Annual Report 2011
CONTENTS
OUR MISSION Message from the Principal .......................................................................................................................... 3 Message from the Chairman of the Board of Directors ............................................................................... 4 Message from the President of the Parents and Friends Association .......................................................... 5
ANNUAL REPORT About this annual report .............................................................................................................................. 6 Education and financial reporting policy ...................................................................................................... 6
OUR RESULTS NAPLAN report ............................................................................................................................................. 7 Year 7 ............................................................................................................................................................ 7 Year 9 ............................................................................................................................................................ 8 School Certificate ......................................................................................................................................... 9 Higher School Certificate ............................................................................................................................ 10
STAFF, STUDENTS AND COMMUNITY Professional learning ................................................................................................................................. 12 Staff qualifications ...................................................................................................................................... 12 Workforce composition .............................................................................................................................. 13 Staff attendance and retention rates ......................................................................................................... 13 Community satisfaction .............................................................................................................................. 13 Student attendance .................................................................................................................................... 14 Student retention to Year 12 ...................................................................................................................... 15 Post school destinations ............................................................................................................................. 15 Promoting respect and responsibility ........................................................................................................ 16
POLICIES Enrolment ................................................................................................................................................... 17 Welfare and discipline ................................................................................................................................ 18 Student conduct ......................................................................................................................................... 19 Bullying and harassment ............................................................................................................................ 20 Homework .................................................................................................................................................. 20 Complaints and grievances ......................................................................................................................... 21 Policy location and access .......................................................................................................................... 22
OUR GOALS Achievements ............................................................................................................................................. 23 Targets for 2012 ......................................................................................................................................... 24
FINANCES Income ........................................................................................................................................................ 25 Expenditure ................................................................................................................................................ 25 2
OUR MISSION MESSAGE FROM THE PRINCIPAL St Mary Star of the Sea College is an independent Catholic college for girls, owned by the Sisters of the Good Samaritan and conducted by a Board of Directors. It was founded as a parish school in 1873 by the Sisters under the guidance and direction of Archbishop Bede Polding, Australia’s first bishop. The college has a long history of educating girls and we are very proud of their achievements throughout the college’s many years of service. The college continues its commitment to offering a holistic education aimed at enabling all girls to achieve and develop to their full potential. Through a range of programs and opportunities for involvement, girls enjoy experiences that enhance their academic, social, emotional and physical wellbeing. The college has a student population of 1090 girls and a staff of approximately 130. While the college is staffed by lay teachers and administration staff, the Good Samaritan ethos is strong and the college works hard to maintain its links with the congregation and its identity as a Good Samaritan school. The college has built on the wonderful work of the Sisters in the transmission of faith, in providing an excellent education and in creating learning spaces that are contemporary and able to adapt to the demands of the technology age. This has resulted in a modern campus offering a 1:1 laptop program and enhanced learning and teaching opportunities for all members of the school community. The 2011 school year proved highly successful for the St Mary’s community. The girls again achieved outstanding academic results, they reached great heights in their sporting endeavours and they excelled in the areas of music, dance and drama, culminating in great success at the Wollongong Eisteddfod, with our Senior Choir and College Orchestra winning first place in their sections. Our girls also won awards in the areas of dance, drama and music. The 2011 school year has been very busy, with the Board and the community completing and launching the new strategic plan for the college: “St Mary’s 2020 … Enabling Higher Things”’. This plan focuses on the areas of our Good Samaritan/Benedictine values, enhancing the development of college staff as committed educators, engendering right and respectful relationships, providing innovative high quality teaching and learning and maintaining a technologically rich learning environment. As a result of the Strategic Plan, the college has focused on professional development in the areas of teaching and learning with a particular emphasis on improving classroom practice. To this end staff members have been involved in a curriculum design process called Backward Design. We have also been working to further embed technology into teaching and learning through the use of Wikis and the introduction of Moodle in most Key Learning Areas. Pastoral Care has featured heavily in Professional Development offerings throughout 2011, with all staff re‐evaluating their role as pastoral carers and working hard to strengthen pastoral structures from the Tutor Group through to Year and House groups. The college has also actively promoted our values of: love of God, love of learning, peace, hospitality and stewardship. By doing so we continually connect our community back to the teaching s of St Benedict and to the Gospel values on which our college community is built. St Mary’s College is committed to a process of continuous improvement in all areas of education and this is evident in the quality of teaching and learning, the resources available to students and staff, the facilities, and the opportunities offered as we strive to build and maintain a vibrant and active education community. St Mary Star of the Sea College continues to thrive as an excellent school. With a dedicated staff and an excellent Board of Directors, the college continues to grow and develop as an inclusive community that is focused on our college motto “I am born for higher things”. Frank Pitt, Principal 3
