2014 Annual Report to the School Community Saint Ignatius College Geelong 27 Peninsula Drive, Drysdale. 3222 RSB 0548 A Jesuit Partner School
College Contact Information Address: Saint Ignatius College Geelong 27 Peninsula Drive Drysdale, 3222 Principal:
Mr. Michael Exton
Parish Priest:
Fr. Kevin Dillon President, Association of Canonical Administrators
School Board Chair: Mr. Tony Frizza Telephone:
03 5251 1136
Email: info@ignatius.vic.edu.au Website: www.ignatius.vic.edu.au
Minimum Standards Attestation I, Michael Exton attest that Saint Ignatius College Geelong is compliant with: l
All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA.
l
Australian Government accountability requirements related to the 2014 school year under the Schools Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth)
22 May 2015
Our College Vision At Saint Ignatius College our purpose is to form young people of competence, conscience and compassion. Mission Statement Saint Ignatius College is a Catholic community, that is learning centred and supportive, in the Ignatian tradition. The College is committed to the education of the whole person and the development of young adults of competence, conscience and compassion who will be of service in the community. We strive to recognise God’s presence in all things, to celebrate the pursuit of personal excellence and to live with hope and respect for all creation.
Striving for the Magis In his writings, Ignatius calls us to strive for the Magis. The Magis is a key to making choices among competing values. The entire life of Ignatius Loyola was a search for the Magis – that is, the more universal good, the more effective means, the more generous service of others and the ever greater glory of God. Magis energises us for action. Therefore, at Saint Ignatius College we will: l
Provide opportunities for students, staff, parents and alumni to experience a sense of belonging to a faith-filled Christian community and to commit themselves to being of service to others.
l Respect the role of parents as the primary educators of their children. l
Be enthusiastic in imparting knowledge of Catholic faith and traditions, enabling students to accept truth freely and develop a Christian moral conscience.
l Promote growth and improvement in learning and living for the greater glory of God in the Ignatian way. l Support students in striving for their personal best - the Magis - in all their endeavours
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College Overview
Report Overview
Saint Ignatius College, located in a beautiful rural Bellarine landscape and is proud of its unique position in the Geelong region as the only Catholic Co-educational Secondary College where young men and women can work together in a vibrant learning community.
Saint Ignatius College fosters a journey of development of the whole student - academically, physically, socially, culturally and spiritually all within a challenging, motivating and supportive environment.
A Jesuit Partner School of 1097 students, in association with Xavier College, delivering challenging and innovative programs where students can engage both intellectually and spiritually and to pursue excellence in all facets. A broad innovative curriculum and an established pastoral care program strongly enhances student outcomes. The College offers an extensive range of VCE, VET and VCAL Studies and languages offered from year 7 are Indonesian and Italian. Sporting participation in a wide range of traditional sports is emphasized, with increasing standards of competition available on the interschool level. Reflecting the rural and coastal environment, additional outdoor activities include golf, surfing, canoeing and bush walking. Extracurricular activities range from Social Justice activities, to debating, to orchestra, and to individual music lessons. Popular programmes include the School Production, Winter Sleepout, Soup Kitchen, recent community projects overseas in Thailand, Cambodia, India, Tanzania, Ecuador and East Timor, and overseas language tours. The country grounds of the College are divided into areas where students of all levels mingle together, and other areas where they can mix with friends of their own age group. There are three distinct precincts, Year 7 and 8 Centre, Year 9 Centre and Senior Centre (Years 10 – 12). Christian values are an important part of the school philosophy and a Social Justice student group is active on local and wider issues. The school develops leadership through the Student Council, Class Captains, School Leaders, House Leaders, Sports Team and Community Service Leaders. Many new buildings reflect the College’s on-going pursuit to provide exceptional facilities and opportunities for students. The new Xavier Centre provides a purpose built and very attractive learning and teaching environment for our Years 7 and 8 students. It comprises 16 fabulous classrooms.
