Annual Report 2009
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 Policy for educational and financial reporting ...........................................................................................6
OUR RESULTS NAPLAN report ..........................................................................................................................................8 School Certificate results Year 10 ............................................................................................................ 10 Higher School Certificate results Year 12 ................................................................................................. 11
STAFF, STUDENTS AND COMMUNITY Professional learning .............................................................................................................................. 14 Staff qualifications................................................................................................................................... 15 Staff attendance and retention rates....................................................................................................... 15 Community satisfaction........................................................................................................................... 15 Student attendance................................................................................................................................. 16 Student retention to Year 12 ................................................................................................................... 16 Post school destinations .......................................................................................................................... 17 Promoting respect and responsibility ...................................................................................................... 17
POLICIES Enrolment ............................................................................................................................................... 18 Welfare and discipline ............................................................................................................................. 19 Student conduct ...................................................................................................................................... 21 Bullying and harassment ......................................................................................................................... 21 Homework............................................................................................................................................... 21 Complaints and grievances ...................................................................................................................... 22 Policy location and access ....................................................................................................................... 24
OUR GOALS Achievements in 2009 ............................................................................................................................. 25 Targets for 2010 ...................................................................................................................................... 25
FINANCES Income .................................................................................................................................................... 27 Expenditure ............................................................................................................................................. 27
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OUR MISSION St Mary Star of the Sea College is a Catholic College founded on the Good Samaritan Benedictine tradition, aspiring to live the Gospel message of Jesus Christ. The College community provides young women with an holistic education characterised by the Benedictine values of: love of God, love of learning, hospitality, stewardship and peace.
MESSAGE FROM THE PRINCIPAL The 2009 school year has been one in which the St Mary’s community can feel justifiably very proud. With outstanding academic results, an extensive extracurricular program and a strong commitment to social justice, the college actively lives out its values of: love of God, love of learning, peace, hospitality and stewardship. St Mary’s is a Good Samaritan college in the Benedictine tradition and this is evident in all aspects of college life. The students are passionate about the values outlined and they live them out in creative and authentic ways. 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 1100 girls and 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 college will continue to explore the possibilities that technology has to offer in the provision of enhanced learning opportunities for our girls. We are also providing online learning resources, project‐based learning opportunities and enrichment programs that allow students to work using a variety of mediums and in a variety of learning environments. 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 in the college, the resources available to students and staff, the facilities, and the opportunities offered as part of a vibrant and active community of learners. 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 an education which allows all students to realise their full potential. As St Benedict teaches us, we strive to create an environment where “the strong have something to strive for and the weak nothing to run from”. The Rule of St Benedict Ch 64:19
Frank Pitt, Principal
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MESSAGE FROM CHAIR OF BOARD The community of St Mary Star of the Sea College is to be congratulated for supporting, with energy, enthusiasm and healthy challenges, the life and mission of the college throughout 2009. This report reflects some of the highlights of that year. During the year 2009 the Board has been dedicated in serving the college “to ensure that its primary educational goal is fulfilled, namely, the provision of a sound, contemporary, Catholic education leading to human and spiritual maturity, which fits students for their place in the local and global community”. Good Samaritan Colleges Australia Governance Handbook page 17 The Board has functioned with skill and integrity throughout the year, being fully involved in setting selection criteria for new Directors and aware of the necessity for wise succession planning. The college has been professionally and skillfully led by Greg Elliot, who readily took up the challenge to be Acting Principal for 2009. In his role he enabled and facilitated staff development for the executive, the total leadership staff and the entire college staff. A highlight of the latter was a spiritual formation day based on the Benedictine value of stewardship. After input on the importance of sustainable schools, the staff conducted a sustainability audit of the college and all its operations in order to compile baseline data about resource and energy consumption, efficiency and sustainability. The Finance and Audit Committee continued to give sound advice, with financial evidence, to the Board and it ensured that quality reporting took place. The committee prepared for the annual audit with meticulous attention to detail. Loans, school fees and discounts, investments, receipt and careful disbursements of grants were well stewarded. All grants from the Building the Education Revolution project and Computers in Secondary Schools project were utilised in line with compliance requirements, guidelines and accountabilities. Above all the students are actively engaged in an innovative curriculum and show daily that they are intentional about both their own learning and the affairs of the wider community. They have an amazing capacity for looking outwards and have a very alive social justice culture. This reflects the same attitudes and qualities of their generous and dedicated staff. I congratulate staff, parents and students for giving witness to the value of learning within the Good Samaritan tradition of this college. At the same time I invite you to be ready to participate in the development of the next strategic plan for the college knowing that “conversation is our core technology for improving and transforming learning”. I would add that sound and wise conversation is at the core of all transformation.