MESSAGE FROM CHAIR OF BOARD I make this report on behalf of the Board of Directors of St Mary Star of the Sea College who share the privilege and responsibility of ensuring that St Mary’s is a faith community in the Good Samaritan/Benedictine tradition. As a community of faith the Board takes seriously its responsibilities and obligations to ensure that the college retains its Catholic and Good Samaritan ethos, and provides the best possible educational opportunities that can be offered to the students within a faith community. The Board functions very effectively, largely due to the quality of its members and their commitment to the college. The Directors contribute according to their life experience, their wisdom and their skills and gifts, with each giving generously in order to contribute fully to the work of the Board. This is done in a spirit of partnership and good will, with decision making being consensus based and communication remaining open and honest while respecting the dignity of each member of the Board. During the 2011 school year the Board has been dedicated to serving the college in ways that ensure that respect for individual differences has been acknowledged to ensure that "the strong have something to strive for and the weak nothing to run from” (Rule of Benedict 64:9). In this endeavour we have been strongly supported by a dedicated team of educators who have worked to provide all students with opportunities to grow and flourish and to continue to remain faithful to our college motto “I am born for higher things”. There are numerous examples of the activities of the Board around its purpose. Among these are commitments made to provide study support to staff, to enable families to enroll with significant fee discounts, to continue to support the Good Samaritan ministries in East Timor and elsewhere, to enhance the environs with regular maintenance and a commitment to providing an attractive work and social environment, and a commitment to steward the property with action for sustainability and ecological justice. In 2011 the college’s academic results have been pleasing in NAPLAN, the School Certificate and HSC for students from all ability levels, confirming that the college has been successful in its endeavour to embark on a program of continuous improvement. The college has invested time and resources into maximising the opportunities for students in the areas of technology, music, languages and the education of gifted and talented students. The college has provided opportunities for students to be accelerated in Mathematics and VET Hospitality and it has provided enrichment programs in English and Science. A major undertaking of the Board in 2011 was the development, launch and implementation of the new college strategic plan, “St Mary’s 2020 … Enabling Higher Things”. The plan supports five key areas for development and continuous improvement in the college. The areas targeted are: our Good Samaritan/Benedictine ethos and values, providing opportunities for staff to develop and refine their skills as highly proficient educators, working in the area of pastoral care in an effort to further engender “right relationships”, supporting staff in pursuing innovation in education and maintaining a technologically rich learning environment. We are confident our plan will provide the vision and direction to “enable higher things” for our girls. I conclude my report with thanks and gratitude to each Director and the College Executive for their hard work and fine leadership throughout 2011. I also offer my thanks to the Good Samaritan Order for the opportunity and privilege of being associated with such a fine school. I extend my thanks, on behalf of the Board, to the staff for the wonderful work that they do in educating future generations of fine women leaders. The college motto “I am born for higher things” is a wonderful reminder, to us all, to aspire to be the best people we can be and to fulfill our own inner potential. It is my belief that each member of the College Community works toward the achievement of this ideal and that together we strive to make this inspiring motto a reality in the life of our college. Brenda Wilson, Chair of Board 4
MESSAGE FROM PRESIDENT OF THE PARENTS AND FRIENDS ASSOCIATION The 2011 school year was a very productive year for the P&F, with the committee gaining experience in their roles, the P&F providing funds for resources and furnishings in the college, and supporting staff in a variety of ways in their roles. The P&F worked closely with our Principal, Mr Frank Pitt, and the College Executive, to identify areas of need in the college, to become better informed of the new programs and opportunities introduced to support our girls and to have a voice in various aspects of college life. Term 1 saw the Welcome BBQ and as always it was well run, well attended and the weather was fantastic. This BBQ provides our Year 7 students and their families with the opportunity to meet each other and to be welcomed into the college community. Term 1 also saw the P&F extend its Pastoral Care Program, building up our meal bank and working with Sr Rita to provide support to families in need. Term 2 saw another successful Formal Fashion Parade and Expo as St Mary’s worked with Holy Spirit College to provide a night of great fun, glamour and stunning fashions as St Mary’s girls took to the cat walk. We were also very proud of the girls as they achieved excellent results in their various sporting endeavours, at the Wollongong Eisteddfod and in their various academic and cultural pursuits. We were again reminded of the great talent and the capacity of our girls. We farewelled our 2011 Year 12 students at the end of term 3 and again our girls were prepared very well and were sent off beautifully. A new initiative this year was the graduation lunch organised and supported by the P&F. The lunch immediately followed the Graduation Mass and it was a wonderful success, allowing the girls, their parents and family members to come together to celebrate this memorable occasion. It was an excellent day and one that I am sure the girls and their families will remember for many years to come. As a cohort the girls performed exceptionally and we should be very proud of them and grateful to the college staff for preparing them so well. The 2011 school year also saw the launch of St Mary’s new strategic plan. Mary Boyle and I represented the parent body on this very important planning committee and we were delighted to see the plan completed and the implementation process begin. This plan provides a very effective road map for the college as it faces the many opportunities and challenges that the future provides. The year saw many other events such as many, many cake stalls, the Mother’s Day Dinner, our annual Father’s Day Breakfast, discos, the OP Shop Ball and Good Sams Day. The school year is always very busy and these events help to develop our girls into community minded, well rounded and resilient young women. I have really enjoyed my time as P&F President and thank the P&F Committee, the College Executive, our wonderful staff and the girls and parents for their support and effort. I know that 2012 is going to be another great year at St Mary’s. Helen Bow, President P&F Association
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ANNUAL REPORT ABOUT THE COLLEGE ANNUAL REPORT We are pleased to provide for our community an annual account of the college in a range of areas including educational results, teacher training and financial responsibility. School reporting is mandated by the NSW Education Act, and detailed in the Registered and Accredited Individual Non‐government Schools (NSW) Manual (Section 3.10). This report forms an important part of the college’s relationship with our community.
EDUCATIONAL AND FINANCIAL REPORTING POLICY St Mary Star of the Sea College will maintain the relevant data and comply with reporting requirements of the NSW Minister for Education and Training and the Department of Education, Employment and Workplace Relations. This reporting will include public disclosure of the education and financial performance measures and policies of the school as required from time to time.
