Australia, the co-curricular aspects of our education are also of great importance. There is an emphasis on spiritual and values development as well as on other areas such as music, sports, drama and debating. We are committed to the development of leadership through service. As such, social justice programs have prominence in our school year. It is our vision that Loreto Kirribilli offers a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service. The annual election of students to various positions of responsibility is another important aspect of our school year. In 2014 there were approximately 200 student leadership positions from K-12. A spirited House system, vertically aligned, allows students from different year groups to mix and also promotes healthy competition. In all of the above we work in partnership with parents, the first educators of children. More information about the philosophy of the school can be gained by visiting the website or by contacting the school for a copy of the prospectus. In assessing the value added by the school to the lives of students, we can report on the immediate, quantifiable results gained from external testing such as NAPLAN and Higher School Certificate examinations. We can report on the many co-curricular activities we offer which we hope will enrich children s and adolescents quality of life. We can report upon the leadership program which is an important aspect of our schooling and we can report on the personal development and spiritual aspects of our school. We cannot assess whether these important elements of a Loreto Kirribilli education have added value to students lives, however, we believe that the education we provide will have its maximum impact on our students when they are ma- ANNUAL REPORT

4 ture women, in many years to come. The value added will be in the women they are in the future. Quantifiable results gained from external examinations and testing are reported in Themes 3 and 4. EDUCATIONAL AND FINANCIAL REPORTING Governance Loreto Kirribilli, a registered Company under the Corporations Act, has a governing School Council of members appointed by the Province Leader of the Institute of the Blessed Virgin Mary in Australia, plus the Principal. Members are appointed for an initial term of three years which is renewable. The Council has two sub-committees: a Finance Committee and a Building Committee. The Principal is appointed by the Council with the approval of the Province Leader. The Council meets at least twice per term and has, in addition, a Retreat at which it considers governance and strategic long term planning issues. The Finance and Building Committees also meet on average twice per term. All members of the governing body and its sub-committees are responsible persons of good character in both the moral and legal interpretation of those terms. Additionally, a stated responsibility of the School Council is to ensure that the school complies with all legislation, State and Federal. This includes the responsibility to ensure that all appropriate records are maintained and to report as required to the Australian Department of Education and the NSW Minister for Education. For operational purposes, this responsibility is delegated to the Principal who reports to the Council at each of its meetings. The Business Manager / Company Secretary has the delegated responsibility for financial reporting and census completion. THEME 1: Message from Key School Bodies 1.1 School Council As noted above, the body responsible for the governance of Loreto Kirribilli is the School Council. The Principal is not a member of Council, but attends, as of right, every meeting of Council. Members of it are appointed. It is intended that the Council should be composed of a mix of people who have as their prime purpose the fulfilment of the educational mission of the Loreto Sisters. The Council is responsible for the governance of the school and delegates to the Principal the management and conduct of the school. The Principal provides a comprehensive report to Council at each meeting. As well, throughout the year when necessary or appropriate, Council receives reports from various staff members on particular areas of their operations. The Chair and Council members were invited to and attended a number of school functions throughout the year to enable them to meet the students, the staff and the parent body. The Chair of Council endorses the contents of this report which has been prepared by the Principal and her staff. 1.2 Parents and Friends Association (P&F) The joint presidents of the Loreto Kirribilli P&F Association appreciate the help of many, many parents in fostering the great school spirit we enjoy. We are very thankful for the help the school gives us in organising our events. 1.3 Junior School Student Representative Council Two students from Kindergarten to Year 6 are selected to represent their class each Semester. Our School Captain and Vice-Captain are also members of the Student Representative Council (SRC). The SRC meets each week with the Head of the Junior School to discuss various issues. Each class has a Suggestion Box and issues are discussed as a group. The SRC plays a significant role in developing leadership and pastoral skills as well as maintaining student well-being. Areas discussed include well-being i.e. bullying and social justice issues. 4 LORETO KIRRIBILLI

