Annual Report - 2012 by KRB School

annual report 2012

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

kincoppal – rose bay school ANNUAL REPORT 2012 Reporting Areas 1.

A Message From Key School Bodies

Contextual Information about the School

3. Student outcomes in national and state-wide tests and exams

Senior secondary outcomes

Professional Learning and Teacher Standards

Workforce composition 2012

7. Student attendance and retention rates in secondary schools 2012

8. Post school destinations (for secondary schools only) 2012

9. Enrolment policies and characteristics of the student body

10. School policies

11. School determined improvement targets

12. Initiatives promoting respect and responsibility

13. Parent, Student and Teacher Satisfaction

14. Summary financial information

About the Annual School Report Kincoppal – Rose Bay School is registered by the Board of Studies (New South Wales). The Annual Educational and Financial Report provide parents and the wider community with fair, accurate and objective information about various aspects of school performance and development. The report describes school achievements and developments in 2012. This report is a legislative requirement under the Education Amendment (Non-Government Schools Registration) Act 2004. The information in this report is complemented by other school publications such as the school prospectus, policies and procedures, publications and newsletters which are published on the school website.

2012 ANNUAL REPORT

1. A Message From Key School Bodies

from The Principal As a school of the Sacred Heart, Kincoppal – Rose Bay strives to educate both the hearts and minds of our students. We support and encourage them to find their own voice, to develop their special gifts and talents and become the very best people that they can be. All schools of the Sacred Heart throughout the world are connected by this educational vision that stems from the vision of the Foundress of the Society of the Sacred Heart, St Madeleine Sophie Barat. This vision is articulated in the goals of a Sacred Heart education: 1. A personal and active faith in God 2. A deep respect for intellectual values 3. The building of community as a Christian value 4. A social awareness which impels to action 5. Personal growth in an atmosphere of wise freedom. In 2012 KRB students, staff and parents lived out in a variety of ways the fifth goal of Sacred Heart Education: Personal Growth in an Atmosphere of Wise Freedom. This was done through the contribution made by many to the intellectual, emotional and spiritual development of each student and by a strong awareness and focus on issues of social justice. In 2012 we also celebrated 130 years of Sacred Heart education at Kincoppal – Rose Bay. We reflected on the beginnings of Sacred Heart education on this site and on where we have come to in 2012. As well we acknowledged the many ways that we have been touched by the influence of the Sisters of the Sacred Heart and all who have assisted them. Our students of 2012 showed their dedication to being students of the Sacred Heart through their commitment to the goals of Sacred Heart education, their sense of social awareness and the efforts they made to be the best they can be. Each one in different ways took advantage of the opportunities given to them, accepted the challenge to achieve personal best and understood the importance of serving and supporting others. In 2012 we continued to develop the minds of our students with a diverse range of intellectual challenges and learning opportunities, both inside and outside the classroom. Our personalised approach to learning has been designed to engage each student to achieve her or his personal best. We nurtured the development of a growth mindset by empowering our young women and men: • to embrace life’s challenges, • to persist with the realisation of personal goals; and • to succeed in the face of life’s setbacks.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

A passion for lifelong learning and knowing that effort and application are the keys to mastery and goal achievement have been the hallmarks of our approach to educating a future generation of global citizens. Our Year 12 Class of 2012 demonstrated their commitment to achieve their personal best. This was particularly shown in their outstanding results in the Higher School Certificate Examinations, where 8% of students achieved an ATAR over 99 and the Median ATAR for the year was 90.28. Our revamped P –12 student tracking program enabled staff in 2012 to better monitor the academic, social, emotional and spiritual goals of each student and provide the necessary guidance to support them to achieve their personal best. Students have been provided with engaging learning experiences where they have had opportunities to achieve both collaboratively and individually. Ongoing professional learning of all Kincoppal – Rose Bay staff, undertaken in 2012, ensured that all were effective educators who worked at the cutting edge of quality schooling and who modelled scholarship. During the year P –12 staff participated in leadership seminars, conferences and in-services enjoying opportunities to hear renowned guest speakers and work with other respected educators and leaders. Positive Well Being In 2012 KRB continued working with the Positive Education Program, based on the Positive Psychology movement which aims to “educate for both traditional skills and for happiness.” The focus has been on a strengths based approach to concentrate on students’ capabilities, and thus assist each student to learn the skills necessary for overcoming adversity and developing resilience. Activities including the Year 9 City Immersion Experience, Australian Business Week, Big Sister Program, peer to peer programs, outdoor education camps, transition to secondary school programs and the positive education program in the Boarding School assisted with providing challenging opportunities for all students and helped build resilience. Many KRB students took advantage of the Global Exchange Program which developed independence and resourcefulness and gave students an understanding of other Sacred Heart Schools and travel overseas.

Challenge outside the Classroom The strong KRB spirit has certainly been shown through the many co-curricular activities in which our students have been involved. In 2012 over 700 students participated in sporting activities in which they learnt the value of teamwork and of the importance of practice and training to achieve one’s goals. Our sporting program has also challenged our students and it is admirable that so many have achieved significantly at both school and State level. Students have also shone in the musical area and this was highlighted in 2012 in the outstanding performances of “The Wizard of Oz”. Public speaking and debating remain as important components of the co-curricular program and a significant number of teams achieved at a high standard in both the ISDA and Archdale competitions. In 2012 students demonstrated their ability to be compassionate people who want to make a difference to their world. They participated in a number of social justice initiatives, including raising money through the City2Surf, participating in the Bowraville Sport Program, the Easy PC Program, the Year 10 Philanthropy Program and as well raised money for the Sacred Heart Sisters in India. Mrs. Hilary Johnston-Croke Principal

From the School Board The principal activity of the School Board in 2012 was the governance of Kincoppal – Rose Bay School. Each year, on behalf of the Board, I report on the progress of the School to the owners of the School, the Trustees of the Society of the Sacred Heart. At the conclusion of our 130th anniversary year 2012, I was pleased to report that notwithstanding the financial pressures affecting our community, and the uncertainties about future government funding of independent schools, that 2012 had been a good year for the School.

We have made considerable progress in implementing our facilities Master plan 2008 – 2015, and at present we have in various states of progress: • Claremont Stage 2 including the relocation of the Principal’s Office • Year 7 Community Learning Space • A New Cafeteria including replacement of the temporary tuck shop and Cool Room • A Junior School Master Plan • The Chapel Precinct Heritage Conservation Plan • Accessibility Strategy for our heritage buildings • Whole of School Energy Audit, preliminary to an energy conservation strategy. This has been achieved with the contribution of many in our school community. In particular, I thank our Principal Mrs. Hilary Johnston-Croke, for her leadership in developing our school as place of excellence in teaching and learning. I thank the Leadership Team and all members of staff for their contribution throughout 2012 and the excellent results achieved, which are fundamental to our success at Kincoppal – Rose Bay. I congratulate the students on their success. I thank my fellow board members for their careful direction and commitment to the school, and all those in our school community who have supported us in our endeavours. I thank, especially, the members of the Society of the Sacred Heart who are, and have always been over our 130 years, such a significant presence here at Kincoppal – Rose Bay School, and who have gifted their rich charism to this school. Mr. Bryan Curtin Board Chair

The School’s academic results were excellent, with a median Australian Tertiary Admissions Rank (“ATAR”) of 90.28, and 8% of our final year students achieving an ATAR over 99. Our enrolments in 2012 at 875 were the highest in 5 Years. Our debt, which peaked on financing the completion of the Maureen Tudehope Centre, is now falling. With good governance, we have been able to reduce the rate of fee increase in successive years to a rate now less than 5% for the current year.

2012 ANNUAL REPORT

From the Parents The spirit of community remained a focal point for Kincoppal – Rose Bay in 2012. Events to welcome new families, to maintain connections with current and past families, both nationally and internationally and to offer networking opportunities continued throughout the year. The importance placed on developing strong connections between parents and the school begins early each year with the Welcome Dinners for new parents. In 2012 all new families were invited to a Welcome Dinner, which provided an opportunity for members of the School Board and the Kincoppal – Rose Bay School Leadership Team, to meet these families and to share with them the educational vision for the School. A number of events to foster connections between the School and the KRB community - current and past parents, grandparents and relatives - was held in 2012. Events were also held for families living in regional NSW and overseas. These included: • Family Masses followed by Morning Tea, creating connections between families of specific year groups and enabling KRB students to participate in the Eucharistic celebration • Four events to acknowledge the importance of mothers and fathers. A Mass and afternoon tea was held for mothers and Junior School students, while a luncheon was held for mothers and Senior School students. As well a breakfast and Mass was held for Junior School students and their fathers and a dinner was held for Senior School students and fathers • A Morning Tea for Year 7 mothers to welcome them to the Senior School and a luncheon held for Year 12 mothers to mark the end of their long involvement as KRB parents • The Year 12 Graduation Mass, Awards Ceremony and luncheon to celebrate the Graduation of the Class of 2012 • Grandparents & Special Friends’ Mornings, for ELC, Year 5 and 7 students • A Gathering for country families in Warren, NSW • A Gathering for families living in Hong Kong, hosted by the Principal. Events were also held to celebrate 130 years of Sacred Heart education. These included: •

A Mass and picnic attended by over 1500 current and past parents, past students, Board members and students in February 2012

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

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A dinner entitled “The Trés Bien Dinner” held in June acknowledging the contribution of the Sisters of The Sacred Heart to the education of all students from Kincoppal Convent, Rose Bay Convent and Kincoppal – Rose Bay School A Gala Music Concert featuring external artists and current students held in October 2012.