Procedures Procedures for implementing the policy include: Identification of the person responsible for coordinating the final presentation and distribution of the annual report to the Board of Directors, Board of Studies and other stakeholders as required. For each reporting area, identification of the staff member responsible for the collection, analysis and storage of relevant data and for the provision of the relevant information to the coordinator for inclusion in the report. Determination of the specific content to be included in each section of the report and its review each year to ensure ongoing compliance, relevance and usefulness. Preparation of the report in an appropriate form so it can be sent to the Board of Studies and be published for the college community. Setting the annual schedule for: delivery of the information for each reporting area to the coordinator preparation of publication of the report distribution of the report to the Board of Directors, Board of Studies and the college community.
Requests for additional data from the NSW Minister for Education and Training To ensure that any requests from the Minister for additional data are dealt with appropriately, the college will identify the staff member responsible for coordinating the college’s response. The person is responsible for the collection of the relevant data and for ensuring it is provided to the Board of Studies in an appropriate electronic form.
DEEWR annual financial return The college will identify the staff member responsible for completing the questionnaire. This person is responsible for the collection of the relevant data and for ensuring it is provided to DEST in an appropriate form. Nominally, this person is the enrolment and registrations officer. 6
OUR RESULTS
LITERACY: Reading, writing, spelling, grammar and punctuation NUMERACY: Number patterns and algebra, measurement and data, space and geometry The NAPLAN results are reported on a common 10 Band scale from Year 3 to Year 9. Each year cohort has an upper and lower limit to the bands in which students are placed. The Year 7 range is from Band 4 to Band 9 and the Year 9 range is from Band 5 to Band 10. Students in or below the minimum band for each year group are at risk of adverse learning outcomes without urgent intervention. Students sitting at the top band are in need of enrichment or extension.
YEAR 7 2011 The table below indicates the percentage of students within the various domains of the NAPLAN tests and a comparison to State average. Data, Number, Grammar, measurement, patterns, Bands Reading Writing Spelling punctuation Numeracy space, geometry algebra 9 8 7 6 5 4
11 Equal 25 above 24 above 22 below 13 below 2 below
14 Above 27 above 28 above 23 below 10 below 1 below
12 equal 25 above 28 Equal 26 Above 7 below 3 below
13 above 22 above 27 above 28 below 11 below 3 below
10 below 14 above 39 above 21 below 16 below 2 below
10 below 16 equal 35 above 24 Below 12 below 3 below
14 below 15 below 34 above 21 Equal 15 Equal 2 below
Following is a comparison of means achieved in the different domains of the NAPLAN tests compared to all schools in the State as well as a comparison against all girl schools in the State.
Comparing mean to schools in the State Reading ‐ above Writing ‐ above Spelling ‐ above Grammar and Punctuation ‐ above Numeracy ‐ below Data, Measurement, Space and Geometry ‐ below Number, Patterns and Algebra ‐ below
Comparing mean to all girls in the State Reading ‐ above Spelling ‐ above Grammar and Punctuation ‐ above Numeracy ‐ above Data, Measurement, Space and Geometry ‐ above Number, Patterns and Algebra ‐ above 7
Although one could assume this is a primary school legacy, it is certainly a source of quality data for us to be able to tailor literacy and numeracy interventions for at‐risk students. The results at the top of the scale indicate a need for us to challenge students and consolidate literacy and numeracy in the early months of Year 7, so that they can launch into high school learning from a strong base.
YEAR 9 2011 Students performed very well across all domains. Following is a table indicating the percentages of students within the various domains of the NAPLAN tests and a comparison to State average. Data, Number, Grammar, Measurement, patterns, Bands Reading Writing Spelling punctuation Numeracy space, geometry algebra 10 9 8 7 6 5
13 above 19 above 30 above 25 equal 11 below 2 below
18 above 17 above 34 above 18 below 10 below 4 below
11 Above 20 Equal 40 Above 20 Below 8 Below 2 below
9 above 15 above 40 above 28 Above 10 below 2 below
10 Below 19 above 29 above 29 Above 12 below 2 below
11 below 16 above 34 above 26 Above 10 below 3 below
11 below 17 above 26 above 30 Abov3 13 below 3 below
Following is a comparison of means achieved in the different domains of the NAPLAN tests compared to all schools in the State as well as a comparison against all girl schools in the State.
Comparing mean to schools in the State Reading ‐ above Writing ‐ above Spelling ‐ above Grammar and Punctuation ‐ above Numeracy ‐ above Data, Measurement, Space and Geometry ‐ above Number, Patterns and Algebra ‐ above
Comparing mean to all girls in the State Reading ‐ above Writing ‐ above Spelling ‐ above Grammar and Punctuation ‐ above Numeracy ‐ above Number, Patterns and Algebra ‐ above
Conclusions The college is well placed to support the literacy and numeracy needs of our students. Regular formative and summative assessment, academic care structures and NAPLAN provide us with rich data and periodic feedback about student growth and development in these domains. 8
This current set of data provides granular evidence about the strengths and weaknesses demonstrated by our students. This highly individualised information can feed successfully into tailored learning experiences. The students with the poorest results already are being supported through literacy and numeracy workshops. This new data will feed into the identification process, as well as being a source of data for teachers when planning differentiated and adjusted learning activities. All teachers are teachers of literacy and numeracy. The profile given to these skills by this test is an important reminder for us when that literacy and numeracy must be explicitly taught in the context of our course content.