5 1.4 Senior School Student Representative Council The Student Representative Council (SRC) provides an opportunity for students from Years 7 to 12 to develop leadership potential and is a voice for the student body within the school. It is led by the Student Executive, comprising the Captain, Vice-Captain and three First Councillors, who hold office for one year, and includes a student representative from each homeroom class from Years 7 to 11. Membership of the SRC is by election. Each member in Years 7 to 10 holds membership for one semester. Year 11 representatives hold membership for three terms. Meetings of the SRC are held after school each week. THEME 2: Contextual Information about the School Loreto Kirribilli is a non-academically selective Catholic school. The majority of students live within a geographically accessible suburb to the school, largely in the northern suburbs of Sydney, although enrolments from students in the inner west have increased slightly in recent years. While many students are first generation Australian, a minority of students (about 12%) may speak a language other than English at home. THEME 3: Student Outcomes in Standardised National Literacy and Numeracy Testing NAPLAN: In 2014 Year 3 and Year 5 students participated in National Assessment Program: Literacy and Numeracy (NAPLAN). Reports showing 2014 achievement levels in Reading, Writing, Language Conventions and Numeracy were posted to each parent and the school retained a copy. 100% of Year 3 and Year 5 students participated in NAPLAN. Both Year 3 and Year 5 are above the State Average, Region Average and NSW AIS Students Average. The percentage of students achievement in the top two bands is above the State Average. Year 3 School Year 3 State Year 5 School Year 5 State Reading 93% 49% 70% 35% Writing 85% 48% 54% 18% Spelling 74% 51% 61% 43% Grammar & Punctuation 96% 55% 80% 45% Numeracy 78% 43% 59% 28% Overall we have an increased growth in the number achieving in the top two bands for Year 3 and Year 5 and a decrease in the bottom bands. An analysis of our data has enabled us to project our targets for 2015 with specific links to Reading and Grammar & Punctuation. Reading Year 5 Identifying purpose of statements to a link 3.1 Loreto Kirribilli Junior School: Kindergarten to Year 6 Tracking of Students: Students are tracked academically from Kindergarten to Year 6. Best Start (Literacy and Numeracy Assessments) is completed at the beginning of the year with Kindergarten by three trained staff members. Various standardised tests are used K - 6 for assessment with comparative data analysed in February and October. Staff analyse results and where necessary implement individual programs to meet needs. Continuous and ongoing assessment linked to teaching and learning practices continues throughout the year. Year 3 Identifying main online comment (digital literacy) Interpreting word meaning Identifying the first step in a process Inferential comprehension comparing information Identifying the main idea in an explanation ANNUAL REPORT

6 Grammar & Punctuation Year 5 Year 3 Identifying an adverb of time late Identifying the future tense in a sentence Identifying the correct article an The charts below are available from the MySchool web site (link above) and show the school s results for the five domains at each year level for They display the percentage of students achieving in each band as well as the percentage of students in statistically similar schools and the percentage of students in Australian schools achieving in each band. Targets for 2015 will also include: Increase the number in the top band for each grade Continue auditing consistency of practice K 3, which is contributing to solid results. In each of the bar graphs the percentage of students achieving in a specific band at Loreto Kirribilli is indicated by the top, dark brown bar. The second bar represents the results for similar schools and the third is for Australian students. Explicitly teach areas for target in small groups Student performance on NAPLAN has already been uploaded to the MySchool website and can be seen at: Loreto Kirribilli Senior School: Years 7-12 In 2014, our 139 Year 7 students participated in the National Assessment Program: Literacy and Numeracy (NAPLAN). Two students were exempted and one student was absent for all of the tests and another one was absent from the Numeracy tests. 128 of our Year 9 participated in the National Assessment Program: Literacy and Numeracy (NAPLAN). One student was exempted, two students missed all of the tests and one student in Year 9 missed just the Numeracy tests. Reports showing 2014 achievement levels in Reading, Writing, Language Conventions and Numeracy were posted to parents of Year 7 and 9 students and the school retained a copy of the results. The average scores for Loreto Kirribilli are consistently above the state and national average and close to or above similar schools in most cases. Student performance on NAPLAN has already been uploaded to the MySchool website and can be seen at: 6 LORETO KIRRIBILLI

7 ANNUAL REPORT

8 8 LORETO KIRRIBILLI

9 ANNUAL REPORT

10 10 LORETO KIRRIBILLI

11 ANNUAL REPORT

12 The performance of the school according to the National Minimum Standards (NMS) is displayed below. It is worth noting this data does not display the proportion of students at Loreto Kirribilli achieving at above the NMS. 12 LORETO KIRRIBILLI

13 THEME 4: Senior Secondary Outcomes For the 2014 school year, 14 of the 124 (11%) Year 12 cohort successfully completed one or more courses with TAFE certifications. All but one of these students sat for the HSC Examination for at least one of their Category B TAFE courses. 123 of the 124 students (99%) were eligible for an ATAR. The top ATAR achieved by a student was 99.6, with eight students above 99 and 19 students above % of ATAR scores were above 90. All of these outcomes are very similar to those achieved in the previous year. ANNUAL REPORT

14 4.1 Record of School Achievement (RoSA) In Year 11 students received a Record of School Achievement (RoSA). A summary of the grades achieved by students in the Preliminary HSC Course for Stage 6 at Loreto Kirribilli is represented below. Subject A B C D E Ancient History 44% 25% 25% 6% 0% Biology 24% 41% 33% 2% 0% Business Studies 17% 49% 34% 0% 0% Chemistry 23% 36% 36% 5% 0% Design and Technology 22% 44% 30% 4% 0% Drama 29% 42% 25% 4% 0% Economics 13% 44% 38% 6% 0% English Preliminary Extension 75% 25% 0% 0% 0% English Advanced 27% 22% 47% 4% 0% English Standard 3% 53% 43% 0% 0% French Continuers 25% 25% 50% 0% 0% Food Technology 30% 40% 30% 0% 0% Geography 26% 59% 16% 0% 0% Italian Continuers 36% 36% 27% 0% 0% Legal Studies 15% 64% 21% 0% 0% Mathematics 23% 40% 35% 2% 0% Mathematics Preliminary Extension 25% 40% 33% 3% 0% Mathematics General 18% 49% 25% 9% 0% Modern History 33% 33% 33% 0% 0% Music 1 0% 67% 33% 0% 0% Music 2 14% 43% 43% 0% 0% Personal Development, Health and PE 11% 44% 33% 11% 0% Physics 25% 50% 25% 0% 0% Studies of Religion 1 30% 26% 42% 2% 0% Studies of Religion 2 22% 31% 42% 5% 0% Visual Arts 30% 41% 24% 5% 0% 14 LORETO KIRRIBILLI