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Our college is committed to regularly sharing information with parents and the broader community about school programs, activities, plans and achievements. This information is made available in a variety of ways and includes the fortnighly newsletter, College annual magazine “Magis”, reports to both the Board and Parents and Friends’ Association, Parent Information Evenings, Student Reports, Parent-Teacher-Student meetings, the College website and College assemblies. In recent years, both Federal and State Governments have required all Catholic schools to report on school performance information to parents. With this expectation in mind this Annual Report has been written to cover the specific areas of school life that we must report to the community. So this report provides only part of the overall picture of the achievement by individuals and groups within our college community. Our college continues to be committed to both fulfilling its Vision and Mission Statements and an attitude of continuous improvement. During 2014 we participated in the second year of our second round of the Catholic Education Office Melbourne’s “School Improvement Framework” and commenced the second year of the new School Improvement Plan (2013 – 2016.)All parents, students and teachers were invited to complete a survey by an external company (“Insight SRC”) to provide valuable date for the College Leadership Team to monitor the School Improvement Process. This report covers three areas: Professional Engagement; Key Student Outcomes; and Financial Performance. The College welcomes feedback from parents, students and staff at any time. Comments in response to this report are invited.
Professional Engagement
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Professional Engagement 1. Staff Attendance The staff attendance figures in the table below include staff on extended leave such as: l Long service leave l Long term sickness l Leave without pay l Maternity leave As the College in 2014 had a number of staff on extended leave – for example, maternity leave, long service leave, extended sick leave and leave without pay – the figures need to be understood in that context. The average attendance rate per staff member: Staff
2007
2008
2009
2010
2011
2012
2013
2014
Teaching
88.81%
86.68%
82.19%
82.19%
92.31%
91.88%
86.5%
89.2%
Support
80.22%
84.55%
89.01%
89.03%
94.28%
93.15%
92.22%
89.04%
All
86.19%
85.94%
84.29%
84.3%
92.88%
92.26%
88.09%
89.19%
2. Staff Retenion The proportion of teaching staff retained from 2013 to 2014 was 91%.
2005 to 2006
89%
2006 to 2007
79%
2007 to 2008
81%
2008 to 2009
86%
2009 to 2010
87%
2010 to 2011
93%
2011 to 2012
89%
2012 to 2013
96%
2013 to 2014
91%
The staff retention figure reflects circumstances such as: l staff not retained as they had been employed to take the place of teachers who returned to teaching duties in 2014. l retirement of teachers during the year. l teachers moving on to other schools or positions to further their careers. l staff taking leave such as maternity leave, Long Service Leave or Leave Without Pay.
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Professional Engagement 3. Teacher Qualifications* 2006
Level
Degree Doctorate
2008
2010
2009 This School
Like Schools*
This School
2011
Like All Schools* Schools*
This School
Like All Schools* Schools*
0%
0%
2%
1%
1%
1%
1%
1%
1%
1%
Degree Masters
3.4%
4%
9%
12%
10%
12%
13%
13%
14%
15%
Diploma Graduate
39%
80%
43%
40%
49%
42%
41%
44%
44%
44%
Certificate Graduate
14%
12%
14%
5%
13%
6%
5%
13%
7%
6%
Degree Bachelor
73%
80%
80%
75%
80%
78%
76%
84%
81%
80%
DiplomaAdvanced
22%
12%
20%
24%
2%
26%
23%
24%
26%
24%
No qualification listed
N/A
N/A
N/A
N/A
4%
10%
14%
4%
10%
14%
2013
2012
Level This School
Like All Schools* Schools*
This School
2014
Like All Schools* Schools*
This School
Like All Schools* Schools*
Degree Doctorate
2%
1%
1%
1%
1%
1%
0%
Degree Masters
9%
15%
15%
9%
15%
16%
10%
16.93% 18.26%
Diploma Graduate
48%
45%
44%
46%
43%
44%
45%
46.45% 46.62%
Certificate Graduate
13%
6%
6%
13%
6%
6%
Degree Bachelor
85%
81%
80%
87%
79%
80%
87.5% 85.83% 85.83%
DiplomaAdvanced
24%
21%
23%
22%
21%
22%
22.5%
2%
10%
10%
1%
12%
10%
0%
No qualification listed
1.04%
11.25% 6.57%
[* = from CEOM SIR data]
1.05%
6.89%
19.8% 20.54% 4.83%
4.24%
4. Expenditure & Teacher Participation in Professional Learning Staff at Saint Ignatius College are encouraged to see themselves as ‘lifelong learners’ and so participate in professional learning on a regular basis. All staff members – teaching and non-teaching - undertook some form of professional development last year. For 2014 the College expenditure on such activities was $152.876. This represents an average expenditure of $2022 per teacher on profession learning. In 2014 there were 81 teaching staff (75.6 FTE). So the total number of teachers who took part in professional learning for 2014 was 81. Level