SCHOOL CERTIFICATE RESULTS ‐ YEAR 10 The college obtained excellent results in the external School Certificate examinations. Students performed above State level in the five School Certificate tests. In Australian History, the number of students that received a Band 6 was approximately three times the State number and the number of students who received a Band 6 in English and Geography is approximately twice the State number. The percentage of students who received Band 5 and 6 in English was 62.88%, compared with 38.93% of the State. The percentage of students who received Band 5 and 6 in Mathematics was 35.62%, compared with 26.04% of the State. The percentage of students who received Band 5 and 6 in Science was 48.42%, compared with 33.68% of the State. The percentage of students who received Band 5 and 6 in Australian History was 54.71%, compared with 26.58% of the State. The percentage of students who received Band 5 and 6 in Australian Geography was 50.31%, compared with 25.07% of the State. The percentage of students who received a Highly Competent in the Computing Skills Test was 80.5%, compared with 52.47% of the State.
School Certificate results 2011 English Literacy Mathematics Science Australian History Australian Geography
Number of students 158 159 158 158 158
Band 3‐6 100% 92.5% 99.38% 98.75% 98.12%
Band 1‐2 0% 7.5% 0.62% 1.25% 1.88%
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HIGHER SCHOOL CERTIFICATE RESULTS ‐ YEAR 12 2011 St Mary’s students enjoyed outstanding results in the 2011 Higher School Certificate. We are very proud of our students and their achievements and congratulate them on the many academic goals they have achieved for themselves at the end of last year. Average subject marks in the HSC were above the State mean for 29 of our courses.
HSC ALL‐ROUNDERS – GEORGIA FISHER, ELLEN MARNING and EMILY RITCHIE A HSC All‐Round Achiever is a student who achieves a mark of 90 or above in at least 10 units of her subjects. It is a remarkable achievement for a student to be named on the HSC All Rounder’s list.
TOP ATAR 98.90 – ELLEN MARNING The ATAR is a ranked score calculated by the University Admission Centre for the purposes of qualifying students for admission to university courses.
TOP ACHIEVERS LIST – KRISTEN MITCHELL and RACHELE FERRARI The Top Achievers in Course list shows the students in the top places in each course. Kristen was ranked ninth in the State in Business Services and Rachele was ranked second in the state in French Beginners.
DISTINGUISHED ACHIEVERS LIST The Distinguished Achievers list contains the names of any students who achieved Band 6 for a course, or in the case of extension courses, Band E4. In 2011, 40 students were named on the Distinguished Achievers List.
Highlights of HSC results in subjects Marks in Band 6 indicate a mark of 90 or above. Percentage of students Subject in Band 6 Ancient History 13.79 Business Studies 20.00 Dance 10.00 Drama 33.33 Economics 30.00 English Advanced 14.28 English Extension 1 37.50 Industrial Technology 18.75 Information Processes and Technology 37.50 Mathematics Extension 1 25.00 Modern History 10.34 Music 1 33.33 Music 2 25.00 Studies of Religion I 19.14 Hospitality 13.33 The following courses scored greater than 5% above State average: Ancient History, Drama, Economics, English Standard, Industrial Technology, Information Processes and Technology, General Mathematics, Modern History, Music 1. 10
Higher School Certificate results 2011 Ancient History Biology Business Services Administration Business Studies Chemistry Community and Family Studies Dance Design and Technology Drama Economics English Advanced English Standard Food Technology Geography Hospitality Industrial Technology Information Processes and Technology Italian Continuers Legal Studies Mathematics Mathematics General Modern History Music 1 PDHPE Physics Society & Culture Studies of Religion I Studies of Religion II Textiles and Design Visual Arts English Extension 1 English Extension 2 History Extension Mathematics Extension 1 Mathematics Extension 2 Music Extension
Number of students 29 52 11 34 14 35 18 7 14 10 63 110 16 24 15 16 8 7 26 43 90 29 9 36 3 34 94 78 4 7
Band 3‐6 percentage 100 94.83 90.91 94.12 100 97.15 100 100 100 100 100 97.28 100 100 100 100 100 100 96.16 100 94.55 100 100 100 66.66 100 100 93.59 100 100
Band 1‐2 percentage 0 5.17 9.09 5.88 0 2.85 0 0 0 0 0 2.72 0 0 0 0 0 0 3.84 0 5.55 0 0 0 33.33 0 0 6.41 0 0
Number of students 16 3 4 12 2 2
Band E3‐E4 percentage 100 66.67 100 75 100 100
Band E1‐E2 percentage 0 33.33 0 25 0 0
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STAFF, STUDENTS AND COMMUNITY PROFESSIONAL LEARNING In 2011 the college continued to provide a broad range of professional learning opportunities to enrich staff and build the college’s capacity to provide quality teaching and learning to our students. The college continued to work on the Good Samaritan Teaching and Learning Framework and the Quality Learning Project based on the Langford model introduced in 2010. Professional development in these areas was undertaken during PD days and during faculty and staff meetings throughout the year. The other area that was targeted for PD in 2011 was exploring our charism and how this is reflected in the values and the mission of the college. Staff took part in in‐house courses throughout the year reflecting on our mission and purpose and how we as educators bring the college values to life when working with our students. Throughout 2011 the college continued to focus on the integration of technology into teaching practice. The pedagogical practices of teachers, the introduction of new technologies and the use of Wikis and Moodle were explored. As a result, staff have undertaken training in setting up Moodle pages for each KLA and managing their particular pages to provide students and staff with opportunities to use this resource to store resources and to build new knowledge. The staff has worked in small teams to build IT knowledge and to share this knowledge with peers. We have also been using the expertise of our IT Coordinator who has been conducting mini in‐service courses for staff before and after school and during lunch times. Two excellent features of this type of approach to professional development is the speed at which staff are able to implement the knowledge and skills they acquire into their regular teaching practice, and the ongoing support and encouragement staff receive from their colleagues as they work and learn together. The college has continued with Master Classes and this strategy has been particularly effective for our New Scheme teachers. Master Classes allow teachers to observe the lessons of other teachers, with the opportunity provided to discuss lessons highlighting strengths and the many ways teachers maintain student engagement and achieve the desired student outcomes. College staff have been involved in various networks where they are working with colleagues from the Association of Independent Schools, Wollongong Catholic Education Office and other Good Samaritan schools in a variety of areas. In addition, staff members have accessed a vast array of external professional development programs promoting quality teaching and learning practices, leadership capability, professional networks and new technologies.