15 In Year 10 students received a Record of School Achievement (RoSA). A summary of the grades achieved by students in Stage 5 (Year 10) at Loreto Kirribilli is represented below. Subject A B C D E Commerce (200 hours) 34% 37% 29% 0% 0% Drama (200 hours) 26% 56% 18% 0% 0% Design & Technology (200 hours) 21% 42% 31% 6% 0% English 23% 42% 33% 2% 0% French (200 hours) 41% 47% 12% 0% 0% Food Technology (200 hours) 30% 44% 22% 4% 0% Geography 30% 45% 23% 2% 0% History 25% 39% 32% 4% 0% Italian (200 hours) 43% 39% 14% 4% 0% Mathematics* 13% 51% 20% 16% 0% Music (200 hours) 28% 44% 22% 6% 0% PDHPE 21% 45% 27% 7% 0% Photographic & Digital Media (200 31% 38% 31% 0% 0% hours) Religious Education 24% 34% 38% 4% 0% Science 33% 26% 33% 8% 0% Visual Arts (200 hours) 33% 43% 24% 0% 0% * Mathematics grades in Year 10 do not include students who were accelerated and completed the Year 11 Preliminary Mathematics 2 Unit course. Neither does it include a group of accelerated Year 9 Mathematics students who completed the Year Mathematics course, all of whom received A grades for the subject. 4.2 Higher School Certificate In students sat for the NSW Higher School Certificate in 31 courses at Loreto Kirribilli. One student completed German Continuers and German Extension through the Open High School. One student completed Business Services and one student completed Tourism and Events through OTEN TAFE. Eleven students completed Hospitality which is co-taught by teachers at Loreto Kirribilli and the Northern Beaches campus of the Northern Sydney Institute TAFE. 100% of candidates across all courses achieved marks of 50 or more (Band 2 or higher). Of the 74 candidates who sat for One Unit Extension courses 100% achieved 25 marks or more out of 50. In general student achievements were well above state level. Table 1 shows a comparison of student achievement in Bands 3-6 between the Loreto Kirribilli cohort and the general NSW candidature for all subjects attempted. ANNUAL REPORT

16 Table 1 Subject Number of Students at Loreto Kirribilli Performance band achieved by number and % school and state comparison: 2014 Bands 3-6 Bands E2-E4 at Loreto Kirribilli Bands 3-6 Bands E2-E4 in NSW comparison Bands 1-2 Bands E1 at Loreto Kirribilli Ancient History % 83% 0% Biology % 85% 0% Business Studies % 88% 0% Chemistry % 92% 0% Design & Technology % 95% 0% Drama % 98% 0% Economics % 91% 0% English Standard % 85% 0% English Advanced % 99% 0% English Extension % 99% 0% English Extension % 98% 0% Food Technology 8 100% 78% 0% Geography % 84% 0% Legal Studies % 84% 0% General Mathematics % 75% 0% Mathematics % 91% 0% Mathematics Ext % 98% 0% Mathematics Ext % 99% 0% Modern History % 89% 0% History Extension 8 100% 98% 0% Music % 97% 0% PDHPE % 88% 0% Physics % 91% 0% Studies of Religion % 94% 0% Studies of Religion % 90% 0% Visual Arts % 97% 0% French Continuers 7 100% 97% 0% French Extension 3 100% 100% 0% Italian Continuers 6 100% 94% 0% Italian Extension 1 100% 100% 0% The following tables show the percentage of students in each subject who achieved a Band 6 (i.e. that is, marks between 90 and 100) or Band 5 (i.e. marks between 80 and 90). Also included are the students who achieved an E4 or E3 in an Extension course (i.e. marks above 35 out of a possible 50). 16 LORETO KIRRIBILLI

17 Table 2 shows a comparison of student achievement in Bands 5-6 and E3-E4 between the Loreto Kirribilli cohort and the general NSW candidature for all subjects attempted in 2014 as a percentage. Table 2 Course Number of Students at Loreto Kirribilli 2014 Band 5-6 / E3- E4 Loreto Kirribilli Band 5-6 / E3- E4 NSW 2013 Ancient History 18 78% 33% Biology 27 52% 28% Business Studies 31 77% 37% Chemistry 31 71% 46% Design & Technology 20 75% 37% Drama 19 95% 42% Economics 16 75% 45% English Advanced 87 94% 59% English Extension % 93% English Extension % 77% English Standard 37 49% 8% Food Technology 8 75% 28% French Continuers 7 86% 66% French Extension 3 100% 95% Geography % 44% History Extension 8 100% 78% Hospitality* (examination only) 11 82% 31% Italian Continuers 6 83% 58% Italian Extension 1 100% 79% Legal Studies 28 79% 40% Mathematics 59 90% 54% Maths Extension % 84% Maths Extension % 86% Maths General % 25% Modern History 16 94% 42% Music % 60% PDHPE 32 72% 30% Physics 13 38% 31% Studies of Religion % 49% Studies of Religion % 44% Visual Arts % 49% ANNUAL REPORT

