2016 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 2016 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth).
19 May 2017
Contents Our College Vision Mission Statement 4 Striving for the Magis 4 College Overview 5 Report Overview 5 Principal’s Report 6
Professional Engagement Staff Attendance 9 Staff Retention 9 Teacher Qualifications 10 Expenditure & Teacher Participation in Professional Learning 11 Professional Engagement 11 Staff Composition 12
Key Student Outcomes Student Attendance 14
Proportion of Students Meeting National Benchmarks
15
Changes in Benchmark Results from the Previous Year
16
Value Added 17
Average Standardized results at Year 9
17
Senior Secondary Outcomes 19
Destinations of all exiting VCAL Students during the year
20
Year 9 – Year 12 Apparent Retention
20
Post School Destinations 21 Parent, Student, Teacher Satisfaction 22
3
Our College Vision At Saint Ignatius College our purpose is to form young people of competence, conscience and compassion. Mission Statement
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.
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.
Therefore, at Saint Ignatius College we will:
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.
l Respect the role of parents as the primary educators of their children.
l
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.
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.
4
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 1197 students, 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, East Timor and Morocco, 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.
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 weekly 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 2016 we participated in the fourth and final year of the Catholic Education Office Melbourne’s “School Improvement Framework” cycle. During 2016 a formal review of the College was conducted and consequently the next School Improvement Plan (2017-2020) was produced. All parents, students and teachers were invited to complete a survey by an external company (“Insight SRC”) to provide valuable data for the College Leadership Team to monitor the School Improvement Process.
This report covers two areas: Professional Engagement and Key Student Outcomes. The College welcomes feedback from parents, students and staff at any time. Comments in response to this report are invited.
5
Principal’s Report 2016 has been another very successful year for the College. Student numbers increased again with 1197 enrolled. Our senior student leaders chose the annual theme of “Courage to Act” as an encouragement to all members of our community to do the right thing as well as learning how to do things right. This was in line with our College Vision and Mission statements to form young people of competence, conscience and compassion. 2016 has been a year of reviews, with five major external reviews - Catholic Education Melbourne’s (CEM) School Improvement Framework, Victorian Registration and Qualification Authority, Australian Society of Jesus Jesuit Partner School, CEM’s Ignatian and CEM’s Enhancing Catholic School Identity reviews. The major internal review was of the Year 10 Curriculum. This review has led to significant improvements to the curriculum we offer in preparation for the VCE program. All review reports have been very positive and constructive with some recommendations for further improvement. This was very timely, as the review reports have provided a wealth of information that we have used to develop our next School Improvement Plan that will launch us into the next decade of the College. The action plan resulting from all of these reviews will support my mantra for our College - ‘good to great’ or as has been suggested to me by a colleague, let’s go even higher, ‘good to outstanding.’ Following last year’s review of the roles and structure of the College’s Leadership Team, we commenced this year with three Deputy Principals and a new senior leadership group, the College Executive. I am very grateful to the Executive for their dedication and commitment to support me as we work together to continually improve the College and lead it towards being an outstanding school. In the policy area – one area that has dominated for all Victorian schools is the new State Child Safe Standards. Other policies and procedures that have been updated include Student Wellbeing, Student Leadership and Staff Professional Learning. An effective school has an active school community behind it. I am very grateful for the continuing support of parents. I would like to express my gratitude on behalf of the school community to our dedicated Board members.
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Board members for 2016: Mr Tony Frizza (Chairperson) Rev Fr Kevin Dillon Fr Linh Tran Mr Michael Exton Fr James Puppady Mr Peter Cooper Ms Lisa Bell Mr Michael Timms Mrs Annette Chidzey Mr Paul Lewis Mr David Fitzgerald Mr Darren Henry Mrs Jo Ketchen Mr Steve Gibbs Mr Robert Laidler Mr Toby O’Connor Mrs Veronica Magennis The Parents and Friends Association comprises a very generous and hardworking team of parents. Their work improves our College for all students. We also rely on many, many parent volunteers to provide valuable services to enhance our College canteen helpers, uniform shop, ‘Time and Space’ programs and school event helpers, to mention a few. Thank you to them all. 2016 PFA office holders Chairperson Vice Chairperson Secretary Treasurer
were: Mrs Jo-Anne Britt Mr Abraham Papp Mrs Fran Lakey Mrs Clare Gordon
Another essential ingredient of an effective school is a professional, dedicated and hardworking staff and this is the case at Saint Ignatius. I congratulate my colleagues on their contribution to our students’ learning for another year. As well as in the classroom, they provide opportunities for students in sport, performing and creative arts, social justice, faith, community service, and an area I would like to particularly acknowledge as a growing one with very positive developments - public speaking and debating. This year saw a significant change for me as Principal, and one that I think is also important for the College. The role of Principal’s Secretary is of vital importance in supporting the work of the Principal and consequently, the effectiveness of the College. Ms Gail Lambert finished in this role in the middle of this year after 16 years. On behalf of the College community, I thank Ms Lambert for her service to date. I am so pleased that she can continue on a part-time basis as Deputy Principals’ Secretary.