STAFF QUALIFICATIONS In 2011 eight staff engaged in postgraduate study with sponsorship from the college. Three staff members were completing a PHD and four were engaged in Masters programs. Three staff members were engaged in further studies at the undergraduate level. During 2011 seven members of St Mary’s teaching staff (five temporary and two permanent teachers) embarked on the process towards obtaining their accreditation at the level of Professional Competence with the NSW Institute of Teachers.
Staff qualifications 2011 Bachelor Degrees 68
Masters Degrees 19
PHD 1
Other 1 12
WORKFORCE COMPOSITION Teaching staff Full‐time equivalent teaching staff Non‐teaching staff Full‐time equivalent non‐teaching staff
96.0 83.8 38.0 29.9
STAFF ATTENDANCE AND RETENTION RATES In 2011, the 83.8 teaching staff attended an average of 97.12% of the teaching year. This represents an average of non attendance by a teacher of 5.47 days. In 2011 the college employed 83.8 FTE teachers with an annual retention rate of 95.77%. This compares to 2010 79.8 FTE and a retention rate of 94.39%.
COMMUNITY SATISFACTION During 2011 the college commissioned community satisfaction research with the objective of gaining feedback from parents on their perceptions of the college’s performance. The goal is to identify areas of relative strength and weaknesses and to pinpoint opportunities where performance can possibly be improved. The survey pack was mailed to all existing families and all respondents received an email invitation to complete an online survey. 248 valid responses were received and the sample accounts for approximately one quarter of all families with daughters enrolled in 2011 and as such, provides an adequate basis for inferring results to the entire college population. In response to the question “How satisfied are you with the overall educational experience provided to your daughter(s) this year?”, the survey found that over 95% of parents were very satisfied (scores of 3 or higher out of 5). This shows a continued upward trend of increasing levels of satisfaction over the last five years across all year groups. Overall, the majority of parents would recommend St Mary’s. The survey identified the following areas as gaining the highest satisfaction ratings: college grounds are well kept, parents feel welcome at the college, there is a focus on a safe environment, the college is a happy place, students have easy access to technology, phone calls are answered promptly, the college 13
provides a caring atmosphere, the students wear the uniform well, office staff are pleasant and helpful, good manners are a priority. There has been a notable step‐change in parent perceptions of performance over the period since the baseline survey in 2007. The mean overall satisfaction rating has consistently increased from a baseline of 3.8 in 2007 to a high mark of 4.3 in 2011. The ten largest improvements in satisfaction rating: student morale is generally high, parent concerns are taken seriously, discipline problems are well handled, the college provides a caring atmosphere, the college is a happy place, there is a sense of community, parents are able to contact teachers, there are regular parent/teacher meetings, classroom facilities are of a good standard and student involvement in social justice is encouraged. Expectation gap score Mean satisfaction rating
Question: “How satisfied are you with the overall educational experience provided to your daughter(s) this year?” 2011 Base: all respondents (n=248)
The “Expectation gap Score” measures the distance between the importance parents place on services and facilities provided and their satisfaction with delivery. A positive gap suggests expectations are not full met, no gap suggests expectations are met, and a negative gap suggests that expectations are being exceeded. It is very rare to achieve a negative gap score.