Margaret A Keane sgs, Chair of Board
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MESSAGE FROM PRESIDENT OF PARENTS AND FRIENDS ASSOCIATION I would like to thank the parents and friends for the many ways they showed their support of the college and girls in the last 12 months. I also thank Greg Elliott for his ongoing commitment the college and positive contribution as acting Principal in 2009. We also give Frank Pitt a warm welcome as new Principal. There are many activities with which parents help and the voluntary levy provides funding for many additional purchases. I particularly note the following: YEAR 7 BBQ ‐ this was very successful. Thanks to the great support of the P&F parents and management committee for the preparation and planning, and to the parents, girls and staff who helped out on the day. It was a beautiful afternoon to welcome new families to the college. PARENT LEVY ‐ the levy is voluntary and the P&F does not know who contributes and who does not, as the funds are collected by the college. The Treasurer’s Annual Report notes that with the carryover of funds, the levy and interest, we had $141,102 in our receipts and $107,639 in expenses. We continued to provide grants to the students for individual activities when representing the college, to the college faculties for additional items, and for specific college projects. This includes $40,000 for resurfacing of the sports area from early 2009. The levy has supported the following in 2009: • The Young Achiever’s Award which provides up to $100 for girls selected to represent the college at an event. This has supported State level sports representation (such as the hockey finals), and social justice initiatives (Year 11 Good Samaritan Immersion Program operating in inner Sydney and in central western NSW). • A Young Achievers Grant ‐ $100 per student for the orchestra trip to New Zealand in mid 2009: from all reports a very successful tour. • Faculty requests for about $28,800 ‐ these are items that would not usually be covered by the college’s budget: for the Science faculty (built‐ in storage in a lab), Art Club materials, counselling resources, Drama, English and Maths resources, references for the new Polding Learning Centre, easy to read resources, sports uniforms (netball) and a sun shade used for outdoor sport events. • Supporting the new community garden with $12,000 ‐ this has been established at the rear of Benedict House and is nurtured by students. • Science Fair & Maths Day. FAMILY CARE ‐ The P&F continued this project which provides practical help and support to families who are facing a crisis. There may be a sudden illness, an accident or crisis that places the family under stress. Not all families have a family or neighbourhood network on which to call. We work with Sr Rita Fitt, the Family Liaison Coordinator, who gets in touch with the P&F when she identifies the need for practical help, such as meals. We renewed the voluntary roster of parents and college staff ‐ a big thank you to the 46 families who can provide meals when needed. WORKING BEE ‐ this was organised to assist the college to tidy up the “Lone Pine” garden. The small and effective group worked well on painting outdoor furniture, cleaning up garden beds and laying mulch. I thank the Management Committee (Maria Orr, Kevin Grimmer, Megan Waud and Joe Sproule) for their support on behalf of the P&F and college, Sr Rita Fitt for the great work in supporting the families and girls in her pastoral care, and Joan Lodding and the administration staff for their assistance. I would especially like to welcome Frank Pitt in his role of Principal and offer him our strong support. I welcome the new P&F President Helen Bow and new committee members ‐ Cathy Briand‐James and Maggie Henderson. Phil Smith, P&F President
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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 Commonwealth Department of Education, Science and Training. 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 for approval, 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.