Food Technology Teacher, Mrs Mary-Anne Hawkins and Cleaner, Mr Charlie Robinson retired during the year and long-serving Humanities and Legal Studies Teacher, Ray Lillingston retired at the end of this year.
It is impossible to acknowledge all student achievements in this report. So, I congratulate all students who have tried their best throughout the year.
I thank all three for their dedicated contribution to our school, congratulate them on their service to education and wish them a rewarding time in their retirement.
We look forward to 2017 with hope and optimism as the College continues to grow and develop in providing an outstanding education for our young women and men, Amare et Servire, to love and to serve. We look forward to next year when we will celebrate our first decade as an Ignatian school.
On behalf of our school community, I would also like to congratulate our College Captains Noah Hodgson and Claudia Beattie. They have been tremendous role models, and I wish both every blessing for their futures. And thank you and well done to the other senior captains and Ignatian leaders.
Michael Exton Principal
Another of our College mantras is ‘St. Ignatius Inspiring me to be a leader.’ I take heart from the positive leadership our senior student leaders have demonstrated and that I can easily think of many students from other year levels, even Year 7, who are building their leadership capacity. In particular, I acknowledge the work of our Student Leadership Development Coordinator, Mr Anthony Gravener and the Year Level Coordinators for fostering this.
7
Professional Engagement
8
Professional Engagement 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 Parental leave As the College in 2016 had a number of staff on extended leave – for example, parental 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
2015
2016
Teaching
88.81%
86.68%
82.19%
82.19%
92.31%
91.88%
86.5%
89.2%
88.3%
88.25%
Support
80.22%
84.55%
89.01%
89.03%
94.28%
93.15%
92.22%
89.04%
96.95%
N/A
All
86.19%
85.94%
84.29%
84.3%
92.88%
92.26%
88.09%
89.19%
90.28%
N/A
Staff Retenion The proportion of teaching staff retained from 2015 to 2016 was 96%.
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%
2014 to 2015
90%
2015 to 2016
96%
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 2016 l retirement of teachers during the year l staff taking leave such as parental leave, long service leave or leave without pay.
9
Professional Engagement Teacher Qualifications* Level
Degree Doctorate
2006
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%
10%
14%
15%
Diploma Graduate
39%
80%
43%
40%
49%
42%
41%
49%
44%
44%
Certificate Graduate
14%
12%
14%
5%
13%
6%
5%
13%
7%
6%
Degree Bachelor
73%
80%
80%
75%
80%
78%
76%
80%
78%
76%
DiplomaAdvanced
22%
12%
20%
24%
2%
26%
23%
24%
26%
23%
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
All Like Schools* Schools*
Degree Doctorate
2%
1%
1%
1%
1%
1%
0%
Degree Masters
9%
15%
9%
15%
16%
15%
10%
16.93% 18.26%
Diploma Graduate
48%
45%
46%
43%
44%
44%
46%
46.45% 46.62%
Certificate Graduate
13%
6%
13%
6%
6%
6%
13%
Degree Bachelor
85%
81%
87%
79%
80%
80%
87%
85.83% 85.83%
DiplomaAdvanced
24%
21%
22%
21%
22%
23%
22%
19.8% 20.54%
2%
10%
1%
12%
10%
10%
1%
No qualification listed
This School
Degree Doctorate
2016
2015
Level
All Like Schools* Schools*
This School
Like All Schools* Schools*
0%
-
1.05%
0%
-
-
Degree Masters
11%
-
19%
11%
-
-
Diploma Graduate
44%
-
46%
44%
-
-
Certificate Graduate
11%
-
7%
11%
-
-
Degree Bachelor
86%
-
86%
86%
-
-
DiplomaAdvanced
20%
-
19%
20%
-
-
0%
-
4%
0%
-
-
No qualification listed
[* = from CEOM SIR data]
10
2008
- Not available
1.04%
6.57%
4.83%
1.05%
6.89%
4.24%
Professional Engagement 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 2016 the College expenditure on such activities was $162,110. This represents an average expenditure of $1,878 per teacher on professional learning. In 2016 there were 90 teaching staff (86.0 FTE). So the total number of teachers who took part in professional learning for 2016 was 90.