2006
2007
2008
2009
2010
2011
2012
2013
2014
Number of Teaching Staff
N/A
N/A
49
56
57
67
70
75
81
FTE (Teachers)
52
50
47.7
52.4
53.4
63.2
67.2
70.4
75.6
Expenditure
$59,308
$78,999
$94,543
$111,057 $134,365 $145,481
$132,250 $142,945
$152,876
Average Expenditure per Teacher
$1,140
$1,580
$2,004
$2,130
$1,968
$2,022
$2,516
$2,302
$2,030
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Professional Engagement Professional learning supports school improvement and highlights the commitment of teachers to the growth of their own professional knowledge and practice. All teaching staff at Saint Ignatius College participate in a range of Professional Learning activities. These activities are many and varied: l Scheduled after-school meetings to discuss teaching practice and to plan curriculum as well as meet to discuss the needs of our students. l Formal and Informal meetings between smaller groups of staff responsible for particular subjects that include cross marking of student work, planning of particular teaching tasks and discussion about best practice in the particular context of specific subjects at specific levels. l
Whole school professional learning – four student free days through the year provided the opportunity for staff to engage in activities that promote teaching and learning in the school. The focuses of these days were the implementation of the new online student management system, Faith Formation, First Aid Training (including Anaphylaxis training) and the integration of ICTs into the teaching and learning programs to support the introduction of the College’s Technology Enhanced Learning Program (TELP).
l The College was fortunate to implement several recommendations from the CEOM program called Change2. This program is aimed at creating sustainable change in the area of teaching and learning.
Eight members of staff formed a ‘Change’ team who developed a vision and an implementation plan which was endorsed by a ‘Change’ Steering Committee. This program can now be used as a model to implement further change in the College including launching the digital portfolio’s for students.
l External professional learning activities. Individual staff have professional learning goals and often professional learning activities offered off-site provide the opportunity for staff to meet these goals. l
Examples of the areas covered by the external activities include: l Student Well-being l Specific Learning Area conferences and workshops l Use of learning technologies in teaching and learning l Faith Development l Updates to VCE Study designs and implementation of Australian Curriculum
Examples include Religious Education at the Graduate Certificate level.
A number of staff have also taken on formal study across a range of areas and they are to be congratulated on this level of commitment to their individual professional learning.
5. Staff Composition Year Principal class Teaching staff (head count) FTE teaching staff Non-teaching staff (head count) FTE non-teaching staff Indigenous teaching staff
8
2012
2013
2014
3
3
3
82
89
91
76.55
90.11
96.99
31
34
37
25.02
28.81
30.83
2
2
2
Key Student Outcomes
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Key Student Outcomes 6. Student Attendance The average number of days absent per student in 2014 was 12 (2012 was 11.) This equates to an average daily attendance rate across the College for the year of 93% (94% for 2013.) As this figure includes students who experienced long-term illness and others who were on extended holidays etc, most students were in fact present for a higher proportion of days than the average figure indicates. Year
Average No. of days absent per student
Average Attendance Rate
2006
14
92%
2007
15
92%
2008
15
92%
2009
14
92%
2010
12
93%
2011
12
93%
2012
11
94%
2013
11
94%
2014
12
93%
Year Level
Average Attendance Rate for 2012
Average Attendance Rate for 2013
Average Attendance Rate for 2014
7
94.67%
95.05%
93.43%
8
92.76%
92.56%
91.63%
9
93.32%
92.65%
90.27%
10
93.11%
94.59%
91.34%
Overall average attendance
93.47%
93.71%
92.42%
To encourage high levels of attendance the College has ongoing attendance monitoring procedures and an Attendance Policy. The purpose of this policy is to support students at to develop and maintain a habit of regular school attendance. The roll is taken electronically in both morning and afternoon homeroom time. All Subject teachers are required to keep attendance records for their classes. Contact is made with parents of students who are absent for more than two days by the Homeroom Teacher.