18 Table 3 shows a longitudinal comparison of student achievement in Bands 5-6 or E3-E4 from 2011 to 2014 at Loreto Kirribilli. Table 3 Course Combination of Band 5-6 and E3-E4 results as a percentage Loreto Kirribilli 2014 Loreto Kirribilli 2013 Loreto Kirribilli 2012 Loreto Kirribilli 2011 Ancient History 78% 86% 78% n/a Biology 52% 69% 58% 44% Business Studies 77% 86% 69% 75% Chemistry 71% 88% 67% 43% Design & Technology 75% 100% 100% 100% Drama 95% 86% 82% 84% Economics 75% 67% 71% 75% English Advanced 94% 89% 94% 94% English Extension 1 100% 100% 100% 79% English Extension 2 100% 86% 100% 100% English Standard 49% 61% 77% 53% Food Technology 75% 83% 67% 55% French Continuers 86% n/a 56% 71% French Extension 100% n/a 100% n/a General Mathematics 73% 63% 51% 56% Geography 100% 82% 82% 83% History Extension 100% 100% 100% 100% Hospitality Examination * 82% 95% 40% 100% Italian Continuers 83% 100% 75% 67% Italian Extension 100% 100% 100% 100% Legal Studies 79% 88% 74% 85% Mathematics 90% 72% 88% 74% Mathematics Extension 1 100% 95% 97% 100% Mathematics Extension 2 100% 83% 100% 100% Modern History 94% 82% 93% 100% Music 1 100% 100% 100% 100% Music 2 n/a 100% n/a 100% Music Extension n/a 100% n/a 100% PDHPE 72% 57% 80% 62% Physics 38% 48% 62% 33% Studies of Religion 1 86% 87% 81% 86% Studies of Religion 2 94% 85% 85% 78% Visual Arts 100% 100% 100% 100% * The Hospitality Examination results are accredited to students who study the course in a co-teaching arrangement between Loreto Kirribilli and the Northern Sydney Institute. The n/a means that the course included no Loreto Kirribilli students for that HSC year. 18 LORETO KIRRIBILLI

19 Students in Board of Studies, Teaching and Educational Standards Academic Merit Lists An outstanding feature of the 2014 HSC results was the high number of students with placings in a range of courses. We are also pleased to report that 97% of all students course results were in Bands 4, 5 or 6 with a significant number achieving Bands 5 or 6. Of note are the following results: 286 mentions on the HSC Honour Roll for a cohort of 124 students Twelve students were placed on the NSW HSC All Rounders list with ten units or more with a Band 6 or E4 result There were seven placings in the state for individual courses shared by seven student: In twenty-five of the 31 subjects taken at Loreto Kirribilli in 2014, 75% or more of students achieved a result in the top two bands. Calculated in another way 84% of all examination results were either a Band 6/E4 or a Band 5/E3. More impressively 37% of all individual HSC results were in a top band. Courses with 30% or more of their students in Band 6 were: Ancient History, Business Studies, Design and Technology, Drama, English Advanced, French Continuers, Italian Continuers, Legal Studies, Mathematics General 2, Mathematics 2 Unit, Music 1, PDHPE, Studies of Religion 1, Studies of Religion 2 and Visual Arts; Extension courses with 30% or more of their students achieving E4 were: English Extension 1, French Extension, History Extension, Italian Extension, Mathematics Extension 1 and Mathematics Extension 2. First Place in Course 1st...Studies of Religion Top Achievers 3rd....Studies of Religion rd....Ancient History Equal 12th...Mathematics General Equal 12th...Mathematics General th....Ancient History th....Ancient History In ten courses, at either one or two unit level, 100% of students achieved in the top two bands. For the practical components of our HSC course we have had Six nominations of students art work for ArtExpress with two exhibited at galleries across the state; Two nominations for the DesignTech exhibition; One group Drama performance nominated for consideration in OnSTAGE; and One nomination for Music 1 where a student s name was included in the published program for Encore for her outstanding Viva Voce. All Geography, Music 1 and Visual Arts students were awarded a Band 5 or 6; All students achieved an E3 or E4 in English Extension 1, English Extension 2, French Extension, History Extension, Italian Extension and Mathematics Extension 1 and Mathematics Extension 2. In the Sydney Morning Herald ranking based on the number of Band 6 / E4 results as a percentage of the overall number of examinations sat by Loreto Kirribilli students in 2014, the school was placed 23rd and was the second Catholic school in the state. ANNUAL REPORT