Level
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Number of Teaching Staff
N/A
N/A
49
56
57
67
70
78
81
83
90
FTE (Teachers) 52
50
47.7
52.4
53.4
63.2
67.2
72.6
75.6
79.3
86
Expenditure
$59,308
$78,999
$94,543
$111,057 $134,365 $145,481 $132,250 $142,945 $152,876 $138,527 $162,110
Average Expenditure per Teacher
$1,140
$1,580
$2,004
$2,130
$2,516
$2,302
$1,968
$2,030
$2,022
$1,669
$1,878
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 state Child Safe Standards, the new online student management system, Faith Formation, First Aid Training (including Anaphylaxis training) the integration of ICTs into the teaching and learning programs to support the introduction of the College’s Technology Enhanced Learning Program (TELP), Occupational Health and Safety, writing Professional Learning Plans and School Improvement.
l Professional learning teams with a focus on Growth Mindset, E-Learning and Data Analysis have been set up in 2016 and will continue in 2017. l Access to online webinars through the Teacher Learning Network and ACSA have been provided for teachers on a variety of teaching and learning initiatives. l 5 minute PDs sent to teachers on a regular basis via email from the Director of Teacher Development. l Practical activities to support the embedding of formative assessment have been distributed at staff briefings for teachers to use. l After school PD with an E-Learning focus have been provided for teachers at least once a term. l POL leaders workshops have assisted POL leaders in improving their leadership skills. l Specific PD has been provided to assist teachers with accreditation to teach in a Catholic school, and to teach RE in a Catholic school.
11
Professional Engagement Professional Engagement (cont.) l Teachers are required to complete a pro forma after attending an external PD session and share their acquired knowledge/expertise with a designated group – eg. Learning area, year level team. 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 and Masters of Education.
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.
Staff Composition Year
2012
2013
2014
2015
2016
Principal
1
1
1
1
1
Deputy Principal
2
2
2
2
3
59
60
63
67
72
8
14
14
12
13
1
1
1
1
Teaching Staff
Teaching Staff FT (HC) A
Teaching Staff PT (HC) Indigenous Teaching Staff (FT) Total Teaching Staff HC
B
70
78
81
83
90
FTE PT Staff
C
5.2
8.6
8.6
8.3
9
67.2
72.6
75.6
79.3
86
18
16
15
17
19
11
16
16
14
12
1
1
1
1
1
FTE Teaching Staff
(B-A+C)
Non Teaching Staff Non Teaching FT (HC) A
Non Teaching PT (HC) Indigenous Non Teaching (PT) Total Non Teaching Staff HC
B
30
33
32
32
32
FTE PT Staff
C
7
10.2
10.1
8.1
7.2
26
27.2
26.1
26.1
27.2
Total Head Count Staff
100
111
113
115
122
Total FTE STAFF
93.2
99.8
101.7
105.4
113.2
1
2
2
2
2
FTE Non Teaching Staff
Total Indigenous Staff Source August Census
12
(B-A+C)
Key Student Outcomes
13
Key Student Outcomes Student Attendance The average number of days absent per student in 2016 was 18 (2015 was 18.) This equates to an average daily attendance rate across the College for the year of 90% (90% for 2015.) 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%
2015
18
90%
2016
18
90%
Year Level
Average Attendance Rate for 2012
Average Attendance Rate for 2013
Average Attendance Rate for 2014
Average Attendance Rate for 2015
Average Attendance Rate for 2016
7
94.67%
95.05%
93.43%
91.65%
91.00%
8
92.76%
92.56%
91.63%
90.40%
89.04%
9
93.32%
92.65%
90.27%
89.88%
91.61%
10
93.11%
94.59%
91.34%
88.69%
88.49%
Overall average attendance
93.47%
93.71%
92.42%
90.16%
90.04%
A review was conducted in 2016 of the attendance procedures with recommendations made that are to be implemented at the beginning of 2017. The review focused on improving the level of accountability of parents, staff and students. A recommendation of the review was that attendance procedures now ensure that all parents/guardians will be notified if their son/daughter’s attendance falls below 95%, then 85% and again at 80%. Attendance rolls at SICG are marked during Homeroom in the morning and the afternoon. It is also a requirement that each subject teacher takes a roll for every one of his or her classes. It is also in the procedure that the Homeroom teacher follows up any student who has been absent for two consecutive days by contacting home.