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Key Student Outcomes 7. Proportion of Students Meeting National Benchmarks 2006
2007
2008
2009
2010
2011
2012
2013
2014
Year 7 Reading
97.3%
99.1%
98.6%
97.7%
98.8%
100%
97.9%
100%
99.5%
Year 7 Writing
100%
100%
93.7%
96.5%
95.8%
98%
96.4%
97.5%
98.6%
Year 7 Spelling
N/A
N/A
N/A
95.4%
97.1%
97%
95.9%
99.5%
98.6%
Year 7 Grammar & Punctuation
N/A
N/A
94.4%
96.6%
95.9%
98.5%
94.8%
95.4%
97.2%
87.3%
82.1%
97.2%
100%
98.3%
97%
98.9%
98.4%
99.1%
Year 7 Numeracy
2006
2007
2008
2009
2010
2011
2012
2013
2014
Year 9 Reading
N/A
N/A
95.7%
98.3%
97.2%
97.6%
98.8%
97.8%
97.3%
Year 9 Writing
N/A
N/A
97.4%
95.7%
90.3%
91.7%
91.7%
93%
89.3%
Year 9 Spelling
N/A
N/A
N/A
94.9%
88.9%
94.7%
97%
97.3%
93%
Year 9 Grammar & Punctuation
N/A
N/A
93.2%
94.9%
95.1%
94.7%
98.2%
92%
93.6%
Year 9 Numeracy
N/A
N/A
98.3%
98.3%
98.6%
98.8%
99.4%
97.2%
99.5%
An explanation of the trend over the three-year period, 2012 - 1014 Literacy: All figures remain consistently well above the Australian and Victorian averages. Student performance in meeting the Year 7 Reading National Benchmarks has remained consistently high, peaking at 100% in 2013 and dropping very marginally by 0.5% for 2014. In Writing the overall student performance has shown an increase over the last three years from 96.4% to 98.6%. Overall Punctuation & Grammar and Spelling results have shown consistent improvement over the years. At the Year 9 level results have been consistently high, all figures remain consistently well above the Australian and Victorian averages. Reading results have remained high with only a 1% variation over the years. For the Grammar & Punctuation area, results are variable but reflect a general trend of positive improvement after a dip in the previous year. However, the 2014 Year 9 Writing and Spelling results are of concern, the 2014 results being the lowest for the three years. These results will be reviewed and specific strategies discussed and implemented to address this concern. Numeracy: All figures remain consistently well above the Australian and Victorian averages for both Years 7 & 9. The overall trend over the last three years is one of slight improvement at both year levels with the very small fluctuations being only minor concerns given the relatively high number of students meeting the national benchmarks. At the Year 9 level, though there was a small decline in 2013 is noticeable, staff in the Mathematics Learning Area monitored the situation closely and adjusted the teaching program accordingly to avoid any negative trend developing and were pleased to see an improvement for 2014.
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Key Student Outcomes 8. Changes in Benchmark Results from the Previous Year The percentage (%) change listed in the table below compares the proportion of students at the College who met the national literacy and numeracy benchmarks, as assessed by the National Assessment Program – Literacy and Numeracy (NAPLAN), in comparison to the previous year. It is a comparison therefore between two different groups of students. 2006 2007 2008 2009 2010 2011 2012 2013 2014 compared compared compared compared compared compared compared compared compared to 2005 to 2006 to 2007 to 2008 to 2009 to 2010 to 2011 to 2012 to 2013
Year 7 Reading
+6.4%
+ 1.8%
- 0.5%
-0.9%
+1.1%
+1.2%
-2.1%
+2.1%
-0.5%
Year 7 Writing
+1.0%
0.0%
- 6.3%
2.8%
-0.7%
+2.2%
-1.6%
+1.1%
+1.1%
Year 7 Spelling
N/A
N/A
N/A
3.8%
+1.7%
-0.1%
-1.1%