Events with a Fundraising Focus The main fundraising event held in 2012 was the inaugural KRB Rugby Lunch. All funds raised at this function were directed to the Kincoppal – Rose Bay Bursary Fund, set up to provide financial assistance for families whose daughters wish to be educated at Kincoppal – Rose Bay.

Parents’ & Friends’ Association The Parents’ & Friends’ Association provided many activities for families and individual year groups to come together as a community. These included: • • •

The P&F Welcome Cocktail Party for all families with an emphasis on welcoming new families The Trivia Night held in May where over 370 parents attended The KRB Cookbook “Cuisine du Coeur”, prepared in 2012, to be launched in 2013. Extensive preparation was undertaken by a small group of parents and past students.

Past Students Kincoppal – Rose Bay places emphasis on maintaining close relationships with all students who leave the School. In 2012 assistance was given to the Rose Bay Class of 1962 and the Kincoppal – Rose Bay classes of 1972, 1982, 1992, 2002 and 2007 in the organisation of their class reunions, many of which were celebrated at the School. As well a special event for all past students who left School prior to 1952 was held at the School. The Sacré Coeur Association of NSW continued to make connections with past students with a Mass held for relatives of deceased past students. As well, an event for past students who left Kincoppal – Rose Bay in 2010 and 2011 was hosted by the Association. Two Networking Evenings with the focus of Health and then of Marketing, Media and Communications were held in 2012. These gave past students and current parents and students the opportunity to hear from professionals in these professions and to network with the speakers and other professionals to discuss future career paths and the possibilities of internships.

Partnering Kincoppal – Rose Bay School Kincoppal – Rose Bay School continued to encourage financial support from current and past parents and past students to support families who cannot afford a Sacred Heart education through donations to the Bursary Fund and to the Indigenous Fund. This was particularly done through the Annual Giving Appeal 2012.

Head Girl The 2012/13 Leadership Committee has proved itself to be a group of incredibly enthusiastic and devoted students. Our theme was ‘Channel 13’, a news team that brought all aspects of school life together, and led under the motto ‘bringing spirit to you since 1882!’ Our focus was very much on communication, and creating community between year groups and schools. The Committee recognised the talents and strengths of each leader, and used these to our advantage in carrying out joint initiatives, such as the formation of the Wellbeing Committee (Sacred Heart and Liturgy) who presented a week on the topic of self-esteem, which included a ‘wall of happiness’, where students could take and leave an affirmation. The House Captains and Head of Sport worked together with the Head of Social Justice to run a teacher VS student match three times this year. These involved a barbeque and bake sale, and brought the community together in the spirit of charity. Each house had a social justice area to fundraise for, from Bowraville to Jakarta. Other charitable initiatives included Jeans for Genes Day, and Beautiful Lengths for cancer patients, to be held in Term 3.

Sacred Heart Day was run by the Sacred Heart Committee, and this year we focused on the goal ‘a deep respect for intellectual values’. To fundraise for the Sacred Heart charity in India, we sold ‘la fête du Sacré Coeur’ red t-shirts to staff, students and alumni, and enjoyed a successful fête run by students. This year, we made the activities much more dynamic, and enjoyed everything from massages from year 4 to donut eating with year 10. As well as this, many students brought in a new book to give to schools, prisons, or homeless shelters, as a way to manifest the focus goal through compassion and thoughtfulness. Over $4,000 was raised on the day. ‘Honk if you have a Sacred Heart’ was run by Year 12 outside the gates, and the Notre Coeur house festival was showcased during the assembly, where houses sung a song that represented a core theme of the Sacred Heart Mass. Years 5 and 6 were thrilled to be a part of this spirit building activity. The Leadership Committee continued the tradition of enjoying regular afternoon teas with the Sisters of the Sacred Heart, where they were fortunate enough to receive the wisdom and support that is so greatly appreciated by all at KRB. The 2012/13 leadership theme succeeded in appreciating all aspects of schooling life, and adhering to the ethos ‘hearts and minds’ that KRB upholds in order to create an inspiring school environment. Mary-Grace Brunker Head Girl.

Our focus on communication and community was strengthened by our Student Bulletin, which became a bitermly publication, with a different emphasis for each issue. We used student and teacher contributors to showcase the best of what was happening in the school, and shared these with the wider community via email. The new Head Girl twitter also enabled a branching out of news from KRB. To communicate with other schools and gain insight and support from other young leaders, we attended many afternoon teas and even hosted one ourselves. The Environment Committee was very active this year, spreading eco-friendly awareness at each assembly, attending the Riverview environment breakfast, and implementing ‘Freshie’, a vending machine that seeks to eradicate the use of plastic bottles at school.

2012 ANNUAL REPORT

2. Contextual Information about the School

Kincoppal – Rose Bay School is an inclusive Catholic P –12 independent school, with a coeducational Early Learning Centre and Junior School, and girls’ day and boarding from Years 7–12. As a Sacred Heart school, KRB is part of a global network of more than 200 schools in 44 countries. A Sacred Heart (Sacre-Coeur) education focuses on the development of the whole person - both heart and mind – within a personalised community context. The goals of a Sacred Heart education encourage the students to think wisely and deeply, act with justice and value community highly. Kincoppal – Rose Bay takes a personalised approach to learning, tracking student progress to ensure continued academic development and personal well-being. The school offers an academically challenging program providing a range of opportunities and support for student learning. Our HSC results demonstrate the high level of achievement gained as a result of our systematic focus on academic monitoring and tracking of student progress.

Joigny – Early Learning CENTRE Our co-educational ELC, the Joigny Centre, is where our youngest students take their first steps on their learning journey. The Joigny Centre provides a calm and nurturing environment where learning is naturally and creatively embedded within play, discovery and investigation. The key aspect of the ELC is the renowned Reggio Emilia approach, and early use of interactive technology.

Junior School (K – 6) Our co-educational Junior School provides students with a warm and nurturing environment where they can begin to explore their interests and talents. Key aspects of the Junior School include students being introduced to subject areas through specialist teachers in Languages, Music, Technology and PD/H/PE. They enjoy an extensive and vibrant co-curricular program, Gifted and Talented extension opportunities and Learning Support programs, and develop social responsibility through social justice programs with an emphasis on community.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Senior School (Years 7-12) With the excellent foundation given to our students in the Junior School, transition programs support students from KRB and from other Schools entering Year 7. With our pastoral, academic, and personal support, senior students flourish in their secondary years. Key aspects of our Senior School include high academic achievements, support for student well-being, the individual notebook program and a wide range of sports and co-curricular programs and activities. The Sacred Heart network provides safe global student exchange opportunities, in countries such as England, France, the United States and Taiwan. The majority of our students enter university, with almost 100% receiving their first choice of course, and the diversity of courses they select reflects the wide range of subjects and opportunities they have been offered at KRB.