STUDENT ATTENDANCE Student attendance is recorded according to the requirements of the NSW Education Act. Average attendance has been calculated as follows: Year 7‐11 attendance 2011 2010 2009 Students 904 880 925 School days 181 183 179 Total student days 163 624 161 040 165 575 Year 12 attendance 2011 2010 2009 Students 174 172 176 Year 12 school days 136 141 145 Total Year 12 student days 23 664 24 252 25 520 14
Total student days Days of absence Average attendance
2011 187 288 14 489 92%
2010 185 292 11 846 94%
2009 191 095 15 563 92%
STUDENT RETENTION TO YEAR 12 Year group Year 10 2009 Year 12 2011 % Retention
Total 205 174 84.88%
POST‐SCHOOL DESTINATIONS ‐ YEAR 12 In 2011 74% of Year 12 students were accepted and are attending a University in 2012. 2% of these students are attending university part time. 7% of students are attending TAFE and 6% of the students are attending a private college in Wollongong or Sydney. 5% of students are employed in a full time position. This includes participation in a traineeship or apprenticeship. 7% of students are participating in a gap year having deferred from university in 2012 and will commence university in 2013. 15
RESPECT AND RESPONSIBILITY The college has undertaken a series of activities and initiatives to enhance and promote respect and responsibility: As a Catholic college, we explicitly teach the values of compassion and justice contained in the Scriptures and through our Benedictine values. Regular Reflection Days are conducted and each Reflection Day promotes and addresses Christian values and social justice. Each year level participated in wellbeing programs, such as Brainstorm, Sticks and Stones and RYDA Youth Driver Awareness. Values Education is embedded in our pastoral care programs. SMC also displays posters and Pastoral Care Coordinators attended professional development programs. SMC became an Asthma Friendly School. Alcohol and drug awareness education is incorporated across the curriculum. A bullying survey of Year 7‐10 students was conducted to identify both areas of concern and areas of strength as a community. Moral decision making is a unit in the Year 10 Religious Education program. A Year 7 community service program was launched in 2008.
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POLICIES The table below is a summary of the revision status of the major college policies: Policy Status Enrolment Policy Current (under review) Occupational Health and Safety Policy Current (under review) Pastoral Care Policy Current (ratified 2009) Teaching and Learning Policy Current (ratified 2009) Child Protection Policy Current (reviewed and ratified 2011) Privacy Policy Current (reviewed and ratified 2011) Grievances and Complaints Policy Current (reviewed and ratified 2011) Homework Policy Current (reviewed 2011)
Revision date 2012 2012 2012 2012 2013 2013 2013 2013
ENROLMENT Preamble St Mary Star of the Sea College is a Catholic secondary college for girls in the Good Samaritan tradition. As a Catholic college we are committed to establishing a community, which is energised by the life and teachings of Christ. St Mary’s aims to be a place where Gospel values are lived and where the Benedictine ideals of: love of God, love of learning, hospitality, stewardship and peace are visible. The college enrolment policy is based on the Good Samaritan philosophy of education and responds to the needs of the children and parents in the Diocese of Wollongong.
Principles St Mary Star of the Sea College welcomes enrolments of young women from families seeking a Catholic secondary education in Years 7‐12. Priority is given to Catholic students but depending upon the resource capacity of the college, we welcome other students who are seeking to be educated according to the ethos and the tradition of the college. Enrolment implies that parents/caregivers give a firm undertaking that they will accept and support the Catholic foundations, values and practices of the college and the importance of regular opportunities to affirm these values and practices in religious education classes, liturgies and college masses. Retreats and reflection days are compulsory as they play a vital part in the spiritual development of the students.
Conditions of enrolment Enrolment at St Mary Star of the Sea College is based on the following priorities: Enrolment of siblings of children already attending the college is automatic, upon attendance at an interview and completion of the enrolment application form.
Priority is given to students who are Catholic.
Children of other Christian faiths may be enrolled after the other priorities for access have been considered.
Children of non‐Christian faiths may also be enrolled in keeping with the above principles.
Consideration will be made for students who transfer from interstate or from overseas.
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Students with disabilities will be enrolled along with all other eligible students.
Catholic parents should understand that acceptance of their children at the Catholic primary school level does not confer automatic enrolment at St Mary’s.
The Board delegates to the Principal the right to exercise discernment in the acceptance of individual students in the enrolment process.
WELFARE AND DISCIPLINE Preamble The Welfare and Discipline Policy is concerned with the effects of college practices on students. The policy encompasses all that the college does to meet the personal, social, spiritual and learning needs of the students. It creates a safe and caring environment in which students are nurtured as they learn. It also provides opportunities for students to enjoy success and recognition, to encourage self‐discipline among its members, and to derive enjoyment from learning and curricular experiences. The policy also acknowledges that the wellbeing of students, staff, parents and other community members is interrelated. Everyone in the college community has a role in student welfare. The policy clarifies the responsibilities of the College Executive, Year Coordinators, Subject Coordinators, Tutor Teachers and those with a specific student support role.
Rationale St Mary Star of the Sea College is founded on the philosophy of the Good Samaritan Sisters under the Rule of St Benedict. The college Welfare and Discipline Policy draws on the qualities of charity, compassion, acceptance and justice, which are integral to college life. We believe that the subjects taught, the teacher, the teacher’s faith and the rules and practices of the school day all combine to produce the result which we Catholics consider to be education and that this desirable result “cannot be looked for without some combined action” (JB Polding, pastoral letter). To adopt this vision as a way of approaching life requires an acknowledgement of the Gospel truth that we are called to “have life and have it to the full” (John 10:10). As a result St Mary’s College has a responsibility to develop the whole person. Therefore the framework for the college Welfare and Discipline Policy considers the context of relationships: relationship with God, relationship with others and relationship with self. Community is at the heart of Christian education. The community at St Mary’s integrates faith and culture through prayer, communication, knowledge and service. The college through its Welfare and Discipline Policy creates an environment where growth is nurtured through Jesus’ command to “love one another”. This is not just a concept to be taught but a reality to be lived.
Aims The Welfare and Discipline Policy will develop within the college an empowering atmosphere that facilitates the dignity and personal growth of all members of the community by focusing on three main areas: Students: To provide support structures for student needs that contribute to the long‐term development of the full potential of each student. 18
Parents: To recognise parents as the primary educators of their children and develop the partnership of education between parents and teachers. Staff: To encourage staff to demonstrate a positive attitude and caring approach when interacting with students at all times.