+3.6%
-0.9%
Year 7 Grammar & Punctuation
N/A
N/A
N/A
2.2%
-0.7%
+2.6%
-0.1%
+0.6%
+1.8%
+14.7%
-5.2%
+ 15.1%
2.8%
-1.7%
-1.3%
+1.9%
-0.5%
+0.7%
Year 9 Reading
N/A
N/A
N/A
2.6%
-1.1%
+0.4%
+1.2%
-1.0%
-0.5%
Year 9 Writing
N/A
N/A
N/A
-1.7%
-5.4%
+1.4%
0.0%
+1.3%
-3.7%
Year 9 Spelling
N/A
N/A
N/A
2.6%
-6.0%
+5.8%
+2.3%
+0.3%
-4.3%
Year 9 Grammar & Punctuation
N/A
N/A
N/A
1.7%
+0.2%
-0.4%
+3.5%
-6.2%
+1.6%
Year 9 Numeracy
N/A
N/A
N/A
0.0%
+1.1%
+0.2%
+0.6%
-2.2%
+2.3%
Year 7 Numeracy
Note: There were no benchmarks for Year 9 prior to 2009. As this data is a comparison between different groups of students it must be viewed for general trends only. The College has put a program in place to ensure the NAPLAN testing program is conducted in a similar environment from year to year to provide the best opportunity for students to complete the tests to the best of their ability and the data to be reliable. The results are variable, however, with the percentage change generally between 1 and 4% above or below the previous year for all areas. There is a smaller percentage variation in Grammar & Punctuation and Numeracy. In the Year 9 data, there is a greater percentage change in 2014 and in particular it was encouraging to see a change in the trend for Year 9 Grammar & Punctuation.
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Key Student Outcomes 9. Value Added There are many aspects of life at Saint Ignatius College that are impossible to “measure” and yet they form a part of the ethos of the College, a part of who we are. These include such things as: l Catholicity – spirituality programs, celebrations, retreat programs l Daily Prayer l College Masses and liturgies l Students Leadership opportunities l Social Skills programs l Social Justice Group l College Assemblies l Sport (membership of GISSA and CAS) l Work Experience l Year 12 Valedictory evening l Choir l Orchestra l Health and fitness programs l Community Service Program l Debating l Mission Team l Years 7 - 12 Elevate Education l Well-being program (Reach, Cyberbullying, Red Frogs, RACV Driver Safety, Fit to Drive, Oxygen motivation). l Learning Enhancement Achievement Program (LEAP) l Maths Help lunchtime classes l Targeted Assistance Program (TAP)
l l l l l l l l l l l l l l l l l l l l l l l
Year 10 Humanities Careers Program Open Days See the College at Work Tous Personalised guided tours Social Events Creative and Performing Arts Mosaic Awards evening Fortnightly Newsletter Professional Learning opportunities School camps and excursions Use of information and communications technology (ICT) Music programs Public Speaking Dance Group East Timor Immersion Trip Yr 7 2015 Student Orientation Day Yr 7 2015 Singles Day Yr 7 2015 Parent Orientation session Soup Kitchen Maytime Fair Refugee Holiday Program The Cage Winter Sleep Out
There have been many highlights of 2014. Some of these include: l l l l l l
A number of performing arts evenings The work of the Social Justice Committee that includes the “Cage”, Winter Sleepout, Christ Church meals program and many other fund and awareness raisers; The camping program at various year levels and the Faith Development Seminars and Retreats; Feast Day Numerous sporting activities that include our Swimming, Athletics and Cross Country Carnivals and students performing to a very high standard in many different sports; The Year 11 Jesuit Schools’ East Timor Immersion Trip.
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Key Student Outcomes 10.