DEST 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.
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In 2009 we continued the system of college‐based ICT training called “Big Byte Breakfasts”. The professional learning focused on using tools such as blogs, wikis, RSS, social‐networking sites and media‐sharing applications to create open collaborative knowledge spaces, where students could access other students and knowledge. Professional development on the use of interactive white board was also provided for staff. The Strategic Plan was reviewed in 2009 with a view to the develoment of a new plan in 2010. This process has been delayed as the Board undertook the recruitment process for the appointmentof a new Principal. The new Principal was appointed in June 2009 and will take up the position at the commencement of 2010. The Board recognises strenght of our professional staff and their commitment to buidling an authentic learning community at St Mary’s. The Board wished to affirm and encourage the teachers at the college and support them in their vocation and daily commitment in building a positive future for our students. Master Classes continue to be a professional development exercise conducted by the KLA teams. Master Classes involve teachers observing the lessons of other teachers, who then meet to discuss the lesson and the level of student engagement. To achieve this, the college continues to provide broad and generous professional development opportunities. The Learning Projects that commenced in 2007, continue in 2009. It is envisaged that the project will follow an action‐ learning model, where members of the project team, supported by an academic partner, will gather and analyse data from students to inform their planning, collaboratively plan units of work for implementation in their own classrooms which respond to the priorities developed by the team, and work with students to evaluate both the unit itself and the teaching and learning which took place.
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OUR RESULTS NAPLAN REPORT 2009 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 2009 Our Year 7 data is largely a reflection of the literacy and numeracy levels brought with students from their primary schools. The data points to a relatively poor performance from students at the lower end of our Year 7 cohort, and less than state averages at the upper levels of performance. The table below indicates the percentage of students within the various domains of the NAPLAN tests and a comparison to State average.
Bands
9 8 7 6 5 4
Reading
Writing
Spelling
Grammar, punctuation
12 above 32 above 31 above 16 below 8 below 2 below
13 above 23 above 35 above 22 below 5 below 2 below
11 below 28 above 33 above 19 below 7 below 2 below
23 above 13 above 37 above 16 below 8 below 4 below
Overall literacy
Number, patterns, algebra
Measure, data, space, geometry
Numeracy
11 above 23 above 45 above 15 below 4 below 2 below
7 below 26 above 31 above 23 above 10 below 3 below
7 below 16 equal 42 above 25 below 9 below 1 below
7 below 25 above 33 above 25 equal 8 below 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 Overall literacy ‐ above Number, patterns and algebra ‐ below Measurement, data, space and geometry ‐ below Numeracy ‐ below
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Comparing mean to all girl schools in the State Reading ‐ above Writing ‐ above Spelling ‐ above Grammar and punctuation ‐ above Overall literacy ‐ above Number, patterns and algebra ‐ above Measurement, data, space and geometry ‐ above Numeracy ‐ above 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 2009 Students performed very well across all domains. Following is a table indicating percentage of students within the various domains of the Naplan tests and a comparison to state average
Bands
10 9 8 7 6 5
Reading
Writing
Spelling
Grammar, punctuation
11 above 31 above 36 above 16 below 4 below 1 below
11 above 16 above 35 above 24 above 13 below 2 below
11 equal 18 above 31 above 30 above 7 below 3 below
17 above 19 above 30 above 26 below 6 below 2 below
Overall literacy
Number, patterns, algebra
Measure, data, space, geometry
Numeracy
9 above 24 above 37 above 26 below 3 below 2 below
10 below 31 above 32 above 22 below 4 below 1 below
16 above 23 above 31 above 24 below 5 below 2 below
12 equal 30 above 31 above 23 below 3 below 1 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 Overall literacy ‐ above Number, patterns and algebra ‐ above Measurement, data, space and geometry ‐ above Numeracy ‐ above
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Comparing mean to all girl schools in the State Reading ‐ above Writing ‐ above Spelling ‐ above Grammar & Punctuation ‐ above Overall Literacy ‐ above Number, patterns and algebra ‐ above Measurement, data, space & geometry ‐ above Numeracy ‐ above Conclusions The college is well placed to support the literacy and numeracy needs of our students. Our placement tests, regular assessment, academic care structures and, now, NAPLAN, provide us with rich data and periodic feedback about student growth and development in these domains. This current set of data provides granular evidence about the types of strengths and weaknesses demonstrated by our students. This highly individualised information can feed successfully into tailored learning experiences for our students. 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 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 we teach and we design assessment, that literacy and numeracy must be explicitly taught in the context of our course content.