Outcomes Community members will: have the opportunity to experience a sense of belonging
have the opportunity to express their faith in the spirit of the Good Samaritan Sisters
develop a sense of self, wholeness and self‐esteem
promote a safe and healthy environment
celebrate cultural diversity
be able to make decisions which balance individual rights with community rights
be perceptive of the needs of others and be active in service
be aware of and able to communicate needs
become active and self‐directed participants in the learning process
develop a self‐reliant, self‐disciplined character
see service to others as a positive means of promoting individual and community well‐being
promote equity and social justice throughout community life.
STUDENT CONDUCT Underlying assumptions The Student Conduct Policy for St Mary’s College is but one aspect of the overall pastoral care of our students. As such it is informed at all times by the charism of the Good Samaritan Sisters, the Benedictine tradition and the Mission Statement of the college, which has at its heart that the college exists for the good of all its students. This policy is reconciliatory by nature. It recognises individual needs and places any dealings with students in the context of developing the whole person to take her place in the community to which she belongs.
Policy The conduct of students at St Mary’s College is based on mutual respect for all in the school community, and the recognition that all have an equal right to a stable and supportive environment in which to learn. All students are accountable for their own actions and are responsible for their behaviour at all times. The Student Conduct Policy steps are graded but not necessarily sequential. Within the steps there are possible responses for teachers. The choice of the response by the teacher will depend on the severity of the misdemeanour. The college is committed to a pastoral approach to discipline and, as such, corporal punishment in any form is expressly prohibited. The full text of the policy and procedures, including the scheme of incremental punishments, can be found on the college website and in the student diary.
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BULLYING AND HARASSMENT Policy statement St Mary’s College does not tolerate bullying or harassment in any form. All members of the college community are committed to ensuring a safe and caring environment which promotes personal growth and positive self‐esteem for all. Bullying/harassment, in any form is unacceptable behaviour and will not be tolerated because it infringes the personal rights of others. If any member of the community experiences harm due to bullying/harassment, they are encouraged to speak to an appropriate person for support. Under no circumstances is it advised to tolerate bullying or harassment, especially out of fear of the matter getting worse. It is unlikely that bullying/harassment will simply “go away”. There is little chance that bullying/harassment can be dealt with if names are not given to the appropriate persons.
HOMEWORK Introduction The college mission statement states that the college community provides young women with a holistic education characterised by the Benedictine values of: love of God, love of learning, hospitality, stewardship and peace. It is in the spirit of these values that we acknowledge that all members of the community are engaged in lifelong learning.
Rationale The Homework Policy endeavours to support the needs of all students and is a direct link to the learning program at the college. Time given to homework is to be balanced so as to allow students to participate in other activities. Effective homework encourages in students a growing confidence in their capacity to learn and therefore is not set for its own sake. It allows students to practise and consolidate work done in class and to develop the key competencies of collecting, analysing and organising information. Homework provides an avenue for students to reinforce research skills and to develop skills in time management. It also provides parents with insights into what is being taught in the classroom and the progress of their children. Research indicates that regularly revising new concepts and skills learned in class is far more beneficial than attempting to revise only at the end of units.
Principles The policy is based upon the following principles. That homework: has a direct link to the holistic learning program at school
is differentiated as learning occurs at different rates and in different ways
encourages in students responsibility for their own learning and to further develop in them independent learning
occurs best where the student, home and school have a common goal and understanding
is balanced across all subject areas
is incremental and therefore relative to the age of the students
is regular and ongoing
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is inclusive of all
is followed up by subject teachers.
REPORTING COMPLAINTS AND RESOLVING GRIEVANCES It is implicit within the college mission statement that a positive working relationship and partnership between the college and families is the basis of our community. To this end a process to deal with complaints and grievances is crucial in order to provide a fair and just approach to concerns raised. In an organisation the size of St Mary’s College, complaints or grievances may cover a wide range of issues. Parents and other members of the college community may, from time to time, wish to complain about a college matter. They may, for example, be unhappy with a policy or a particular staff member. It is important that such complaints are dealt with sensitively, confidentially and effectively. The matter must be resolved as soon as possible and in a way which treats all parties with dignity and respect. It is important to note that anonymous complaints will not be accepted or acted upon.
Procedures The vast majority of concerns which arise from parents and others need never take the form of a formal complaint. The Principal, senior staff and teachers are available to discuss and resolve concerns in more informal ways. If deemed necessary in the professional judgement of the Principal (or another senior staff member), a complaint may be addressed in a more formal manner. It is important that a concern is directed to the correct person. The first point of contact for parents can often be the Receptionist or office staff. These staff members have a responsibility to direct calls to the appropriate member of staff. Calls are noted in order to track the time, source and nature of the call. Issues relating to academic concerns are directed initially to the Subject Teacher and then to the Subject Coordinator. Issues relating to a pastoral or student management issue are relayed to the Tutor Teacher and then to the Year Coordinator. It is also important to note that the Assistant Principals and the Principal are available and can be contacted if a satisfactory response or resolution is not reached through the above channels.