Boarding The boarding school operates at capacity with 150 boarders 70% of whom come from rural and regional NSW. Twenty per cent of the boarders are International with the majority of students coming from Asia. In 2012 we have introduced students from Europe. There has been a drop in the number of city boarders with 5% of the boarding school population being made up of students from Sydney. In 2012 we moved to a residential model in Sheldon House with the Head of the House and the Assistant Head of House being residents within the boarding house. This is a highly progressive model for a girl’s boarding school; Sheldon House has a 40 bed capacity. See ACARA My Schools website: http://www.myschool.edu.au

3. Student outcomes in national and state-wide tests and exams NAPLAN 2012 Results The National Assessment Program Literacy and Numeracy (NAPLAN) assesses all students in Australian schools in Years 3, 5, 7 and 9. When comparing the performance of KRB students to both the state and other similar schools: • • • • • •

KRB performed above the State in all years and across all aspects (Reading, Writing, Spelling, Grammar and Punctuation, Numeracy, Measurement Space and Geometry and Number Patterns and Algebra). KRB performed above the Region (NSW AIS) in all years across aspects Reading, Writing, Spelling, Grammar and Punctuation There was a strong whole school performance across Year 3, 5, 7 and 9 in Reading, Writing and Grammar and Punctuation The percentage of students performing in the top two bands at KRB is significantly above the State in all years and all aspects (in some cases more than double) The percentage of students performing at or below the benchmark at KRB is well below the State ranging between 0-13% (Writing Year 9 is 13%) Student growth in all aspects across all years is as expected for KRB. There are no significant anomalies

Visit the NAPLAN website: http://www.myschool.edu.au 2012 % at proficiency (top two bands) 3

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Spelling

Grammar & Punctuation

Numeracy

2012 % at proficiency (at or below minimum benchmark) 3

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2012 ANNUAL REPORT

School Certificate

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

2012 Higher School Certificate Results

The Australian Tertiary Admission Rank (ATAR)

The HSC Class of 2012 Kincoppal – Rose Bay performed exceptionally well in the HSC. One of their characteristics was being much focused academically, and being both competitive with and supportive of each other to be the best that each one of them could be. The excellent teaching and the close and supportive community of KRB has contributed to the wonderful results achieved by our hardworking and committed students across all subject areas.

The Australian Tertiary Admission Rank (ATAR), formerly the University Admission Index (UAI) is not given to schools, but directly to students. Using the HSC data we estimate, however, that 7% of students have achieved an ATAR over 99, 22% of students achieved an ATAR over 95, 52% of students achieved an ATAR over 90 and 59% of students achieved an ATAR over 85. The median ATAR was 90.28.

The class of 2012 consisted of 92 students completing their HSC (1 student completed HSC in Japan) • • •

36 Boarders 12 ESL students 1 Dance Accelerant

Highlights of this year’s achievement include: • Twelve students being All-Round Achievers, which means 13% of the year group scored more than 90 in at least ten HSC units • Six students being only one or two units from becoming All-Round Achievers • Olivia Templeman and Alice Russo achieved joint First Place in the State in the French Continuers course out of 893 students • Four additional places in the Top Achievers Course List were gained. These lists show those students in the highest ranking positions in each course • Olivia Templeman was placed fourth in Italian Beginners and seventh in Studies of Religion I • Madeleine Miller was ranked ninth in Geography • Isabella Ledden was placed 15th in Ancient History • KRB students achieved 160 mentions on the Distinguished Achievers List for 2012 and 13 mentions for the accelerated Mathematics courses in 2011 • KRB was placed 14th in the State for English • KRB’s overall results have seen the School ranked 34 in The Sydney Morning Herald’s list of Top 100 Schools – an increase of two places from 2011 and a significant achievement for a school which is not academically selective.

The following graph shows the percentage of the Kincoppal – Rose Bay candidature in each UniScore bracket over the last siz years. UniScores are estimates of the ATAR as schools are not given formal information about each student’s performance on the Australian Tertiary Admission Rank (ATAR), The All-Round Achievers List The All-Round Achievers List contains the names of students who achieved 90 or more for courses totalling ten or more units. Twelve students from the Class of 2012 were listed on the All-round Achievers List. A further 7 students achieved 90 or more in eight or nine units, which is also a notable achievement. Distinguished Achievers List The Distinguished Achievers List contains students who have achieved the highest band (Band 6) for a course or, in the case of extension courses, Band E4. To reach this standard, students need to have achieved an HSC mark of at least 90. In 2012, 59 Year 12 students and 11 accelerant Mathematics students achieved 160 mentions on the Distinguished Achievers List.

2012 ANNUAL REPORT

KRB’s Distinguished Achievers List Numbers by Course Ancient History.......................................................... 6 Biology..................................................................... 4 Business Studies........................................................ 4 Chemistry................................................................. 2 Drama..................................................................... 5 Economics................................................................ 4 English Advanced.................................................... 33 English as a Second Language................................... 2 English Extension 1.................................................. 10 English Extension 2.................................................... 2 French Continuers..................................................... 4 French Extension....................................................... 2 Geography............................................................... 3 History Extension....................................................... 4 Italian Beginners....................................................... 4 Japanese Beginners................................................... 3 Legal Studies............................................................ 6 Mathematics Extension 1........................................... 7 Mathematics Extension 2........................................... 2 Mathematics General................................................ 4 Mathematics ............................................................ 6 Modern History......................................................... 3 Music 1.................................................................... 1 PDHPE..................................................................... 1 Physics..................................................................... 2 Studies of Religion I................................................. 13 Studies of Religion II.................................................. 6 Visual Arts.............................................................. 15 *Band 6 (E4 Extension) an HSC mark of 90% or more

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Individual Course Performance Major Creative and Performing Arts Achievements: • Isabella Daniel’s Set Design was selected for OnStage. • Kiara Frisken and Isobel Lord were nominated for Art Express for their respective artworks. Kiara created her film ‘Memoria’ based on her grandmother’s life experiences and Isobel explored the concept of light and colour in her series of abstract photographs. These results indicate the breadth and depth of student achievement at KRB across a broad range of courses. Our students achieved over 250 Band 5s or E3s, indicating the enormous learning gain achieved by students of all abilities. A large proportion of KRB students achieved in the top two performance bands (Band 6 or Band 5). The courses with particularly high percentages of KRB students achieving in the top two bands included: • 89% in English 2U Advanced • 97% in Visual Arts • 79% in Mathematics 2U • 89% in French Continuers • 80% in Italian Beginners • 80% in Music (Course 1). In the very challenging Extension Courses the percentage of KRB students performing at the two highest levels (E4 or E3) were: • • • • • •

94% in English Extension 1 (18 students) 100% in English Extension 2 (6 students) 83% in History Extension (12 students) 100% in French Extension (2 students) 97% in Mathematics Extension 1 (31 students) 100% in Mathematics Extension 2 (13 students).

The table below shows student performance as percentages in Bands 5 and 6 (E3 and E4 Extension) by subject versus the state-wide performance for 2010 – 2012. HSC Band Analysis

2012 KRB Total Band 5-6 % or E3-4 Ext

2012 State Total Band 5-6 % or E3-4 Ext

Accounting

2011 KRB Total Band 5-6 % or E3-4 Ext

2011 State Total Band 5-6 % or E3-4 Ext

100.00

52.26

2010 KRB Total Band 5-6 % or E3-4 Ext

2010 State Total Band 5-6 % or E3-4 Ext

Ancient History

58.81

26.78

90.00

37.42

63.60

38.32

Biology

47.36

26.76

59.99

30.96

36.80

33.34

Business Studies

62.95

38.13

66.66

31.97

69.20

37.03

Chemistry

52.93

42.6

71.42

39.98

44.40

39.39

66.66

58.29

100.00

62.17

100.00

86.44

0.00

40.51

0.00

33.91

Chinese Background Chinese Continuers Dance Drama

76.46

43.85

88.23

43.37

92.90

39.72

47.2

10.00

43.46

66.70

41.14

English Advanced

89.18

54.09

84.12

58.15

88.60

57.85

English as a Second Lang

41.66

24.67

92.85

32.21

81.80

25.35

English Extension 1

94.43

87.11

92.00

83.95

100.00

85.56

English Extension 2

100

78.43

100.00

84.01

100.00

81.46

English Standard

16.66

15.75

0.00

8.86

0.00

4.31

French Continuers

88.88

64.59

62.50

63.78

75.00

59.67

Economics

French Extension

100

90.67

100.00

84.57

100.00

90.04

General Mathematics

69.22

22.05

56.66

24.26

46.20

26.10

Geography

58.33

40.27

55.55

37.72

66.70

38.32

History Extension

83.33

65.98

100.00

74.16

66.70

70.98

22.22

31.63

80.00

35.57

41.70

36.14

Information Processes Italian Beginners

33.32

Italian Continuers

0.00

100.00

50.31

Italian Extension

0.00

100.00

90.31

Japanese Beginners

62.5

39.77

60.00

39.31

85.70

43.90

Legal Studies

72.72

40.24

54.54

38.52

90.00

38.04

Mathematics

74.99

52.5

83.32

51.22

65.40

47.98

Mathematics Extension 1

100

84.98

96.00

84.47

76.20

82.55

Mathematics Extension 2

100

88.37

100.00

91.65

100.00

90.01

Modern History

45.94

86.66

45.32

37.50

41.71

Music 1

58.38

100.00

58.91

100.00

60.22

Music 2

100

85.02

0.00

100.00

82.32

100.00

98.65

32.88

55.00

34.20

45.50

38.39

44.44

34.05

62.50

36.22

75.00

39.12

100.00

78.25

Studies of Religion I

57.62

41.85

64.99

48.38

61.00

51.18

Studies of Religion II

60.6

41.01

95.64

47.65

35.30

49.42

97.21

53.96

80.55

47.89

82.40

50.58

Music Extension Personal Dev Health and PE Physics

0.00

Russian

Visual Arts

2012 ANNUAL REPORT

4. Senior secondary outcomes

• One Year 12 student (1.2%) in 2012 completed a VET course for the HSC. This was in Accounting. • 92 out of 92 (100%) students attained their HSC or VET qualification. http://myschool.edu.au

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

5. Professional Learning and Teacher Standards

We seek to develop our staff by the School’s commitment to providing high quality professional learning opportunities to support their growth and development so as to build a vibrant learning community. Professional Learning refers to all training and development opportunities, formal and informal, individual and shared, that provides opportunities for professional discourse, interaction, practice, reflection and analysis. Professional learning can occur face-to-face, online or through other modes of delivery such as through HSC marking, involvement in professional associations and examination committees. Our policy on Professional Learning recognises that the participation of teams and individuals in workplace learning and in the wider professional context is key to developing quality professional practice. Professional Learning at Kincoppal – Rose Bay also adds to our school community by developing staff as Sacred Heart Educators.