SCHOOL CERTIFICATE RESULTS ‐ YEAR 10 2009 The college obtained excellent results in the external School Certificate examinations. Students performed above State level in the five School Certificate tests. In Australian Geography, the number of students that received a Band 6 was approximately twice the State number and the number of students who received a Band 6 in English is approximately twice the State number. The percentage of students who received Band 5 and 6 in English was 63%, compared with 41% of the State. The percentage of students who received Band 5 and 6 in Mathematics was 33%, compared with 24% of the State. The percentage of students who received Band 5 and 6 in Science was 50%, compared with 36% of the State. The percentage of students who received Band 5 and 6 in Australian History was 28%, compared with 23% of the State. The percentage of students who received Band 5 and 6 in Australian Geography was 49%, compared with 28% of the State. The percentage of students who received a Highly Competent in the Computing Skills Test was 84%, compared with 62% of the State.
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School Certificate Results 2009 Number of students
Band 3‐6
Band 1‐2
English Literacy
202
202 (100.0%)
0 (0.0%)
Mathematics
203
192 (94.6%)
11 (5.4%)
Science
202
201 (99.5%)
1 (0.5%)
Australian History
203
199 (98.0%)
4 (2.0%)
Australian Geography
203
200 (98.5%)
3 (1.5%)
HIGHER SCHOOL CERTIFICATE RESULTS ‐ YEAR 12 2009 St Mary’s students enjoyed outstanding results in the 2009 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 at the HSC were above the State mean for 33 of our courses.
HSC ALL‐ROUNDER ‐ KIMBERLEY CHIKITCH A HSC All‐Rounder 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 UAI 99.1 ‐ KATIE BUCCHORN The UAI is a ranked score calculated by the University Admission Centre for the purposes of qualifying students for admission to university courses.
TOP ACHIEVERS LIST ‐ KLORKOR DZIDULA CLOTTEY The Top Achievers in Course list shows the students in the top places in each course. Klorkor Dzidula was ranked third in the State in English Extension One.
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 2009, the college had 98 mentions on this list.
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HIGHLIGHTS OF HSC RESULTS IN SUBJECTS Marks in Band 6 indicate a mark of 90 or above. Subject
Percentage of students in Band 6
Biology
14.03
Dance
20.00
Design and Technology
33.33
Drama
27.77
Economics
35.71
English Advanced
11.11
English Extension 1
46.15
Geography
18.75
Mathematics
13.63
Mathematics Extension 1
26.66
Mathematics Extension 2
25.00
Music 1
63.63
Music 2
20.00
PDHPE
10.52
Society and Culture
16.27
Studies of Religion I
9.83
Textiles
10.00
Italian Continuers
50.00
The following courses scored greater than 10% above State average: Design and Technology, Italian Continuers. The following courses scored greater than 9% above State average: Music 1. The following courses scored greater than 8% above State average: Physics. The following courses scored greater than 7% above State average: English Standard. The following courses scored greater than 6% above State average: Information Processes and Technology. The following courses scored greater than 5% above State average: Drama, Society and Culture.