Complaints against staff members In the instance where a complaint is made against a staff member, the staff member concerned must be informed of the complaint. Teachers and other staff members are entitled to know the details of the complaint against them, including the name of the person raising the complaint as well as the specific details of the complaint. The staff member concerned must be given the opportunity to respond prior to any action being taken in response to the complaint. Where there is a meeting of the staff member concerned with the Principal, parents, student/s or other staff member in relation to the complaint, the staff member must be told in advance the purpose of the meeting and who will be attending the meeting. The staff member must be given the opportunity to be accompanied by a support person of their choice. Where action is taken the staff member must be involved. If a matter is not raised with the staff member involved, then the matter cannot be raised at a later date or as part of another incident, as the staff member has not been given a right of reply. If the complaint is not resolved through the conciliation process, the Principal must make a decision based on the substance of the complaint, all relevant information and any relevant policy. 21
Student grievance/complaint Where students have a concern or grievance, it is important that they convey it to the appropriate staff member. All academic issues concerning assessment or HSC information should be directed to the Dean of Studies. The Dean of Studies also deals with appeals which are lodged with the Board of Studies. If the complaint is not resolved, the Principal must seek resolution, as outlined above. In the instance where a student has a pastoral or other concern, they should seek an appointment with their Tutor Teacher or Year Coordinator to discuss the issue, or where necessary the Dean of Pastoral Care. The Academic Care Coordinator and Pastoral Counsellor are also available for such discussions. At St Mary Star of the Sea College, in all instances, the focus of effective complaint resolution is conciliation and acknowledging the rights of all concerned.
POLICY LOCATION AND ACCESS College policies are available on the college website. Our procedures for the development and review of policies are overseen by the Principal in partnership with the Board of Directors. The policies also form part of the staff handbook and the student diary and are used in the induction of new members of staff. The college website is http://www.stmarys.nsw.edu.au. This annual report is available in Adobe Acrobat ® format from: http://www.stmarys.nsw.edu.au/documents/annual_report_2011.pdf. The policies can be found at http://www.stmarys.nsw.edu.au/policies.htm.
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OUR GOALS OUR ACHIEVEMENTS IN 2011 In 2011 the college set itself a set of goals in areas identified for further development or improvement. The status of these goals is described below: To support the continuation and expansion of academic opportunities for all students The college has increased the opportunities available to students across a range of areas including the ongoing implementation of the gifted and talented and enrichment programs that were introduced in 2010, the opportunity for students to undertake accelerated progression in Mathematics, the introduction of the accelerated VET Hospitality course and introduction of enrichment components in all subject areas. The college has increased the support for girls with special needs and we have developed a curriculum that is more student centred and is supported with appropriate resources. To maintain an ongoing commitment to our environment through a review of recycling strategies in the college Throughout 2011, the college installed new bins for recycling, implemented a recycling strategy and issued school water bottles to be used at specially‐designed water stations. The college canteen also discontinued the sale of water in plastic water bottles. A number of forums were also convened to provide students with the opportunity to be active contributors to good stewardship at the college. To review our middle school program The college executive team and the Director of Middle School reviewed a number of aspects of the middle school program. The result was a focus on continuous assessment rather than cross‐ form exams, further development of activity grids to support self‐directed learning and the ongoing development of programs that provide opportunities for student‐centred learning and a degree of choice in teaching/learning and assessment strategies. To continue to invest time and resources in supporting our laptop learning program The college has provided ongoing opportunities for teachers to build their skills in the use of laptops in classrooms. The college has also installed short‐throw projectors in a number of areas throughout the college, providing staff with the opportunity to engage students more fully with the technology and to make learning more dynamic. A popular initiative was the formation of a student focus group to select new models of laptops for the Year 7 students as a means of gaining the benefit of the experience of users. To complete and implement the college strategic plan in a manner that fully involves our community The strategic plan “St Mary’s 2020…Enabling Higher Things” was launched in 2011 and the staff and Board have worked to move the plan from a document to a reality in the college. A number of initiatives have emerged from the plan including a review of pastoral structures, the introduction of iPads to be trialled with student groups across the college, the use of student voice, involving student focus groups to gain an insight into the views of students in a range of areas and a continued focus on professional learning for all members of staff. To review the college master plan A review of the master plan for the college was undertaken and the present and future needs were considered. As a result, the College Board undertook a period of consultation and commissioned the Building and Development Committee to begin to investigate ideas and possible designs for future building projects. This was undertaken and the committee 23
recommended the Board consider the construction of a gymnasium, an increase in classroom spaces and a major renovation of the SGN Hall.
OUR GOALS FOR 2012 In the 2012 school year St Mary’s College will work toward the achievement of the following goals in providing a teaching and learning environment that supports both students and staff to fulfil their potential in all areas: The commencement of pilot projects targeting the areas of teacher improvement, departmental audits and the use of iPads in the Year 9 classroom. To design a new pastoral structure based on a House system that will provide stronger links between Tutor Groups and House groups and will provide a more effective pastoral care system to support all students. The further refinement of enrichment programs in middle school that provide students with opportunities to depth their knowledge in areas of interest and evaluate their own progress using pre‐determined measures of learning. To commence a building program that will see the construction of a gymnasium, contemporary classrooms that will allow for a variety of learning modes and the refurbishment of the SGN Hall to create a high‐quality performance space and a more welcoming entrance to the college. To provide further opportunities for staff professional learning in the areas of IT, effective teaching and learning and the Catholic World View. To provide ongoing professional development opportunities for college middle leaders to further develop their skills in a range of areas pertinent to their roles.
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FINANCES
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