Principles for Professional Learning at Kincoppal – Rose Bay 1.

The need for on-going Professional Learning that should be collaborative, relevant and future focused and aligned to the KRB’s ‘Vision, Mission and Strategic Plan’

Recognises that the individual and the school share responsibility for promoting, planning, implementing and evaluating professional learning

Expects individuals to engage in ongoing professional learning

Encourages all Heads of Department and Stage Coordinators to develop Professional Learning Plans that take into account the needs of individuals, faculties and School which are also in response to the outcomes from the Teacher Review Development System

Fosters a culture that values and supports professional learning

Promotes teachers maintaining their accreditation through professional learning opportunities and attendance at accreditation courses in accordance with the requirements of the NSW Institute of Teachers and the Independent Schools Teachers’ Accreditation Authority (ISTAA)

Supports the ongoing formation of staff in our Sacred Heart charism

Ensures all staff and learning areas have equal access to professional learning

Encourages teaching staff to keep their skills and expertise up to date by attendance at regular professional learning activities, outside and within school hours, which is in response from yearly professional meetings with Heads of Department/Stage Coordinators in line with the School’s Operational Plan and the outcomes from the KRB Teacher Review and Development System

10. Recognises and respects the expertise of staff 11. Is responsive to the systemic, national and state agendas for education, particularly the implementation of the National Curriculum and the National Teaching Standards 12. Provides opportunities for individuals to develop an integrated Professional Learning Plan that links the needs of the school and the needs of the individual 13. Brings, where possible, professionals to the School to deliver professional learning activities. During 2012, the P –12 staff participated in leadership seminars and other conferences and in-services incorporating guest speakers, workshops, planning activities and training in compliance-related areas. Our Professional Learning Conference at the start of Term 2 had as its theme Developing and Enhancing a Culture Critical Thinking. The learning gained from these days resulted in staff input and discussion at the faculty and stage level. As well, our staff have been working collaboratively in teams with external providers in effective strategies to encourage critical thinking. In addition, many of our senior school teachers have been selected to be markers for the Higher School Certificate. This provides great insights into the marking process and the criteria for the allocation of the various bands. As well, a number of our teachers have presented papers at state and interstate conferences and workshops and also have been invited to sit on various committees for the Association of Independent Schools and Board of Studies. We also continued our involvement in the AIS Mentoring Course where two of our teachers mentored junior teachers. We were fortunate to receive funding provided under Smarter Schools National Partnership on Improving Teacher Quality and facilitated by the Independent Schools Centre for Excellence. The funding for developing professional exchange and mentoring relationships with other schools has allowed us to support teachers in their professional work and build teacher capacity across the independent sector in NSW.

2012 ANNUAL REPORT

A key area in 2012 was the piloting of a Teacher Review and Development System developed by the Association of Independent Schools and based on their extensive research about teacher quality and effectiveness. In the pilot model teachers were allocated as either reviewers or reviewees and were trained in the online system, Appretio. Funding through the Empowering Local Schools has allowed this review model to be implemented in the school in 2013. The system is a developmental model which aims to see a growth in: • Teaching and learning expertise • Ability to make judgments about teaching and professional practice using the National Teaching Standards) • Capacity to use evidence as a basis for evaluating the effectiveness of teaching on students’ learning • Ability to reflect on teaching practice and give and receive constructive feedback • Ability to engage with KRB’s Operational Plan • Understanding what constitutes quality teaching and learning at KRB • Deeper professional relationships between colleagues • Development of a professional learning community within KRB • Involvement in planned and targeted professional learning and support Consequently, Professional Learning at KRB during 2012 has indeed been ongoing, experiential, collaborative, and connected to and derived from working with students so as to ensure our teachers’ growth and development and to build a vibrant learning community.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Teaching Standards Category

Number of Teachers

Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AELNOOSR) guidelines.

105

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the National Office of Overseas Skills Recognition (AELNOOSR) guidelines, but lack formal teacher education qualifications.

Teachers who do not have qualifications as described in (1) or (2) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.

6. Workforce composition 2012

KRB has 148 employees (excluding casuals and accomplishment staff), made up of: • 93 teachers • 51 full time ancillary employees • 4 part time ancillary employees

2012 ANNUAL REPORT

7. Student attendance and retention rates in secondary schools 2012

Year

Attendance %

95.23

94.87

96.12

94.51

97.73

96.85

92.47

94.89

93.25

95.27

98.76

98.42

ATTENDANCE POLICY • If a Senior School student is sick and unable to attend school a parent must inform the Student Services Officer by phone (02 9388 6023) or email: studentservices@krb.nsw.edu.au before 8.30am. A note confirming the absence is brought to Student Reception when the student returns to school. • If a Junior School student is sick and unable to attend school a parent must inform Junior School Reception by phone (02 9388 6080) or email: juniorschool@krb.nsw.edu.au before 8.30am. A note confirming the absence must to be given to the Class Teacher when the student returns to school. • Students must attend school punctually. If a student is late for school they must sign in at either Senior School Student Reception or Junior School Reception. If the parent is aware that the student is going to be late, the parent should inform the Senior School Student Services Officer or Junior School Reception. • No student may leave school grounds during school hours except with written permission from a parent and approval from the Year Co-ordinator or Director of Students in the Senior School or Head of Junior School. Students must sign out at either Senior School Student Reception or Junior School Reception before departure. • If parents are away from home for more than a few days, the Director of Students or Head of Junior School should be notified by letter and the name, address and phone numbers of someone to act for parents must be provided.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

8. Post school destinations (for secondary schools only) 2012 Destination by Course

D Asian Studies 1 B Nursing 2

B Politics and Social Science 1

Early Childhood Education 1 B Speech and Hearing 1 Masters Biomedical Engineering 1 B Chemical Engineering 1

B Fine Arts 2 B Media 1 B Education 3 B Liberal Arts 1 B Commerce 16

B International Business 1 B Applied Science (Exercise and Sport Science) 1 B Design 3 B Economics 2 B Marketing and Media 1 B International and Global Studies 2 B Engineering (Biomedical) 2 B Medical Science 1 B Engineering (Aeronautical) 1

B Arts 29

B Psychology 1

B Communication 5 B Business 9 B Science (Health) 1 B Science (Applied Physics) 1 B Science (Marine) 1 B Science 3 B Science â&#x20AC;&#x201C; Advanced 2

B Arts (Acting and Screen) 1 Bachelor of Law 7 Bachelor of Architecture 2

*Over 13 Students have commenced double degrees

2012 ANNUAL REPORT

Un ive Uni ve rsi rsi ty Un t o ive f N y of rsi Sy e w ty So dne of y u Te th ch W no al lo es Au gy str S Bo al y dn ia nd n ey N Un at ive io na r l U sity M ac ni qu ve rsi ar ty ie Un Au i ve str Ra rsi al nd ia ty Ch n w ar i C c k les at TA ho FE Ch Stu lic rt ar U ni les Un ve iv St rsi ur ersi ty ty tU Ba So ni th ve ut ur he rsi st ty rn W Un Cr a os ive g s U ga rsi ty ni Un ve of ive rsi N rsi ty ew ty En of g W la es nd te rn Sy dn ey

Destination by university

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

*14 students are studying abroad or taking a gap year.