20 THEME 5: Teacher Qualifications and Professional Learning 5.1 Teacher Qualifications Category Teachers who have teaching qualifications from a higher education institution within Australia or are recognised within the National Office of Overseas Skills Recognition (AEI- NOOSR) guidelines, or Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teaching qualifications, or Teachers who do not have qualifications as described in (a) or (b) but have relevant successful experience or appropriate knowledge relevant to the teaching context. Number of Teachers Teacher numbers are included on the My School website Junior School Professional Development The professional learning agenda for 2014 included staff participating in professional development sessions centered on the following key areas: English: Seven Steps to Writing Success, SPELD Teaching and Assessing in Reading, Visual Literacy Australian Curriculum: Science Familiairisation -K-6 Classroom Teachers, Planning for Implementation of the Australian Curriculum in NSW Schools Mathematics: Using Technology in Maths, Problem Solving, Numeracy Music: Unpacking the Australian Curriculum in the Music Classroom K- 6, Pedagogy in Music Pedagogy: The 3rd Cultures of Thinking Conference, Carnival of Curiosity Conference, Luna Park, Creative and Critical Thing Professional Learning, Building Capability for Critical and Creative Thinking 6th Annual Law Conference UNSW Academic Support: Improving the Outcomes for Visually Impaired Students, CHERI Educational Research in Effective Strategies for Improving Motivation and Behaviour Pastoral Care: Happiness and Its Causes Conference, Well Being Conference, Mary Ward Connect (Adelaide) 20 LORETO KIRRIBILLI

21 ICT: Using Interactive Whiteboards in English, Augmented Reality, ICT as a General Capacity, Making IT Conference, visiting other schools, Integrators Training Office 365, New Literacies for Networked, Self-Directed and Makers, Flipped Classroom 2014 Chinese Teachers Conference School Choir Workshops Debating Workshops Bullying and Harassment First Aid: General First Aid, CPR, Anaphylaxis, Asthma. Child Protection Update A number of staff attended IPSHA (Independent Primary School Heads Association) Teacher Meetings including Gifted and Talented, ICT, Art, Academic Support, Deputy, Curriculum Coordinator, K- 2 staff, Music and Librarians. Staff participated in various workshops, professional learning teams targeting specific Key Learning Areas. They worked individually, in stage teams, as well as a whole group. Time was also allocated for Collaborative Planning each term and staff worked in stage teams. 5.3 Senior School Professional Development There were seven K-12 staff development days during All the teaching staff participated in professional learning throughout the course of the year which was focused on the school learning goal: to enhance the students facility in critical and creative thinking. This goal was the focus of the Professional Learning Teams which were established in 2014 and organised to provide teachers with support and development in achieving their identified individual goals in a K-12 cross-curriculum structure. In addition, individual teachers pursued learning opportunities specific to their needs, particularly within the contexts of the ongoing implementation of the Australian Curriculum and of our focus on developing our wellbeing framework. ANNUAL REPORT

22 Below is an outline of key professional learning activities undertaken by staff in the Senior School and in a K-12 framework. Description of the Professional Learning Activity Advanced Coaching Training - as part of ongoing creation of the school s teacher appraisal framework and approach to professional learning and development, all middle leaders engaged in advanced coaching skills training, conducted by The Positivity Institute. Critical and Creative Thinking Workshop - presented by Michael Pohl. Provided research and strategies to support the engagement and development of students thinking skills. Schoolbox training - provided knowledge and training in the use of the new learning management system adopted by the school for implementation in Spirituality Day - provided an opportunity for both teachers and support staff to deepen their understanding of the school s values and mission, with the aim of this enhancing their personal spirituality and its expression in their daily life and work. Strategic Plan Goal Development and Setting - enabled teachers to explore the identified school goal for 2015, which had been developed through the year s strategic planning process. Faculty groups in the Senior School and the Junior School teachers then worked collaboratively to develop goals for more specific focus of their practice in Understanding teaching standards and goal setting - in further preparation for the school s teacher appraisal framework, all middle leaders participated in a process of engagement with and reflection on their own personal teaching and learning, and ways in which they could lead their own teams in such processes. This was facilitated by Frank Crawford, international educational consultant. E-learning integrator training - teachers appointed to the newly developed role of e-learning integrators participated in a day of training delivered by staff from Expanding Learning Horizons. This was aimed at further building their skills and knowledge of e-learning practices and resources, in preparation for the introduction of BYODD. E-learning day - in preparation for the implementation of the Bring Your Own Designated Device (BYODD) program for students in 2015, teachers were given the opportunity to extend their knowledge of both the pedagogies and skills involved, and to explore new technologies and applications to enhance learning. CPR training - all staff undertook an online training course in cardio pulmonary resuscitation facilitated by Royal Life Saving Australia (RLSA). This was assessed by either RLSA examiners or members of staff with CPR assessment qualifications. Approximate Number Participating LORETO KIRRIBILLI