Average Standardised results at Year 9
The table below gives the average score achieved by Year 9 students in Reading, Writing, Spelling and Mathematics statewide tests as assessed by the NAPLAN from 2007. The median score is the middle score obtained by Year 9 students at the College, i.e. when all the scores are ranked from highest to lowest, half the scores will be above and the other half will be below the median. The median score represents the average Standard Level achieved by students in Year 9 at the school; generally the median score will be between 4.5 and 6. Average Standardised Results 2007
2008
2009
2010
2011
2012
Reading
5.18
5.23
5.36
5.36
5.29
5.37
Writing
4.9
4.33
4.55
4.55
N/A
N/A
Spelling
4.67
4.7
4.71
4.71
4.65
4.77
Grammar & Punctuation
N/A
4.54
4.8
4.8
4.58
4.74
Numeracy
4.6
4.62
4.83
4.83
4.64
4.82
Change in Average Standardised Results 2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
Reading
-0.13
+0.05
+0.13
-0.14
+0.07
+0.07
Writing
-0.37
-0.57
+0.22
-0.28
N/A
N/A
Spelling
-0.47
+0.03
+0.01
-0.11
+0.06
+0.06
Grammar & Punctuation
N/A
N/A
+0.26
-0.14
-0.07
-0.07
Numeracy
-0.51
+0.02
+0.21
-0.03
-0.15
-0.15
This data indicates that the results were well within the expected levels of 4.5 and 6. However, the 2013 data was assessed against a national scale that is not comparable with the previous standardized results. The table below records data for median NAPLAN results for Year 9 and presents this data in a new format for the first time. Median NAPLAN Resultsfor YEAR 9 2013
2014
Year 9 Reading
599.80
589.80
Year 9 Writing
570.30
558.00
Year 9 Spelling
588.00
590.70
Year 9 Grammar & Punctuation
577.90
580.70
Year 9 Numeracy
585.20
587.80
The National Assessment Program scale maps student outcomes onto a ten-band continuum. The data in this table is reported in these ‘National Bands’. Students in Year 9 who are working at the national minimum standard would be placed between 478 and 530 that correlates with Band 6. All NAPLAN results in the above table indicate our students to be clearly above the national minimum standard.
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Key Student Outcomes 11.
Senior Secondary Outcomes
The table below provides the following information: l
The median score of Year 12 Victorian Certificate of Education (VCE) results from 2006 to 2013. The median student score is the middle score when all the study scores obtained by students of the school are ranked from highest to lowest, i.e. half the study scores will be above and the other half will be below the median study score.
l The VCE completion rate. This reflects the number of students at the school who satisfactorily completed their VCE last year as a percentage of those enrolled in the VCE, in the same year, who were eligible to complete the qualification. l The Victorian Certificate of Applied Learning (VCAL) was offered to students however, this course did not run in 2007 & 2008 due to the low number of students indicating interest in undertaking this certificate. 2006
2007
2008
2009
2010
2011
2012
2013
31
29
29
31
29
30
30
31
99%
97%
97%
99%
98%
98%
100%
100%
87.5%
N/A
N/A
92%
90%
94%
71.43%
94%
VCE Median Score VCE Completion VCAL Completion
The median VCE Score has remained at a consistently high level and comparable with schools across the state that have a similar student cohort. Based on VCE results, the College was the number one performing Catholic Co-educational School in Victoria last year. Although pleased with this consistency the College is looking to continue to improve VCE results in the School Improvement Framework. This will be achieved by the implementation of the LEAP Program for selected students of high ability as well as the ‘Kick Start’ program. This program will enable students will begin their studies during the Orientation period at the end of Year 11 to provide them with more time for deeper reflection on their learning. Due to the small number of candidates up to and including 2012, a modified VCAL program was implemented for Year 11 students only. Therefore the data for VCAL indicates the percentage of students who completed the year. The less than 100% completion is due to students taking up apprenticeships, traineeships and/or moving into fulltime employment. Although it appears to have a negative impact in the data, the College views this as a satisfactory result as the students have been successful in meeting the goals that both their parents and themselves saw as desirable over the year. It is also affirming for the College staff, who developed and provided the necessary support for students to be successful in their chosen pathway.
Destination
Number of Students 2013 Number of Students 2014
Apprenticeship – Carpentry
4
Apprenticeship – Chef
1
Apprenticeship - Hairdressing
2
Apprenticeship – Bricklaying
1
Apprenticeship – Automotive
1
Cert. III Fitness (Vic. Fitness Academy)
1
3
1
Apprenticeship - Plumbing
1
Cert. III Children’s Services
1
GTECH
1
Gordon TAFE - Diploma
1
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Key Student Outcomes 12.