1 1 2 1 1 1

9. Enrolment policies and characteristics of the student body Kincoppal – Rose Bay is a co-educational school in the Junior School (ELC – Year 6) and a day and boarding school in the Senior School for girls in Year 7 to Year 12. Kincoppal– Rose Bay aims to offer students the challenge of achieving personal excellence in all areas of school life. Students are challenged to become independent life-long learners and develop the skills necessary for life-long learning. See MySchool website: Kincoppal- Rose Bay School of the Sacred Heart, Rose Bay NSW.

Application Process Applications for Admission to Kincoppal – Rose Bay, School of the Sacred Heart, should be made in writing by a parent or guardian on the Application Form provided or downloaded from the school website. The completed application form should be returned to the Registrar, along with documents indicated. Completion of the Application for Admission (including details of ‘special conditions’) • • • • • • • •

Application Form and Application Fee* Copy of Birth Certificate Copy of Baptismal Certificate Current Photograph (passport size) Copy of two latest school reports (in English) Copy of latest NAPLAN results (if applicable) Two written family references (addressed to the Principal) Copy of educational and/or medical assessment reports (where relevant) • Copy of Family Court Orders (if applicable) • Copy of AEAS Report (international students on Student Visa) • Copy of current passport (international students) • Copy of current visa (international students). * A family application fee will apply when submitting two or more Applications for Admission at the same time.

Students with English as a second language undergo a basic English skills test to identify any ESL support needs. Interviews take place approximately 12 months to 2 years prior to commencement as follows: • ELC: 12 months • K – 6: 12 months to 2 years • 7 – 12: 12 months to 2 years

Confirming Enrolment Following interview a written letter of offer from the Principal confirms a place. This is accompanied by an Acceptance of Offer form, Conditions of Entry and current Schedule of Fees. The documents should be read carefully. With the Acceptance of Offer the following are required to be completed and returned: • • • •

Deposit/Additional Deposits/Prepayment as appropriate MCEECDYA (data collection) Student Health Form Notebook Rental Agreement

Conditions of Enrolment A student’s place at Kincoppal – Rose Bay will be secured only on the following conditions: • That the Conditions of Entry (see below) are observed satisfactorily at all times • That the student conforms to the School’s Behaviour Policy • That the conditions in the Schedule of Fees regarding payment and withdrawal are met (refer either Schedule of Fees or Schedule of Fees International).

Terms and Conditions The School Board may alter the Terms and Conditions at any time. Amendments will apply from the date of notice.

Interview Process The interview provides an important opportunity for the Principal or Head of Junior School to meet each student and parent/s. It also provides an opportunity for questions about Kincoppal – Rose Bay. During the interview the student’s learning needs, interests and other issues can be discussed. All students applying to the Senior School meet with the Principal or Deputy Principal, Head of Admissions, and Director of Boarding, where the student is applying for a boarding place.

2012 ANNUAL REPORT

Conditions of Entry

Religious retreats, excursions, feast days and sporting carnivals and other events organised by the School all form an integral and compulsory part of the curriculum.

As the school curriculum is taught in English, a minimum level of proficiency in English will be a condition of enrolment. Kincoppal – Rose Bay reserves the right to determine the minimum level of English proficiency and the method of assessment. Students for whom English is their second language may be required to seek assistance in raising their proficiency in the language before enrolment is completed. Attendance at a language course may be a Condition of Entry in certain situations.

Philosophy 1. Parents/guardians accepting an offer of enrolment at Kincoppal – Rose Bay agree to support the school’s Mission and Ethos, education philosophy and implementation of school policies. The Mission & Ethos, philosophy and policies are published on the school website. 2. Parents/guardians are the prime educators of their child and share with the school the responsibility for his/her education. This implies a close harmony of purpose, of values and attitudes between home and school. It is essential that parents, in choosing Kincoppal – Rose Bay to educate their child, consider this principle of the utmost importance. 3. As Religious Education studies are central to the School’s Goals, participation in Religion classes and activities, Preparatory to Year 12, is mandatory for all students. 4. In practice, parents’ and guardians’ support for the School’s Mission and Ethos and educational philosophy will be shown by regular communication with the school in regard to their child’s attendance, academic progress and participation in school activities and events. Curriculum 1.

The School provides an extensive Co-curricular Program. Students have the responsibility to honour their commitments in the activities in which they are enrolled. All students are encouraged to participate in co-curricular activities such as sport, music, choir, debating and social justice. It is the student who must progressively accept prime responsibility for learning. The School expects that students will meet the requirements of the academic program according to their potential. Where the Principal, or a person deputising for the Principal in this regard, considers any student to be failing to apply herself/himself properly to her/his studies after due warning, the student may face temporary suspension or termination of enrolment. The School may make amendments to its curriculum and other programs as required by external educational authorities or other internal factors.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Attendance and Student Code of Behaviour 1. Except in the case of illness, permission for a student to be absent from school must be requested in writing from the Principal. 2. If there is a serious reason for parents wishing to have their son/daughter absent from s chool, requests are to be addressed in writing to the Principal well before the proposed absence. 3. It is expected that parents will support the School’s requirement that students act in accordance with the directions of school staff and observe the Code of Behaviour and policies and procedures of the School at all times. 4. Attendance and punctuality at classes, and compliance with assignment and assessment deadlines, are expected of all students. Only reasons of a serious nature, will be considered to justify absences. 5. All Kincoppal – Rose Bay students are representatives of the School. Therefore all students are required to be neatly dressed and groomed and wear the school uniform as specified in the school dress code. Students are expected to comply with the Code of Behaviour as detailed in the school diary. 6. Kincoppal – Rose Bay prohibits the use or possession of any alcohol, illegal substance and tobacco while on school premises, in school uniform or at any school organised activity. 7. Policies relating to Attendance and Student Code of Behaviour are published on the school website http://www.krb.nsw.edu.au.

Exclusion from the School

The Boarders are expected to:

(a) If the Principal considers that a student is guilty of a serious breach of the rules, or has otherwise engaged in conduct which is prejudicial to the School or its students or staff, the Principal may exclude the student permanently or temporarily at their absolute discretion.

• • • • • • • • • • • •

(b) If the Principal believes that a mutually beneficial relationship of trust and co-operation between a parent and the School has broken down to the extent that it adversely impacts on that relationship, then the Principal may require the parent to remove the student from the School. Boarding House Behaviour Management Policy

Rationale Kincoppal – Rose Bay is committed to creating a caring school climate based on Christian ideals and values. The School encourages the growth and development of the whole person – spiritually, intellectually, physically, psychologically and socially – and aims to instil a deep sense of empathy and sensitivity towards the needs and feelings of others. All members of the Boarding community have the right to be treated with respect and dignity and to learn and work in a safe and supportive environment. These principles stem from the five goals of Sacred Heart education: 1. 2. 3. 4. 5.

Contribute positively to the Boarding House environment Take responsibility for their behaviour Show courtesy towards staff and fellow boarders Use respectful and appropriate language Appreciate differences in others Respect the religious beliefs and practices of others Participate in Boarding House events Follow the Boarding House timetable Observe study schedules Abide by the Boarding House Mobile Phone Policy Abide by the Boarders’ Leave Policy Respect Boarding House property and the property of others The Board of Studies “Registered and Accredited Individual Non Government Schools (NSW) Manual” Principles for Procedural Fairness will be adhered to.

A personal and active faith in God A deep respect for intellectual values The building of community as a Christian value A social awareness which impels to action Personal growth in an atmosphere of wise freedom

Aims of this Policy The Boarding House aims to promote positive student behaviour and to build each student’s sense of personal responsibility for her own behaviour. In doing so, the Boarding House aims to prevent misbehaviour from occurring, and, where this is not possible, to intervene effectively. This policy operates in conjunction with the Senior School Behaviour Management Policy. The Boarding House aims to promote positive student behaviour by ensuring at the beginning of each year, boarders are taught the Boarding House expectations regarding acceptable behaviour. These expectations will be re-established at the beginning of each term.

2012 ANNUAL REPORT

Consequences for Inappropriate Behaviour Inappropriate Behaviour

Examples of consequences that may be implemented

Not following the Boarding House timetable (e.g. up late after lights out)

Common Room duties

Not completing Boarding House Duties

Boarding House community service Interview with the Head of House

Not maintaining a tidy room

Required to clean room immediately Not permitted to participate in any activities or leave

Not taking responsibility for laundry

Laundry duties extra duties

Disruptive during study periods

Asked to leave the study area Boarding House community service

Bad manners in the Dining Room

Asked to leave the Dining Room Dining Room duties

Missing meals

Leave privileges removed

Failing to attend Boarding House events (e.g. meetings, Boarders’ Mass)

Leave privileges removed

Disrespectful towards staff or others (e.g. uncooperative behaviour)

Boarding House Community Service

Inappropriate language

Boarding House Community Service

Bullying behaviours

See the Positive Peer Relations – Anti-Bullying Policy

Misusing mobile phone or public telephone privileges

1st incident: Phone confiscated/banned for two days 2nd incident: Phone confiscated/banned for two weeks 3rd incident: Phone is sent home

Late return from Leave

Leave privileges removed for one week

Damaging Boarding House property or the property of others

Boarding House Community Service

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Consequences for Serious Breaches of Boarding House Rules Inappropriate Behaviour

Consequences

Abusing leave privileges (e.g. leaving the Boarding House without permission or deceiving staff about leave arrangements)

These behaviors may warrant one or more of the following: An investigation by the School Leave privileges removed Suspension Being placed on a contract by the Principal Termination of enrolment.