23 Annual updates - all teachers participated in annual updates and refresher training on child protection and fire safety. Positive Psychology Conference - a range of speakers and workshops explored various concepts and resources for student wellbeing. Cultures of Thinking in Schools - a day of workshops and presentations at Masada College exploring strategies and school structures for enhancing critical and creative thinking. Protecting Youth Online - in preparation for the implementation of Bring Your Own Designated Device, this conference provided a timely opportunity to explore current practices and resources for ensuring and communicating the importance of the safety of young people online. Harvard Online - Differentiating Instruction a collaborative online course in which teachers work together to develop their understanding and practice of differentiated instruction. Harvard Online - Teaching for Understanding a collaborative online course in which teachers work together to develop their understanding and practice of the teaching for understanding framework. Beginning Teachers Day - an Association of Independent Schools day for teachers beginning in schools to assist their induction to the profession. Teacher Accreditation Action Research Pilot Program - a developing program to provide early career teachers with an opportunity to practise an action research approach to their professional learning and accreditation. This program gives teachers the tools and support to develop both their practice and ability to reflect on and improve it. Supporting Executive were also involved in these days in order to learn about and support this program THEME 6: Workforce Composition Workforce composition can be found on the My School website. Loreto Kirribilli currently does not employ any indigenous staff. THEME 7: Student Attendance and Retention Rates and Post School Destinations in Secondary Schools 7.1 Student Attendance Rates For whole school attendance rates please refer to the school s data on the My School website: ANNUAL REPORT

24 Management of non-attendance As can be seen from the figures in this report, attendance by students was very high. Extended or repeated nonattendance by students was usually for illness. In the rare situation that a student had prolonged or repeated non-attendance not related to illness the situation was first addressed in a pastoral way by the Year Coordinator and Director of Student Wellbeing in the Senior School or by the Head of Junior School for K-6 students. If the situation persisted the Principal requested an interview with the parents and follow up actions were determined. If the situation still persisted then a Department of Family and Community Services report would be made. 7.2 Student Retention Rates 90.3% of the Year cohort completed Year 12 at Loreto in This retention rate is a little lower than in recent years, due to a range of personal circumstances which resulted in some girls either leaving school due to illness or completing their secondary education elsewhere. With regard to the latter situation, the reasons for this included family movement and also the girls seeking more specialised schooling. 24 LORETO KIRRIBILLI

25 7.3 Post-School Destinations For our cohort of 124 students, post-school destinations can be expressed in percentages as shown below. Note that the table includes nominated choices of students who are undertaking a gap year. Post-School Destination 2012 cohort (Tertiary students in or after 2013) 2013 cohort (Tertiary students in or after 2014) 2014 cohort (Tertiary students in or after 2015) Australian Catholic University 8.0% 4.7% 4.7% Australian National University 3.6% 2.3% 3.1% Charles Sturt University 1.5% 1.6% 3.1% James Cook University 0% 0% 0% La Trobe University 0% 0% 0.8% Macquarie University 10.2% 6.3% 11.8% University of Melbourne 1.0% 1.6% 0% Notre Dame University 14.6% 1.6% 3.9% University of Newcastle 1.5% 0% 0% Southern Cross University 0% 0% 0% University of New England 1.5% 0% 0% University of New South Wales 8.8% 9.4% 19.7% University of Sydney 32.1% 31.3% 26.8% University of Technology Sydney 16.1% 35.2% 18.9% University of Tasmania 0% 0% 0.8% University of Western Sydney 2.2% 0% 0% University of Wollongong 1.0% 0% 0.8% Apprenticeship / Traineeships 0% 0% 0.8% Cadetships / Scholarships 0% 1.6% 0.8% Pathways at universities 0.7% 0% 0.8% Private Colleges 0% 1.6% 1.6% TAFE 1.5% 1.6% 1.6% Working fulltime 1.5% 0% 0% University in UK 1.0% 0.8% 0% University in USA 1.0% 1.6% 1.5% GAP 16.54% ANNUAL REPORT

26 Courses of study selected by the 2014 cohort can be represented in the table shown below: Course of Study 2012 cohort (Tertiary students in or after 2013) 2013 cohort (Tertiary students in or after 2014) 2014 cohort (Tertiary students in or after 2015) Agriculture 0% 1.9% 0% Arts (Social Sciences, Political science, Global Studies, International Studies, Counselling) 21.7% 13.8% 17.1% Business 18.5% 32.7% 23.8% Built Environment (Planning, Architecture, Property Economics) Creative Arts ( Fine Arts, Performing Arts, Music) Communication (Journalism, Public Relations, Media) Design (Fashion, Visual Communications, Design, Design Computing, Interior) 2.6% 1.9% 2.4% 3.2% 1.3% 1.2% 7.0% 5.7% 10.4% 5.1% 4.4% 3.0% Education (Teaching) 8.9% 5.0% 1.8% Engineering 3.2% 1.3% 4.9% Health 14.0% 8.2% 14% Information Technology 1.2% Laws 10.8% 6.3% 7.9% Science 5.1% 10.7% 12.2% Note: 31.5% of all students from the 2014 HSC cohort enrolled in tertiary courses are undertaking combined degrees. Some Conclusions: 1. Almost a third of students are undertaking combined degrees suggesting students are attempting to individualise their academic and vocational skills. 2. There was an increase in STEM degrees, accounting for 29.2% of the total enrolments 3. Enrolments at Sydney-based universities continue to be strong, in part due to geographical location, although variations to placements within these institutions exist from year to year. 4. There is a widening of the range of tertiary institutions that students are attending, suggesting that they are seriously considering the course that may suit them rather than a default choice to a traditional university. 5. The spike in business courses in 2014 corresponded to a spike in UTS enrolments where they offered a lower ATAR requirement for a course that was to shift from the Kuringai campus to the Sydney campus. 6. There is a small but growing interest among Loreto Kirribilli students in enrolling in overseas institutions for undergraduate courses. 26 LORETO KIRRIBILLI