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Higher School Certificate results 2009 Studies of Religion I Studies of Religion II English Standard English Advanced Ancient History Biology Business Studies Community and Family Studies Chemistry Design & Technology Dance Drama Economics Food Technology Geography Industrial Technology Information Processes and Technology Italian Continuers Legal Studies Mathematics General Mathematics Modern History Music 1 Music 2 PDHPE Physics Society & Culture Textiles and Design Visual Arts Business Services Administration Hospitality English Extension 1 English Extension 2 Mathematics Extension 1 Mathematics Extension 2 History Extension Music Extension
Number of students 122 50 100 72 28 57 42 22 21 6 10 18 14 14 16 13 8 6 22 77 44 18 11 5 38 4 43 10 17 17 21 Number of students 13 4 15 4 3 3
Band 3‐6
Band 1‐2
119 (97.5%) 48 (96%) 99 (99%) 72 (100%) 27 (96.4%) 52 (91.2%) 42 (100%) 22 (100%) 21 (100%) 6 (100%) 10 (100%) 18 (100%) 12 (85.7%) 14 (100%) 16 (100%) 13 (100%) 8 (100%) 6 (100%) 20 (90.9%) 72 (93.5%) 43 (97.7%) 18(100%) 11 (100%) 5 (100%) 36 (94.7%) 4 (100%) 42 (97.7%) 9 (90%) 17 (100%) 17 (100%) 21 (100%)
3 (2.5%) 2 (45) 1(1%) 1(3.6%) 5 (8.8%) 2 (14.3%) 2 (9.1%) 5 (6.5%) 1 (2.3%) 2 (5.3%) 1 (2.3%) 1 (10%)
Band E3‐E4
Band E1‐E2
12 (92.3%) 3 (75%) 15 (100%) 4 (100%) 3 (100%) 3 (100%)
1 (7.7%) 1 (25%)
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STAFF, STUDENTS AND COMMUNITY PROFESSIONAL LEARNING In 2009 the college provided 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. For a number of years, St Mary’s has provided a substantial amount of “in‐house” professional development programs that enhance the capabilities and performance of individuals and teams. 2009 saw the continuance of this approach as a way of providing highly relevant professional learning opportunities to our staff. The college continued to run the Big Byte Breakfast seminars. These morning seminars provided staff with an opportunity for on‐site ITC training, enabling staff to explore the wide variety of web‐based resources the college posses. 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 who run the seminars. In 2009 the focus of the Big Byte Breakfast was the use of Web 2.0 based tools such as blogs, wikis, RRS, social networking sites and media sharing applications to create open collaborative learning environments for our students. Also in the area of inhouse training, professional learning opportunities have been provided to staff through the running of Master Classes. Master Classes involve teachers observing the lessons of other teachers. After the Master Class lesson has been given, the teachers involved are given time to discuss the lesson’s effectiveness in maintaining student engagement and achieving the desired student outcomes. The college also supported a number of staff members who conducted school‐based Learning Projects. These projects follow an action research approach and are supported by an academic partner from the University of Wollongong. In 2009 seven projects were run, namely:
Designing for E‐learning (the blended learning environment) Does Google kill research skills? The impact of the use of interactive whiteboards in a one‐to‐one laptop learning environment Increasing engagement and deepening understanding in junior Mathematics classes Positive psychology: its implications for St Mary Star of the Sea College Significance in the classroom: a focus on learning and teaching strategies that promote inclusiveness for all students Teaching 21st Century skills to the information‐age student.
In addition, throughout 2009 staff were able to access a vast array of external professional development programs that promoted quality teaching and learning practice, built leadership capability, supported professional networks, and embraced new technologies.
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STAFF QUALIFICATIONS IN 2009 ten staff engaged in postgraduate study with sponsorship from the college. Two staff were completing PHDs, five were engaged in Masters of Education programs, two were engaged in undergraduate studies, and one staff member was completing a Certificate 3 course. Two New Scheme teachers continued working towards their accreditation at the level of Professional Competence with the Institute of Teachers.