Inviting individual/s into the Boarding House without permission

These behaviors may warrant one or more of the following: An investigation by the School Suspension Being placed on a contract by the Principal Termination of enrolment.

Theft

These behaviors may warrant one or more of the following: An investigation by the School Being placed on a contract by the Director of Boarding Suspension Termination of enrolment

Possessing ,using or being under the influence of drugs or alcohol in the Boarding House

These behaviors may warrant one or more of the following: An investigation by the School Suspension Being placed on a contract by the Principal Termination of enrolment.

Supplying illegal drugs

This behaviour may warrant the following: Termination of enrolment

Note: This table is designed to cover the most common studentâ&#x20AC;&#x2122;s behaviours. Serious breaches of behaviour will be investigated by the Head of House and the Director of Boarding, the parents will be contacted and an interview with the Principal arranged

2012 ANNUAL REPORT

Student Welfare

Medical Information At the beginning of each year parents/guardians will be required to complete/update in full a Student Health Form. Health Kincoppal – Rose Bay School is a nut-aware school to protect those students in our school community who are in danger of an anaphylactic reaction. Peanut butter, Nutella and any other foods that contain nuts or traces of nuts should not be brought to, or consumed at School. In the interests of promoting good health, the School has adopted a ‘smoke-free’ policy. All members of the school community are expected to refrain at all times from smoking on School property.

Emergency Response In the event of a medical emergency First Aid will be administered by the School Nurse or First Aid Staff. Parents/ guardians will be contacted if a student needs to be collected from School or if an emergency situation occurs. An ambulance will be called if required to transport a student to hospital and a school representative will stay with the student until a relative arrives or arrangements have been made with the family. Personal Belongings All students are responsible for their personal belongings and the School will not be liable for any loss of these belongings. Custodial Arrangements and Guardianship Parents/guardians must notify the Principal in writing of any change of guardianship, custodial arrangements or change of residential address and contact details of parents and/or guardian of student. Parents/guardians are asked to notify the Principal in writing if they will be absent for a period of time from the registered residential address supplied to the School and to provide contact details in the case of an emergency. Where parents/ guardians are intending to travel overseas, a guardian must be nominated.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

10. School policies

Student welfare Kincoppal – Rose Bay School P – 12 The Positive Peer Relations/Anti Bullying Policy at http://www.krb.nsw.edu. au. Kincoppal – Rose Bay School does not tolerate bullying in any form. The School affirms that all members of its community have the right to enjoy a safe and supportive environment. The Positive Peer Relations/ Anti Bullying Policy reflects the Sacred Heart goals of the School. All members of the school community have the following rights and responsibilities: Rights

Responsibilities

To feel safe

To respect the Sacred Heart Values

To learn

To respect yourself

To be respected

To respect others

To be valued

To support others

Student discipline Kincoppal – Rose Bay School P – 12 Behavior Management Policy at http://www.krb.nsw.edu.au. Kincoppal – Rose Bay School is committed to creating a caring school climate based on Christian ideals and values, and aims to develop positive relationships between all members of the school community and high standards of behaviour and personal responsibility. Students are expected to show respect at all times and display behaviour that reflects well on themselves, their families and the School. The School encourages the growth and development of the whole person – spiritually, intellectually, psychologically and socially – and aims to instil a deep sense of empathy and sensitivity towards the needs and feelings of others. All members of the school community have the right to be treated with respect and dignity and to learn and work in a safe and supportive environment.

Reporting complaints and resolving grievances The School provides processes whereby parents and students can express their dissatisfaction and this is through the School Complaints and Grievance Policy which was updated in 2011 and available on our web site. As well, the School has an open channel of communication with the parents who can phone, email, write or visit the School at most times. The myriad of School functions allow an opportunity for staff and parents to meet informally and to raise any matters of concern.

2012 ANNUAL REPORT

11. School determined improvement targets

Strategic Goals 2012

3. Strength in Community

1. Personalised and Challenging Learning

3.1 Promote a deep appreciation of our rich Sacre Coeur traditions within our school life

1.1 Provide personalised learning to meet individual student needs 1.2 Build independent learning skills to support individual development 1.3 Develop interpersonal and leadership skills 1.4 Provide challenging and intellectually rigorous learning opportunities 1.5 Embed analytical skills and critical thinking strategies in programs of learning 1.6 Develop cutting edge technological skills for 21st century learning and innovation

3.2 Engage with the wider community and other school and educational institutions 3.3 Develop a whole school P – 12 culture 3.4 Understand and actively meet the needs of modern families 3.5 Foster and develop a robust reputation in line with our core vision and values 3.6 Participate in and actively support social justice initiatives that align with our Scared Heart goals 4. Diversity and Global Intelligence

1.7 Provide opportunities for creativity, learning and exploration beyond the classroom

4.1 Participate in and contribute to international learning networks

1.8 Foster an environment where each student can develop academically, physically, emotionally, socially and spiritually

4.2 Embed diversity and cultural intelligence into our school culture and learning

2. Individual and Personal Development

4.3 Maximise opportunities for global exchange for students and staff

2.1 Ensure “each child matters” is a central tenet of our philosophy

4.4 Develop our indigenous education program and relationship with indigenous communities

2.2 Invest in the health and wellbeing of our students through innovative and progressive approaches

5. Quality Staffing

2.3 Build resilience and foster self esteem and confidence in our students

5.2 Enhance our student centred philosophy from P – 12

2.4 Provide a spiritual foundation for personal and emotional growth 2.5 Offer a wide and varied co-curricular program to provide broad opportunity and engagement for each student 2.6 Implement the school Mater Plan to enhance the school resources and facilities

5.1 Embed a culture of quality across all areas of staffing 5.3 Develop and share professional best practice across all areas of the school 5.4 Provide mentoring and coaching to enhance teaching and learning 5.5 Encourage and facilitate professional learning and self management 5.6 Ensure best practice recruitment and retention strategies to build a committed and quality staff 5.7 Provide a platform of professional development for individual and whole school progression 5.8 Build and foster external networks and professional relationships

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

2012 Achievements Priorities

Achievements

Area: Teaching & Learning Delivering Dynamic Pedagogy

• • • • • • • •

• • • • • • •

Early Stage 1 & Stage 1, Drama, LOTE complete 2012 Professional learning for K – 6 staff with AIS Mathematics consultant Ongoing professional learning in Mathematics Mathematics Specialist teachers have been working in Year 4 – 6 class team teachings and programming Student Profiles developed for at-risk students – regular monitoring Staff PD days Term 2 focus on current practice and Harvard Project Zero Visible Thinking HODS and Stage Coordinators have been provided with resource “Making Thinking Visible” for professional reading Critical and Creative Thinking routines trialled in Kindergarten – Year 6 teaching programs. A Scope & Sequence of Thinking Routines trialled in Stage 3, Semester 2 Brainology Program (Years 5 –7) implemented Year 7 Learning Project implemented Critical Thinking around sustainability and social justice topics integrated Development of Learning Management System (LMS) in progress Research of Online Student Reporting – parent access to student reports online completed Implementation of Asia Literacy Project Development and implementation of ICT Strategic Plan in progress

Area: Pastoral Care Develop student well-being / mental health programs based on Positive Psychology

• National Safe Schools audit completed and analysed – priorities for KRB identified • Year 7 pastoral classes given two Mentors to assist in transition to senior School • Student Well-Being Committee established • Flexible Pastoral Stage programs established to meet needs of individual students in each Year Group

Deliver professional development to support the program of positive education

• Professional Development Day held for all staff on Positive Psychology • Establishment of a Well-Being Committee • Renaming of Tutors as Mentors and adoption of a coaching model

Develop a Mentoring program for students

• Student Mentor training program established • Indigenous Student Mentor program established

Area: Facilities Campus development to enhance quality teaching and learning

• Development of Year 7 Community Learning Space • Dedicated Y7 spaces to assist Year 6 to Year 7 transition • Facilities Master Plan update underway