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Key Student Outcomes Proportion of Students Meeting National Benchmarks 2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Year 7 Reading
97.3%
99.1%
98.6%
97.7%
98.8%
100%
97.9%
100%
99.5%
98.6%
100%
Year 7 Writing
100%
100%
93.7%
96.5%
95.8%
98%
96.4%
97.5%
98.6%
94.5%
99.5%
Year 7 Spelling
N/A
N/A
N/A
95.4%
97.1%
97%
95.9%
99.5%
98.6%
96.8%
99.1%
Year 7 Grammar & Punctuation
N/A
N/A
94.4%
96.6%
95.9%
98.5%
94.8%
95.4%
97.2%
97.3%
99.1%
87.3%
82.1%
97.2%
100%
98.3%
97%
98.9%
98.4%
99.1%
99.5%
100%
Year 7 Numeracy
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
Year 9 Reading
N/A
N/A
95.7%
98.3%
97.2%
97.6%
98.8%
97.8%
97.3%
97.9%
97.2%
Year 9 Writing
N/A
N/A
97.4%
95.7%
90.3%
91.7%
91.7%
93%
89.3%
92.3%
97.2%
Year 9 Spelling
N/A
N/A
N/A
94.9%
88.9%
94.7%
97%
97.3%
93%
95.9%
94.4%
Year 9 Grammar & Punctuation
N/A
N/A
93.2%
94.9%
95.1%
94.7%
98.2%
92%
93.6%
93.8%
94.4%
Year 9 Numeracy
N/A
N/A
98.3%
98.3%
98.6%
98.8%
99.4%
97.2%
99.5%
98.4%
99.1%
An explanation of the trend over the three-year period, 2014 - 2016 Literacy: Student performance in meeting the Year 7 Reading National Benchmarks has remained consistently high, peaking at 100% in 2011 and again in 2016. In Writing the overall student performance has been irregular although high, dropping from 100% in 2007 to 94.5% in 2015 and improving to 99.5% this year. It is pleasing to see that writing showed improvement in 2016. At the Year 9 level, where data is only available for the past nine years, results have been consistently high. Reading results have increased and remained high with only a 1% variation over the years. For the Writing area, results are variable but reflect a general trend of positive improvement particularly in 2016. The areas of both Spelling and Punctuation & Grammar have seen fluctuations since 2010. Numeracy: After a very pleasing 100% in 2009, there has been a slight fluctuation in subsequent results, however these remain minor concerns given the relatively high number of students meeting the national benchmarks. At the Year 9 level, the results also remain relatively high. This data can be used to track the performance of the cohorts of students over the last four years and assist the College to see how it has value-added to the students’ learning over these years. In the area of Numeracy the data highlights that the number of students who meet the National Benchmarks in Year 7 has generally improved as they move into Year 9, demonstrating a confidence in the teaching of Mathematics over these two years. Numeracy has been consistent overall from 7-9. For instance 99.1% in Year 7 2014 and again 99.1% in Year 9, 2016.
15
Key Student Outcomes 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 compared compared compared compared compared compared compared compared to 2005 to 2006 to 2007 to 2008 to 2009 to 2010 to 2011 to 2012
Year 7 Reading
+6.4%
+ 1.8%
- 0.5%
-0.9%
+1.1%
+1.2%
-2.1%
+2.1%
Year 7 Writing
+1.0%
0.0%
- 6.3%
2.8%
-0.7%
+2.2%
-1.6%
+1.1%
Year 7 Spelling
N/A
N/A
N/A
3.8%
+1.7%
-0.1%
-1.1%
+3.6%
Year 7 Grammar & Punctuation
N/A
N/A
N/A
2.2%
-0.7%
+2.6%
-0.1%
+0.6%
+14.7%
-5.2%
+ 15.1%
2.8%
-1.7%
-1.3%
+1.9%
-0.5%
Year 9 Reading
N/A
N/A
N/A
2.6%
-1.1%
+0.4%
+1.2%
-1.0%
Year 9 Writing
N/A
N/A
N/A
-1.7%
-5.4%
+1.4%
0.0%
+1.3%
Year 9 Spelling
N/A
N/A
N/A
2.6%
-6.0%
+5.8%
+2.3%
+0.3%
Year 9 Grammar & Punctuation
N/A
N/A
N/A
1.7%
+0.2%
-0.4%
+3.5%
-6.2%
Year 9 Numeracy
N/A
N/A
N/A
0.0%
+1.1%
+0.2%
+0.6%
-2.2%
Year 7 Numeracy
2014 2015 2016 compared compared compared to 2013 to 2014 to 2015
16
Note: There were no benchmarks for Year 9 prior to 2009.