STAFF ATTENDANCE AND RETENTION RATES In 2009, the 77.9 teaching staff attended on average 97.61% of the teaching year. This represents an average of non attendance by a teacher of 4.66 days. In 2009, the college employed 77.9 FTE teachers with an annual retention of 94.09%. This compares with the 2008 80.7 FTE and a retention rate of 96.28%
COMMUNITY SATISFACTION During 2009, the college commissioned community satisfaction research, which was mailed to existing college families, with 192 replies incorporated into the findings. The sample accounts for approximately one quarter of all families enrolled during 2009, and as such, provides a good basis for inferring results to the entire school 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 more than 9 out of 10 parents were satisfied (scores of 3 or higher out of 5). This shows a trend of increasing levels of satisfaction over the last three years. Parents of Year 7 students were most satisfied and Year 10 least satisfied. A notable improvement in 15
satisfaction levels is apparent in Year 12 where satisfaction has increased by 12% since 2007. The majority of parents would recommend St Mary’s. The most important features, as ranked equally by parents were: that discipline problems are well handled, the college provides a caring environment, school reports give clear feedback, parents’ concerns are taken seriously and that the college is a happy place. The mean (average) satisfaction scores for all areas of school life were high. Satisfaction scores were higher for ALL of the 27 service areas measured when compared to the baseline measure in 2007.
Expectation gaps The research indicated that gap scores have reduced across 25 of 27 service areas since the baseline measure in 2007. A reduction in the expectation gap is desirable as it indicates that the gap between the importance of a service area and parent satisfaction has been reduced.
STUDENT ATTENDANCE Student attendance is recorded according the requirements of the Education Act. Average attendance has been calculated as follows: Year 7‐11 attendance Students School days Total student days Year 12 attendance Students Year 12 school days Total Yr 12 student days
2008 945 182 171 990 2008 163 142 22 983
Total student days Days of absence Average attendance
194 973 13 721 93%
2007 982 190 186 580 2007 181 152 27 512 214 092 6 982 97%
STUDENT RETENTION TO YEAR 12 Year group Year 10 2006 Year 12 2008 % Retention
Total 197 163 82.7%
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POST‐SCHOOL DESTINATIONS ‐ YEAR 12 2008
12% 3%
University
4%
TAFE
7%
Private College Employment
4%
56%
Gap Year/Travel Gap Year/Employment
14%
Unknown
In 2009 56% of Year 12 students were accepted and are attending a university in 2010. 70 of these students are attending the University of Wollongong. 14% of students are attending TAFE and 4% of the students are attending a private college in Wollongong or Sydney. 7% 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 and have deferred from university in 2010 and will commence university in 2011.
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. • 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. 17
POLICIES The table below is a summary of the revision status of the major college policies: Policy
Status
Revision date
Enrolment Policy
Current (2005)
2011
Occupational Health and Safety Policy
Current (2003)
2011
Pastoral Care Policy
Current (ratified 2009)
2012
Teaching and Learning Policy
Current (ratified 2009)
2012
Child Protection Policy
Current (2002, 2004)
2011
Privacy Policy
Current (2008)
2011
Grievances and Complaints Policy
Current (ratified 2005)
2011
Homework Policy
Current (2007)
2011
Notes: In 2009 the Student Welfare Policy was replaced with The Pastoral Care Policy, and the Teaching and Learning Policy was introduced and ratified.
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 for them 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 18
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 completion of the enrolment application form. • Priority is given to students who are Catholic. • Children of other Christian families may be enrolled after the other priorities for access have been considered. • Children of non‐Christian families may also be enrolled in keeping with the above principles. • Consideration will be made for students who transfer from interstate or from overseas. • 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 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 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 19
responsibility to develop the whole person. Therefore the framework for the college Welfare 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 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 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. Parents: To recognise parents as the primary educators of their children and develop the partnership of education between parents and teachers. To facilitate the process of informing and supporting parents throughout the education of their daughter at the college. 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 as 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 active in service be aware of, and able to communicate, own needs become active and self‐directed participants in the learning process develop a self‐reliant, self‐disciplined character see service of others a s positive means of promoting individual and community well‐being promote equity and social justice throughout their community life.