Area: Community Developing networks in the Sacred Heart and global community

• Extend opportunity for student exchange • Develop opportunity for teacher shadowing in international Sacred Heart Schools • Established an Archivist role to investigate history and sculpture

Develop programs which will attract, develop and retain staff that reflect the model of Santé Savants

• Made agreed improvements to Website to create excitement about the working culture at KRB • Introduced staff forums with Leadership Team and exit interview process reviewed

Explore new ways to engage parents in school life and students’ learning

• Held events to welcome and engage new parents into the community

Enhancing the Boarding Community

• Reviewed boarding house community programs and leadership model

2012 ANNUAL REPORT

12. Initiatives promoting respect and responsibility

Junior School Camps

Peer Support Program

Each year all the students from Year Two to Year Six participate in an Outdoor Education Program. The program highlights the value of teamwork and emphasises that each member of a team is crucial to a team’s success in a task. It allows for each student to see that they have something to contribute to the group and a responsibility to encourage other members of the group to also contribute positively. The students work collaboratively towards a common goal. It helps to build the skills necessary for effective teamwork e.g. trust, initiative, active listening, inclusive decision making. The program achieves the following outcomes:

In Term Two, the Year Five students undertook two days of intense training for becoming Peer Support Leaders. This was facilitated by the classroom teachers. They then led the weekly Peer Support program in the Junior School throughout Term Three. This involved two Year Five students leading a group of children of mixed ages from Kindergarten to Year 4 and guiding them through activities that helped the children to understand better and to further build respect and responsible behaviour in the school.

• • • • • • • • •

Positive education is a concept that underpins the educational experience of all students and staff at Kincoppal – Rose Bay. Positive education is defined as ‘education for both traditional skills and for happiness’ (Seligman et al. 2009). The purpose of such an educational approach is to ensure that both the emotional and academic needs of students are met; resulting in students achieving a greater sense of personal wellbeing and happiness.

Increased self confidence Increased awareness and respect for their environment Increased participation in teamwork tasks Increased sense of self-worth and usefulness Development of outdoor education skills Improved relationships with peers and staff Increased empathy towards others Do something they have never done before Self reflection

Leadership Program Year 6 The Leadership Program in Year 6 encourages all students to take a leadership role, and see activities ensure maximum involvement. The dance committee was an excellent example of building community in the Junior Shool by involving students across K – 6 in dance activities at recess on a weekly basis. Cor Unum Leaders in Year 6 initiated and organised various Social Justice Activities throughout the school year. Year 5 The Year Five students participated in two days of Leadership training in preparation for the following year. The first day was run by Rising Generation, a leading company facilitating leadership courses for students. The day was devoted to addressing Leadership skills and qualities and examining oneself in the light of these qualities. On the following day the students examined: how they can further develop these qualities, ways to co-operate with others in a group and listen effectively, ideas for working together towards solving a problem, speaking in a friendly way to others and finally about the consequences of our actions on others.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Positive Education

At KRB we attempt to achieve student wellbeing by: • actively teaching aspects of positive psychology through our Pastoral Care Program, including: resilience, gratitude, positive relationships, positive emotion, and the identification of personal strengths • teaching students the concept of the ‘growth mindset’ (Dweck, 2007), where students are encouraged to view their skills and knowledge as changeable through effort • working with students to set personal and academic goals, and supporting students in achieving and reviewing these goals • using constructive and positive feedback as a way of supporting student improvement • supporting students in all aspects of their lives. At KRB we want students to achieve: • a sense of happiness, both at school and in their everyday lives • an understanding of their core strengths and their ability to develop new strengths • an understanding that skills are nurtured and developed, and do not exist as a set of unchangeable attributes • a sense of connectedness to the school and the broader school community • a belief that they are capable of achieving whatever they set their minds to achieving • a greater understanding of self resulting in higher selfesteem and resilience.

Pastoral Care

Student Leadership

The P – 12 Pastoral Care Program at Kincoppal – Rose Bay facilitates both the personal and academic care of students. This program utilises a positive psychological approach in order to achieve student wellbeing. In particular the Pastoral Care Program has a focus on the concepts of gratitude, the identification of personal strengths, and the development of positive relationships, positive emotion, leadership skills, and resilience.

Developing leadership skills is an important part of a Sacred Heart education. In order for students to contribute meaningfully to society they must first be able to speak and act with confidence and conviction. Kincoppal – Rose Bay is committed to developing students who can reflect this idea. The development of leadership skills is not just confined to formal leadership positions; instead all students are encouraged to be leaders. Opportunities for leadership may take place in the classroom, on the sporting field or as a mentor to other students.

In the Junior School, students work through a specially designed Pastoral Care Program on a weekly basis with their classroom teacher. This program incorporates issues such as understanding self, recognising good and bad behaviour, being friendly, making friends, and working with others. In addition, issues such as bullying and cyber safety are also explored. In the Senior School, students meet daily with their Pastoral Mentor for mentoring and monitoring, and fortnightly in order to undertake an extensive Pastoral Care Program. In order to cater for the varying developmental phases of students across their secondary schooling, the Pastoral Care Program is based on the following conceptual framework: • Year 7 & 8: Understanding of Self • Year 9 & 10: Understanding of Self in Relation to Others • Year 11 & 12: Understanding of Self in Relation to the World • It is based on the 2012 focus goal of Personal Growth in an Atmosphere of Wise Freedom The Pastoral Care Program is firmly based on the Sacred Heart Goals and is delivered through a variety of structured activities including guest speakers and presentations. Camps and other external activities complement the in-school program. The range of experiences offered by the School ensures that students are extended spiritually, emotionally, intellectually and physically. Pastoral care in Boarding: • All new students are allocated a buddy when they enter KRB, the Year7 and 9 students are allocated a Year 12 buddy who supports them while in the boarding and day school • The Boarding SRC play and integral role in the enhancing the well being of all girls in the boarding school. The senior leadership consists of the Head Boarder, the Head of the Boarding SRC and the three house captains, two year groups representatives are chosen to complete the leadership team.

Formal student leadership positions acknowledge the importance of service to the School and the community. This includes the need to act as agents of change by raising awareness of global issues such as the environment and social justice. Students at Kincoppal – Rose Bay are encouraged to become future leaders in society who can address these concerns.

KRB Leadership Framework Model the Way • Show others what is expected of them Inspire a Shared Vision • Set a direction in which others want to follow Create Challenges • For yourself and others Enable Others to Act • Create a team and work together Lead by the Heart • Be passionate about what you are doing!

Co-curricular & Accomplishments In catering for the individual needs of students, Kincoppal – Rose Bay offers an extensive Co-curricular and Accomplishment program. The school has a long tradition of excellence and enthusiastic participation in all areas of the arts such as Instrumental and Choral Music, Drama and Debating and Public Speaking. In addition, students enjoy opportunities to participate in a wide range of sports that improve physical fitness, benefit self-esteem, promote cooperation and team work, promote school spirit and develop friendships. Kincoppal – Rose Bay recognises the strong relationship between co-curricular activity and academic achievement. As a result all Senior School students are required to participate in at least one co-curricular activity per year. In the Junior School some activities, such as Debating and Public Speaking, are built into the curriculum, allowing all children to develop these skills, whilst other activities are optional and operate outside the normal school hours. 2012 ANNUAL REPORT

Social Justice Program Students from Years P – 12 are required to participate in activities in the wider community. The aims of the program are: • To complement other areas of the curriculum and school life, which educate for social justice • To help students develop a critical awareness and social responsibility through practical experiences in the wider community. Year 11 students are required to complete a Social Justice Project by researching a social justice issue and carrying out at least 20 hours of community work in an area related to their research. Satisfactory completion of this project is a prerequisite for a leadership position in Year 12 and entry into the HSC year.