Year 9 - Year 12 Apparent Retention
Year 9
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
161
162
122
121
113
115
122
148
174
174
87
108
70
77
69
84
84
96
129
140
54%
66%
57%
62%
61%
73%
69%
65%
74%
81%
Year 12 Proportion of Year 9 students retainded to
Current students have a confidence in the school and the senior pathways it offers. Students who were identified by their parents and staff as wishing to pursue a vocational pathway have been assisted to make the transition from education into employment, apprenticeships and other training programs. In 2012 the College implemented the Victorian Certificate of Applied Learning, which provides a pathway through to Year 12 for those wishing to pursue a vocational pathway, whilst remaining at the College. Prior to this time the College was only able to offer a modified VCAL program to a small number of students for one year. Both students and parents have demonstrated a confidence in this new program through a high number of applications. However, the decrease in the retention rate for 2013 is due to those students who were successful in gaining apprenticeship, traineeships or move into fulltime employment, due to their involvement in the VCAL program. It is envisaged that as those students who choose to remain move into their final year at the College the retention rate will increase.
13.
Post School Destinations
The College’s education provision facilitates students’ pathways to further learning at either University or TAFE level, traineeships and apprenticeships and employment. Over the years the College has been successful in facilitating student progress in these pathways. In 2014, 73% of students applied to VTAC for a university place. Of these 84% received an offer. Another 10% received an offer for a TAFE / VET course so 94% of applicants received a tertiary offer. The On Track Survey data (below) relates to the exit students at the end of 2005 through to 2014. The information demonstrates that students are moving forward from the College to opportunities of further learning or employment. In Education and Training
April 2006
April 2007
April 2008
April 2009
April 2010
April 2011
April 2012
April 2013
April 2014
University Enrolled %
39
35
29
33
45
27
25
46
53
TAFE / VET Enrolled %
26
14
24
18
12
14
24
21
14
Apprentice / Trainee %
10
18
15
9
9
23
7
6
15
April 2006
April 2007
April 2008
April 2009
April 2010
April 2011
April 2012
April 2013
April 2014
25
12
18
24
14
16
19
10
12
Looking for Work %
0
4
4
4
2
5
2
3
1
Deferred %
0
18
10
11
19
16
24
6
5
Not in Education and Training Employed %
16
Key Student Outcomes The College has in place an excellent program to ensure that all students exit the College into a pathway that suits their skills, talents and aspirations. Students who wish to pursue further education and training are assisted to select and enrol in a variety of courses offered at Universities, Institutes of Technical and Further Education (TAFE) or Apprenticeships/Traineeships. The On Track Survey Data demonstrates that students move into a range of opportunities. It is pleasing to see that the number of students wishing to pursue a university course continues to increase.
14.
Parent, Student, Teacher Satisfaction
Saint Ignatius College receives feedback on a regular basis from parents, students and teachers in regard to their satisfaction with the College. The College has been through considerable growth and development over the last few years. In general currently there is a high degree of satisfaction with the College and where it is developing for the future. Applications for Year 7 for 2014 far exceeded places available. We l l l l l l l l l l l l l l l l
have received feedback in the following ways (both formally and informally): Parent Information evenings, highly attended Parent – Teacher – Student Interviews Student Representative Council Social functions (Yr 12 Graduation) Open Days (Evaluation forms provided to visitors) Parents and Friends’ Association Musical and drama performance evenings Board Staff meetings Staff Consultative Committee Staff Social Club Feast Day Surveys – Open Day, Mosaic Policy development – Food at School, Goal Setting and Academic Progression Policies School Improvement Framework – Staff, Student and Parent Opinion Surveys Student Leadership Group
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Financial Performance
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Financial Performance Financial Performance for the year ended 31 December 2014 Reporting Framework Recurrent income
Modified Cash $ Tuition
School fees
3,208,936
Other fee income
86,916
Private income
342,538
State government recurrent grants
2,227,405
Australian government recurrent grants
8,907,807
Total recurrent income
Recurrent expenditure
14,773,602
Tuition
Salaries, allowances and related expenses
9,658,354
Non salary expenses
2,374,112
Total recurrent expenditure
Capital income and expenditure
12,032,466
Tuition
Government capital grants
-
Capital fees and levies
560,367
Other capital income
40,000
Total capital income
600,367
Total capital expenditure
223,491
Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans)
Tuition
Total opening balance
3,207,628
Total closing balance
2,830,752
Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees.
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Saint Ignatius College Geelong www.ignatius.vic.edu.au 27 Peninsula Drive, Drysdale. 3222 T: (03) 5251 1136 F: (03) 5251 3547 E: info@ignatius.vic.edu.au