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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 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 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.
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 another or 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 the importance that all members of the community are engaged in lifelong learning. 21
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 • is inclusive of all • is followed up by subject teachers and consequences will follow our Student Conduct Policy.
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 22
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 staff member 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.
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, School Certificate 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 Students. The Academic Care Coordinator and Pastoral Counsellor is 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.
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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 under the direction of 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_2008.pdf The policies and college Strategic Plan can be found at http://www.stmarys.nsw.edu.au/policies.htm.
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OUR GOALS OUR ACHIEVEMENTS IN 2009 In 2009 the college set itself a set of goals that spanned the life of the college. The status of these goals is described below: • Action research as a model for professional learning ‐ all subject coordinators were given a time allowance to conduct supervised practitioner research into areas of student learning and curriculum development. • The Subject Coordinators presented excellent findings in their research which will be implemented into the teaching and learning programs to further develop student engagement. The Subject Coordinators presented their research to the whole staff as well as visitors to the college. A team of teachers were given a time allowance to conduct supervised practitioner research in 2009. • Facilities development ‐ the college Board of Directors approved the building of a new cola which was erected in Polding Place along with a statue of the founder of the Good Samaritan Order, Archbishop Bede Polding. This statue was erected as a sign of unity with the Sisters and as a tribute to this wonderful leader. Plans were also developed for the renovation of the school reception area, the student office and administration offices on the first floor of the Administration building. Work will commence on these projects in 2010. • Literacy and numeracy ‐ using data from the SNAP and ELLA assessments, students identified as being at risk of falling below State benchmarks were targeted and provided with intensive intervention. This intervention will continue throughout the 2010 school year and monitoring of results for at‐risk students will take place from the commencement of the new school year. • Interactive whiteboards ‐ the pilot program of trained teachers using interactive whiteboards to evaluate their effectiveness in the learning process was continued throughout 2009. It is anticipated that the number of interactive whiteboards will increase across the college as teaching staff gain competence and confidence with their use.
OUR TARGETS FOR 2010 • A stronger focus on staff formation will be undertaken in 2010. As a result of such formation opportunities, staff will feel affirmed by their successes and excited by the challenges that confront them. A particular focus in this area will be the development of leadership capacity across the college. • A focus on the development of sound pedagogical approaches in the use of computers in the classroom. St Mary’s will investigate the possibility of employing an outstanding teacher/leader to guide staff in this area. • To foster a love of learning in all students through the provision of appropriate learning opportunities. • Students who are academically gifted will be provided with opportunities for enrichment and acceleration. • Students making sound progress will be provided with opportunities to develop their unique gifts and talents through both curriculum‐based and extracurricular opportunities. 25
• A review of provisions for special needs students will be undertaken and adjustments to the structure of studies and resourcing for these students will be undertaken. • The principle of stewardship will be an area of focus for all college practices ‐ our purchasing procedures, our use of renewable energy and our care of our environment will be focus areas for 2010. • The college will assist parents to build on the wonderful sense of community that is present at the college. This will be done through supporting and encouraging community events, strongly supporting the school P&F and providing workshops and information evenings for parents in a range of areas.
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FINANCES 6.26%
20.01%
Income 2009 Tuition Income
19.66%
3.08%
Capital Income and ITC Levies Commonwealth Recurrent Income
0.81%
Comm Govt Grants State Govt Grant Ancilliary 50.17%
Expenditure 2009 24.85%
Salaries 44.95% Maintenance Capital Expenditure Administration & Ancilliary 27.26% 2.94%
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