AWARDS Sacred Heart Award: Years 3 – 12 The Sacred Heart Award acknowledges the student from each form in Years 3 to 12 who has best lived out the goals of a Sacred Heart education. A Sacred Heart education involves both the heart and mind in the spirit of Cor Unum. It aims to develop students who think wisely and deeply, act with justice, spend time in reflection and make a valuable contribution to their community. The student receiving this award has demonstrated integrity and personal responsibility, and leadership initiatives to fulfil the goals of the Sacred Heart. This Award is the school’s highest honour, and is presented by a Sister of the Sacred Heart. Year Scholar Award: Years 3 – 12 Year Scholars are awarded at each year level from Year 3 to 12. A Year Scholar will be determined from the 1st, 2nd and 3rd ranked placing as well as meeting the following criteria: • Demonstrates high academic performance across a broad range of subjects • Contributes to learning in a positive manner • Demonstrates a consistent and ongoing commitment to learning Junior School The Junior School awards Cor Unum Certificates and Pennants to acknowledge achievement and effort. Senior School

Principal’s Honour Award Principal’s Honour Awards are presented to students who place 1st, 2nd, and 3rd in their course / subject for Semester 1 and 2.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

Principal’s Merit Certificate Principal’s Merit Certificates are awarded to students in Years 7–12 for outstanding effort and achievement. Teachers are asked to nominate approximately three students in their class who fulfill the set criteria. Boarding awards include the Citizenship award and Boarding Community awards in Years 7, 8, 9

School Pockets School Pockets are awarded to individual students for excellence in commitment, service, and sportsmanship. To be awarded a School Pocket a student must be nominated by the Teacher in Charge of an activity and approved by the Director of Students in the Senior School. Leadership Awards At the Year 12 Graduation Ceremony, senior students may receive a Blue Ribbon for outstanding contribution to the life of the school. Leadership Awards for satisfactory contribution to the life of the School are given to Year 12 students at the end of their period of service. Both awards are based on evaluation by staff and self-assessment by the school leaders. Criteria for the Award of a Leadership Certificate • Support of the School’s Sacred Heart Goals shown in both personal manner and actions • Leadership in some aspects of school life • Consistent approach to learning Criteria for the Award of a Blue Ribbon • Strong support for the School’s Sacred Heart Goals shown in both personal manner and actions • Initiative and commitment in performance of specific leadership responsibility • Service to the School – going above and beyond their required expectations to serve students and community • Active and independent approach in learning

Peg Magoffin Memorial Trophy This Trophy is awarded to a girl in Year 12 who demonstrates: • A significant level of caring, dedication and selfless commitment to others • Outstanding ability to build community in an unassuming way

Distinction in Studies (DUX) Distinction in Studies is awarded to the student who achieves the highest ATAR in the Higher School Certificate.

Boarding Awards • The Sister Philomene Tiernan Award (Year 10,11 and 12) to be presented to a boarding student for her outstanding contribution to the Boarding community through living the goals of a Sacred Heart Education. • Community Award for boarding (Year 7, 8 and 9) To be awarded to a boarder who has demonstrated a commitment to the boarding community through service to others.

Tracking and monitoring student progress A student tracking system ensures that co-curricular participation is monitored by the student’s classroom teacher, Pastoral Mentor, Year Co-ordinator and Director of Students. The linking of this tracking system to academic performance ensures that the whole child is both developed and supported by the school as fundamental to the Academic Care program. Through the Co-curricular and Accomplishment programs students will develop a range of skills aimed at the growth of confident, independent learners. New Students

Transition and Orientation Programs: The Transition and Orientation Programs at KRB aim to ensure the smooth transition of students in the Senior School. The Transition Program is for new students entering Year 7 and focuses on such things as planning and organisational skills, and making and accepting new friends. The Orientation Program is for all new students 7-12. This program focuses on removing the anxiety of starting at a new school by introducing students to their Year Coordinator and other important people involved in their life at school. Students go on a tour of the school grounds and buildings, and are introduced to the Sacred Heart philosophy of the School. On Orientation Day students are also introduced to a Student Mentor who will meet them on their first day of school and assist in the transition phase of starting life at a new school. Boarding students are also invited to stay for the night after Orientation Day for a boarding experience.

Boarders are supported through a range of programs including: • • • • •

Pastoral care program Student Leadership development programs SRC leadership Years 7 and 12 Buddy program City/Country families project

Mentor Program Starting at a new school can be a very daunting experience. A new student most likely does not know anybody, nor do they know their way around or what to do at certain times. For this reason all new students are assigned a student mentor on their entry into KRB. A mentor can help new students settle in by being a contact person, a source of advice and a friendly face. In order to become a mentor KRB students must undertake a Mentor Program. Goals of the Mentoring Program – For Mentors • To develop skills in helping other people • To develop leadership skills, such as good communication, empathy, initiative • To become aware of how people feel and what their needs may be • To feel success through helping others Goals of the Mentoring Program – For New Students • • • •

To feel happy, safe and secure in a new school To feel connected to the KRB School community To make new friends To complete a successful transition to a new school

KRB also offers a Big Sister/Little Sister program. As part of this program all students in Year 7 are assigned a ‘Big Sister’ in Year 8. These students maintain this relationship with their Big Sister/Little Sister for the remainder of their time at KRB.

2012 ANNUAL REPORT

13. Parent, Student and Teacher Satisfaction

Kincoppal – Rose Bay School has over 20,000 members on its data base and places emphasis on maintaining close relationships with all groups. Current parents are particularly significant and the School strives to communicate as effectively as possible with this group to ensure • They have up to date knowledge of their children’s progress • They are aware of all significant events taking place at the School, including sporting and other co-curricular activities • They are aware of specific celebration in which they would like to become involved. In 2012 the School used both print and social media to communicate with all families. The fortnightly KRB News and the weekly Junior School Bulletin were important forms of communication and included ‘good news’ stories on student involvement and learning. The KRB Website is also an important form of communication. The biannual Open Gate magazine is sent to over 6000 members of the KRB community and provides news of current and past students and significant occasions in the School.

Kincoppal – Rose Bay is an independent school and as such parents can decide at any time whether their child should remain at the School. On the withdrawal from the School, parents are asked as to their reason and as a consequence this process is indeed an indicator of parent satisfaction. The percentage of student leavers in the dissatisfaction category is extremely small compared to the total population indicating a high degree of parent and student satisfaction at Kincoppal – Rose Bay. The School does provide processes whereby parents and students can express their dissatisfaction and this is through the School Complaints and Grievance Policy which was updated in 2011 and available on our web site. As well, the School has an open channel of communication with the parents who can phone, email, write or visit the School at most times. The myriad of School functions allow an opportunity for staff and parents to meet informally and to raise any matters of concern.

Boarders are a very important component of school life and the School continued to place emphasis on maintaining close relationships with parents from regional NSW. The regional gathering held in Warren was an opportunity for parents to hear about new initiatives at Kincoppal – Rose Bay from the Principal and to gather together as a community over lunch. Families interested in future enrolments for their daughters also attended and met the Principal. The Boarders also have their own blog which is read by their parents and families, this is managed by the boarding staff.

Each Year Group in the Senior School has an opportunity to meet with the Principal once a term in a forum called Student Voice where ideas and comments can be expressed. The Principal also meets small groups of students for lunch over a number of lunch times so she can meet all students in Year 7 and in Year 12.

The sense of maintaining connections with the overseas community is equally significant and in 2012, the Principal hosted a function in Hong Kong.

• Parents and Friends Association • Boarder Parent Meetings • Student Representative Council • The Alumnae Association Teacher satisfaction is also gauged regularly through informal and formal processes. Formally, all departing staff undergoes an exit interview and staff are regularly interviewed by the Deputy Principal. Informally, opportunities are available for feedback through:

Events are also placed strategically on the calendar to maximise the attendance of boarding parents. The year begins with a BBQ for all current and new parents, Year 12 boarding parents are invited to attend the Procession of the Lanterns as well as the Year 12 Boarders’ Farewell Dinner. The boarder/teachers parent interviews are held the night before the KRB Mothers Day lunch to ensure that the parents can meet the teachers and then attend the Mothers’ Day function. Events at Kincoppal – Rose Bay are designed to be as inclusive as possible. Apart from fundraising events, many are ‘not for profit” and are designed to encourage attendance from as many parents as possible. Some events including family Masses and Morning teas, involve all members of particular families. As well two events, the

Music Dinner and the Debating Dinner held for students and parents are means of celebrating the achievements of all students involved in these co-curricular activities.

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

The School also has a number of formal organisations and committees within the School that provide an opportunity for parent, teacher and student feedback and involvement in the School:

• P – 6, 7 –12 and P–12 Staff Meetings held regularly throughout the year • Heads of Department and Stage Coordinator Meetings held each fortnight • Year Coordinator Meetings held each fortnight • Various Working Parties held at regular intervals.

14. Summary financial information

(a) Recurrent/capital income Commonwealth Recurrent Grants – 7% State Recurrent Grants – 5% Other Capital Income – 3%

Fees and Private Income – 85%

(b) Recurrent/capital expenditure

Non-Salary Expenses – 24%

Salaries, Allowances & Related Expenditure – 68%

Capital Expenditure – 8%

2012 ANNUAL REPORT

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

2012 ANNUAL REPORT

New South Head Road Rose Bay NSW 2029

KINCOPPAL – ROSE BAY SCHOOL OF THE SACRED HEART

CRICOS Provider Code 02268M | ABN 47 003 942 603

T: +61 2 9388 6000