Year 7 Reading
-0.5%
-0.9%
+1.4%
Year 7 Writing
+1.1%
-4.1%
+5.0%
Year 7 Spelling
-0.9%
-1.8%
+2.3%
Year 7 Grammar & Punctuation
+1.8%
0.1%
+1.8%
Year 7 Numeracy
+0.7%
0.4%
+0.5%
The results are fairly consistent with the percentage change generally between 1 and 3%.
Year 9 Reading
-0.5%
0.6%
-0.79%
Year 9 Writing
There is a smaller percentage variation in Grammar & Punctuation and Numeracy.
-3.7%
3.0%
+4.9%
Year 9 Spelling
-4.3%
2.9%
-1.5%
Year 9 Grammar & Punctuation
+1.6%
0.2%
+0.6%
Year 9 Numeracy
+2.3%
-1.1%
+0.72%
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.
In the Year 9 data, there was a pleasing improvement in Writing.
Key Student Outcomes 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 Debating 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) l Work Experience l Year 12 Valedictory evening l Choir l Orchestra l Health and fitness programs l Community Service Program 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 ACE Program for Year 12 students 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
Maths and Literacy Help lunchtime classes Year 10 Humanities Careers Program Open Day ‘See the College at Work’ tours 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 Year 7 2017 Student Orientation Day Year 7 2017 – Singles Day Year 7 2017 Parent Orientation session Soup Kitchen Maytime Fair Refugee Holiday Program Winter Sleep out
There have been many highlights of 2016. Some of these include: l l l l l l l
A number of performing arts evenings The work of the Social Justice Committee that includes the 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. The Years 10 and 11 East Timor Immersion Trip.
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.
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Key Student Outcomes Average Standardised Results 2007
2008
2009
2010
2011
2012
Reading
5.18
5.23
5.36
5.23
5.29
5.37
Writing
4.9
4.33
4.55
4.33
N/A
N/A
Spelling
4.67
4.7
4.71
4.60
4.65
4.77
Grammar & Punctuation
N/A
4.54
4.8
4.65
4.58
4.74
Numeracy
4.6
4.62
4.83
4.79
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
+0.08
Writing
-0.37
-0.57
+0.22
-0.28
N/A
N/A
Spelling
-0.47
+0.03
+0.01
-0.11
+0.06
+0.12
Grammar & Punctuation
N/A
N/A
+0.26
-0.14
-0.07
+0.16
Numeracy
-0.51
+0.02
+0.21
-0.03
-0.15
+0.18
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.
Year 9 NAPLAN Median Results (Nat. = National result. Sch = School result. Vic = State result.) Reading
Writing
Spelling
Grammar & Punctuation
Numeracy
2012
Sch Nat Vic
591.8 574.6 584
582.5 554.2 570.3
583.8 579.4 583.8
585.4 572 573
591.4 577.5 586.4
2013
Sch Nat Vic
599.8 580 586.2
570.3 556.5 570.3
588 584.3 588
577.9 572.9 577.9
585.2 576.9 585.2
2014
Sch Nat Vic
589.8 580.1 589.8
558 552.9 558
590.7 583.8 590.7
580.7 572.8 580.7
587.8 582.3 587.8
2015
Sch Nat Vic
589.9 579.2 583.8
570.3 550.8 570.3
583.7 585.4 583.7
568.1 566.6 568
598 585.4 592.8
2016
Sch Nat Vic
590.70 N/A N/A
560.3 N/A N/A
575.60 N/A N/A
561.50 N/A N/A
591.50 N/A N/A
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 Senior Secondary Outcomes The table below provides the following information: A.
The median score of Year 12 Victorian Certificate of Education (VCE) results from 2006 to 2016. 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.