27 THEME 8:Enrolment Policies As stated above, the enrolment of the school in 2014 was The number of applications for enrolment always exceeds the number of spaces available. The following is the enrolment policy which has been substantially in operation for several years. A summary is provided in the prospectus and the full policy is sent to all parents who request an application for enrolment. The school s enrolment policy is based on the Policy on Enrolment issued by the Loreto Schools Australia Committee. 8.1 Enrolment Policy The following is a copy of the Enrolment Policy and Procedures distributed to parents on request of an Application Pack. The information can also be found on the school s website. Loreto Kirribilli is an independent Catholic day school for girls providing an education from Kindergarten to Year 12, underpinned by the religious values and philosophy of Mary Ward and operating within the policies of the NSW Board of Studies. The school is one of many Loreto schools around the world directed by the Institute of the Blessed Virgin Mary (IBVM) which was founded by Mary Ward in Application Our Enrolment policy is to place all applicants on a Waiting List and applications are processed in age at application order, with first preference being given to baptised Catholics who meet other enrolment requirements. Special consideration for younger siblings is only given at the commencement of Year 7 when an older sibling commenced in Year 7, or in Kindergarten when an older sibling commenced in Kindergarten. If applying for Kindergarten entry, your daughter should be 5 years of age before April 30 in the year of entry. There is no sibling preference for entry into Year 5. Waiting lists are extremely lengthy and early enrolment is encouraged. Applications always exceed available places and in this instance the following criteria will be taken into account: baptismal evidence, (supplied within 12 months of birth or application will not proceed); age at application; siblings currently in the school; participation in the parish sacramental program; and congruence of family and school philosophy. The Principal reserves the right to offer or decline a position to any student, irrespective of date of application. Enrolment You will be contacted at least two years prior for Year 7 and Year 5 and up to one year prior for Kindergarten regarding the interview process. This initial contact is to confirm that you wish to proceed with the enrolment of your daughter. Should you wish to proceed and progress through the waiting list sufficiently to secure an interview, a confidential parish reference, birth certificate and confidential personal reference will be required at this time, returned directly to the school. Because of the size of the waiting lists, not everyone on the list will be interviewed. Proof of citizenship is also required for those born outside Australia. Following the interviews the Principal will review files for all applicants and issue a formal letter of offer for a place at Loreto. Receipt of a non-refundable Enrolment Fee of $3000 and completed Student Information Form confirms acceptance of that place. It must be paid in full by the due date, usually within 3 weeks of the date of offer. Enrolment Policies for Current Students Retreats and Reflection days are a compulsory part of the school s ethos and a vital element in the spiritual development of students. Students will be excused only when valid reasons are given in writing and accepted by the Principal. School fees are as determined by the Loreto Kirribilli School Council and are subject to variation from year to year. Failure to pay fees entitles the school to decline to take the student for further education. A full term s notice in writing must be given to the Principal before the removal of a student or a full term s fees will be payable. ANNUAL REPORT

28 A student may be asked to leave the school temporarily or permanently at the discretion of the Principal, in accordance with the school s policies on pastoral care and discipline. Details are included in the Student Diary distributed to each student at the commencement of each year. Loreto Kirribilli has a drug free policy and breaches of this policy render the student liable to expulsion. THEME 9: Other School Policies 9.1 Student Welfare That Loreto schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service. (Loreto Schools of Australia Mission Statement 1998: revised 2010). Loreto Kirribilli seeks to provide an environment where all students and staff feel safe, valued and supported. In conjunction with parents, Loreto Kirribilli seeks to educate students academically, spiritually, socially, morally and emotionally. An important aspect for the above is our aim to provide an academic curriculum which caters for the needs of students with varying levels of academic ability. The Loreto Schools of Australia Mission Statement is the foundation document for all procedures and policies of the school. This document is supported by policy and/ or procedural documents released from time to time by the Loreto Schools Australia Committee (LSAC), an Australia-wide advisory group on which Loreto Kirribilli has a representative. A copy of this document is given to staff on appointment to the school and to parents on enrolment of their daughter. Flowing from the above, Loreto Kirribilli has developed its own series of policies and procedures which can be accessed by contacting the school. A summary of relevant policies may be given to parents at parent information nights held annually for different year groups and at orientation sessions held when students first commence at Loreto Kirribilli in Kindergarten, Year 5 and Year 7. A Parent Information Handbook is given to all new families each year providing much information. The Staff Handbook contains procedures to be followed by staff in relation to matters of student welfare. In conjunction with the Pastoral Program these procedures support the implementation of the National Safe Schools Framework. In 2014 a poster for this and the Values for Australian Schooling poster continued to be displayed in a prominent position in the school. 9.2 Pastoral Program Within the Senior School an extensive Pastoral Program operates which in 2014 continued to integrate Positive Education. The Pastoral Program integrates the leadership, health, social justice and spiritual aspects of a student s development from Year 7 through to Year 12. It is a key element of a Loreto Kirribilli education and supports the principles of the National Safe Schools Framework and Values for Australian Schooling. Because the program recognises and addresses the issues arising from the ever changing societal pressures faced by students and their families there is a need for reflection on its purpose, content, processes and outcomes. As such, the dynamic nature of the program is paramount and it is revised annually. However, programs and activities aimed at maintaining good mental, spiritual and emotional health continued to be important components of the Pastoral Program in In 2014 Academic Advisors continued to support the pastoral care of students by monitoring the academic progress of students in their particular cohort. Much progress was made in the development of systems to track students academically. In the Junior School, Pastoral Care is based on a belief in the value and uniqueness of the individual who is created in the image of God. The authentic expression of love, care and concern shown by Jesus in the Gospels should be reflected in all aspects of life in a Loreto school community. The development of an atmosphere of trust and mutual respect and a sense of security, connectedness and positive regard is crucial to student well-being. 28 LORETO KIRRIBILLI

29 We also believe that in order for quality relationships to exist in the school community students, teachers and parents have a responsibility to respect the rights of others. Teachers and students have the right to work and learn in a safe, secure and clean environment, free from harassment and prejudice and to be accepted as individuals. Anti-Bullying The school does not condone bullying or harassment in any form. The school s anti-bullying policy is known as the Safe School Policy. The policy includes processes based on procedural fairness for responding to and managing allegations of bullying. The Safe School Policy outlines the rights and responsibilities of students and staff regarding right relationships and bullying, and advises students as to support networks available. The full text of the school s anti-bullying policy can be accessed on request. 9.3 Student Discipline Policy Student discipline is one aspect of student welfare and pastoral care. Therefore, the administrative structures of the school support both discipline and welfare. Guiding Principles K-12: All members of the school community deserve respect and courtesy. Discipline within the school is based on principles of procedural fairness and justice and respects the rights of individuals. Discipline is formative, working in the with area of the Social Discipline Window (Restorative Practice) Clearly stated rules and expectations of student behaviour must be outlined by staff, hence consequences for inappropriate behaviour can be expected by the student. All disciplinary actions that result in any sanction against the student are based on the processes of procedural fairness. Parents are involved in the processes of procedural fairness when sanctions result in suspension and expulsion. The behaviour of the student warranting correction should be clearly separated from the student as a person. In accordance with the Education Reform Amendment (Corporal Punishment) Act 1995, the school prohibits the corporal punishment of students and does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at the school. Rules are to be enforced fairly and consistently. There is no place for sarcasm, humiliation or abusive remarks. In the Junior School, our Pastoral Care Policy is the umbrella under which our Discipline Policy is placed. The Discipline Policy in the Senior School evolves from the Pastoral Care Policy. ANNUAL REPORT

30 The stated aims of the Discipline Policy are: To develop a sense of responsibility and self-worth in the students; To develop self-discipline as an important life skill; To develop a respect for self and the dignity and rights of others; To develop a discipline system based on justice. Underpinning the Learning and Teaching at Loreto Kirribilli document is our Restorative Justice approach to student management. Students are encouraged to take responsibility for their own actions and the choices they make. We aim to make children aware of the consequences of inappropriate behaviour and how these behaviours can affect others. Restorative practices guide the application of discipline within the school and aim to promote understanding, reflection and a greater empathy with others within the students. Disciplinary action that may result in a sanction against the student, including suspension, expulsion or exclusion, is guided by an approach based on the principles of Restorative Justice. The rules for student behaviour emphasise expected behaviours guided by attitudes of respect and responsibility. These behaviours contribute to the formation of quality relationships between staff and students. In 2014 Year 11 Peer Mediators, trained in restorative problem solving, were available to work with younger students on areas of conflict with others. 9.4 Reporting Complaints and Resolving Grievances The approach adopted by the school to complaints and grievances has its foundation in the Loreto Schools of Australia Mission Statement, 1998 (Revised: 2010): The school itself, in its organisation, its relationships and its activities, should be a place where justice is demonstrably practised and valued. The complaints and grievance procedures of the school can be found in a number of documents: The Parent Handbook in 2014 contained a section entitled What Do I Do If? with a series of scenarios to explain how to make an enquiry or follow a procedure. Classroom teachers, homeroom teachers and Year Coordinators have frequent contact with parents, some initiated by the school and some by the parents. Parents who wish to raise a concern are able to contact the relevant member of staff, using the staff list published in the Senior School Student Diary. Parent concerns are responded to and managed using the principles of procedural fairness. The Assessment Handbooks for Years 11 and 12 detail the procedures to be followed for a query, complaint or grievance about assessment marks in Stage 6 courses. The Staff Handbook contains extensive sections on Professional Development and Grievance Procedures. 30 LORETO KIRRIBILLI