B. 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. C. The Victorian Certificate of Applied Learning (VCAL) was offered to students however, this course did not run in 2007 and 2008 due to the low number of students indicating interest in undertaking this certificate.
VCE Median Score VCE Completion VCAL Completion
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
31
29
29
31
29
30
30
31
31
31
30
99%
97%
97%
99%
98%
98%
100%
100%
100%
98%
100%
87.5%
N/A
N/A
92%
90%
94%
71.43%
94%
88%
95%
98%
The median VCE Score has remained at a consistently high level and comparable with schools across the state that have a similar student cohort. Although pleased with this consistency the College is looking to continue to improve VCE results in the School Improvement Framework. Improvement strategies implemented in 2016 aiming to improve VCE median scores included the development and delivery of the ACE! (Achieve, Challenge, Excel) program and Unit 3 & 4 Examination revision lectures conducted at Saint Ignatius College. The ACE! Program is a series of three workshops specifically designed to assist middle band VCE to develop skills that “successful� students use during their Year 12 studies and how to prepare for and complete examinations. As many examination revision lectures are conducted in Melbourne and can be expensive, Unit 3 & 4 Further Mathematics, Mathematical Methods and Specialist Mathematics Examination revision lectures were available for students to attend free of charge in the Saint Ignatius College Information Learning Centre. 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.
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Key Student Outcomes Destinations of all exiting VCAL Students during the year Number of Students 2013
Number of Students 2014
Number of Students 2015
Number of Students 2016
Apprenticeship – Carpentry
4
3
1
3
Apprenticeship – Chef
1
-
-
-
Apprenticeship - Hairdressing
2
-
-
2
Apprenticeship – Bricklaying
1
-
-
-
Apprenticeship – Automotive
1
1
-
1
Cert. III Fitness (Vic. Fitness Academy)
1
-
-
1
Apprenticeship Plumbing
-
1
1
-
Cert III Children’s’ Services
-
1
1
-
GTECH
-
1
-
-
Gordon TAFE - Diploma
-
1
1
3
SEDA
-
-
1
-
Apprenticeship Tiling
-
-
1
-
Apprenticeship Baking
-
-
1
-
TAFE CERT III
-
-
1
7
Apprenticeship – Electrical
-
-
-
1
Elly Lucas – Melbourne
-
-
-
2
Navy
-
-
-
1
Working part time
-
-
-
1
Destination
Year 9 - Year 12 Apparent Retention
Year 9 Year 12 Proportion of Year 9 students retainded to
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
161
162
122
121
113
115
122
148
174
174
195
87
108
70
77
69
84
84
96
129
140
156
54%
66%
57%
62%
61%
73%
69%
65%
74%
81%
80%
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.
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Key Student Outcomes 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 2016, 76% of VCE students applied to VTAC for a university place. Of these 90% received an offer. The On Track Survey data (below) relates to the exit students at the end of 2005 through to 2015. The information demonstrates that students are moving forward from the College to opportunities of further learning or employment. April 2006
April 2007
April 2008
April 2009
April 2010
April 2011
April 2012
April 2013
April 2014
April 2015
April 2016
University Enrolled %
39
35
29
33
45
27
25
46
53
50
51
TAFE / VET Enrolled %
26
14
24
18
12
14
24
21
14
14
12
Apprentice / Trainee %
10
18
15
9
9
23
7
6
15
8
9
April 2006
April 2007
April 2008
April 2009
April 2010
April 2011
April 2012
April 2013
April 2014
April 2015
April 2016
25
12
18
24
14
16
19
10
11
7
18
Looking for Work %
0
4
4
4
2
5
2
3
1
7
0
Deferred %
0
18
10
11
19
16
24
6
5
13
10
In Education and Training
Not in Education and Training Employed %
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.
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Key Student Outcomes 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 2016 far exceeded places available. We have received feedback in the following ways (both formally and informally): l Parent Information evenings, highly attended l Parent – Teacher – Student Interviews l Student Representative Council l Social functions (Year 12 Graduation) l Open Days (Evaluation forms provided to visitors) l Parents and Friends’ Association l Musical and drama performance evenings l Board l Staff meetings l Staff Consultative Committee l Staff Social Club l Feast Day l Surveys – Open Day, Mosaic l Policy development – Food at School, Goal Setting and Academic Progression Policies l School Improvement Framework – Staff, Student and Parent Opinion Surveys l Student Leadership Group
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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