Annual Report 2014 by stcolumba

St Columba Anglican School Port Macquarie

Annual Report 2014

St Columba Anglican School Annual Report 2013

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St Columba Anglican School 3 Iona Avenue (off Major Innes Drive) Port Macquarie NSW 2444 Phone: (02) 6581 4188 Fax: (02) 6581 4190 Email: secretary@scas.nsw.edu.au URL: www.scas.nsw.edu.au

CONTENTS About this report A Message from Key School Bodies Vision Statement Principalâ&#x20AC;&#x2122;s Report Chair of Councilâ&#x20AC;&#x2122;s Report Student Representative Council Report Contextual Information Student Outcomes in Standardised National Literacy & Numeracy Testing Record of School Achievement (ROSA) Higher School Certificate Results Comparative HSC over time Professional Learning and Teaching Standards Workforce Composition Senior Secondary Outcomes Student Attendance and Management of Non-Attendance Retention of Year 10 to Year 12 Post School Destinations Enrolment Policy and Characteristics of The Student Body School Policies School Determined Improvement Targets Initiatives Promoting Respect and Responsibility Parent, Student and Teacher Satisfaction Summary of Financial Information Concluding Statement

3 4 4 5 6 8 9 10 23 24 26 28 30 30 31 33 34 35 36 38 40 41 42 43

ABOUT THIS REPORT

St Columba Anglican School Port Macquarie is registered by the Board of Studies (NSW) as an independent school. This 2014 Annual Report provides the school community with reliable and objective information about school performance measures and policies, as determined by the Minister for Education. Accordingly, the Report demonstrates accountability to regulatory bodies and the school community. This Report complements and is supplementary to School Newsletters, Yearbooks and other regular communications. The report will be available on the Schoolâ&#x20AC;&#x2122;s website by 30th June 2015, following its submission to the Board of Studies. Further information about this Annual Report may be obtained by contacting the School. Terry Muldoon Principal 30th June 2015

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St Columba Anglican School

A MESSAGE FROM KEY SCHOOL BODIES

VISION STATEMENT Encouraging intellectual, spiritual and cultural development of each student through excellence in teaching in a caring, Christian environment St Columba’s aims:

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•

To encourage an integrated attitude to faith and learning, with meaningful worship following Christian principles as part of the school’s curriculum.

•

To develop a partnership between school, parents and students that will enhance the teaching/ learning process.

•

To encourage students to participate in a well balanced programme of curricular and co-curricular activities enabling them to discover individual strengths and talents.

•

To develop confidence, self esteem, respect and tolerance of others in the belief that social awareness is a critical aspect of the Christian faith.

•

To provide an environment between teachers and students that will enhance mutual respect and trust.

PRINCIPAL’S REPORT MAKING EXCELLENCE, EFFECTIVENESS AND ENTERPRISE A REALITY SCHOOL STRATEGIC VISION: • Excellence begins with an attitude that it is, in fact, possible for us to be great. • Effectiveness is about getting the foundations right. • Enterprise is about seeking out opportunities and translating these into actions. “And the Lord answered me: “Write the vision; make it plain on tablets, so he may run who reads it.” Habakkuk 2:2

Allied to this, the School planned the creation of the K-12 I.C.E. Centre (Innovation, Creativity and Excellence), a building that allows teachers and students to work in a flexible, digitally linked and imaginatively designed workspace. Addressing concerns that Australian schools are not offering sufficient stimulation to the very highest performing students:

In 2014, St Columba took further steps towards realising its aim to be the best school in the region, the state and….. “The will to win, the desire to succeed, the urge to reach your full potential... these are the keys that will unlock the door to personal excellence.” Confucius The School now has a Pastoral Care program that links to our Chaplaincy Team’s strategic approach and will continue to be developed in a manner that ensures a coherent and effective approach from K-12. The program also links to the “health and wellness” aspects of the School’s Excellence In Sports Program. Academically, the School continues to strive for excellence at all levels. Our results in external assessments (NAPLAN and the Higher School Certificate) continue to improve against local and state data and our academic support structures and processes have proven excellent in improving higher needs students’ results and increasing their engagement in learning. 90% of our graduating students received offers of university places for 2015 and a number of our students had their HSC works recognised via nominations for best in state exhibitions and performances.

• St Columba Secondary School has continued the development of its Honours Program in Secondary School. This program allows talented and interested students to work with like-minded peers to expand and extend their knowledge and skills. • St Columba Primary School introduced its SHINE Project that allowed Primary students to work with expert practitioners to develop personal research and present projects. The success of the SHINE pilot has led to plans for it to being rolled out across the whole school in 2015. In terms of curriculum innovation, Year 10 students are now given the opportunity to complete the one unit BOSTES Preliminary Studies of Religion course in Year 10. Culturally, St Columba has continued to expand its curricular and co-curricular programs with great success. The creation of the Performing Arts Centre of Excellence has seen thirty three cocurricular performing arts groups regularly rehearsing and performing and results in Visual and Performing Arts subjects being among the best in the state.

The School has spent considerable energy in working with the Association of Independent Schools on the Embedding Excellence program. Combining this with the formation of Professional Learning Teams has embedded the construct of continual improvement in teaching and learning in the day-to-day operation of the School.

From 2015, Dance at Stage 6 will be offered via a Blended Distance Education mode to students from St Philip’s Christian College, Cessnock.

In 2014 the School opened the state’s first permanent school MakerSpace in the Dawson Hub to allow students during class or in their “free time” to advance their digital skills and experience through the opportunity to experiment and create objects.

Sport has always played a key role in a SCAS education. The School is a member of the Hunter Region Independent Schools and the Heads of Independent Co-Educational Schools that provide a representative pathway.

In 2014, as a result of a consultative strategic process, an Excellence in Sporting Program was developed. This plan focuses on health, well-being and creating the habit of lifelong healthy activity. This program will also ensure that our students have a high level of support in developing their individual and team sporting abilities. The School’s campus is well-maintained and provides a positive environment that supports its learning agenda. The following plans are in place to further improve the campus: • A Performing Arts Centre has been designed, with plans to be open in 2017. • The creation of an improved Stage 1 playground • The building of cricket nets • Storage improvement in the School Chapel • Further development of the ICE Centre Over the next two years the Strategic Priorities of the school include: • Expanding and building on Embedding Excellence • Reviewing structures

leadership

roles

and

• Integrating the ICE Centre into teaching and learning strategies • Development of the Performing Arts Centre

“But as for you, be strong and do not give up, for your work will be rewarded.” 2 Chronicles 15:7

Terry Muldoon Principal

Plans have been finalised for the creation of the St Columba Performing Arts Centre, to be opened in 2017.

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CHAIR OF COUNCIL’S REPORT It is my pleasure on behalf of the SCAS Council to present this Annual Report. February 2015 Census and Student Growth Comparison of SCAS Census figures for 2014 to 2015: 2014 Primary K

Total

499

2014 Secondary 7

Total

101

501

2014 Total:

1,000

2015 Primary K

Total

528

2015 Secondary

University (CSU), the process was deferred. However there is agreement with CSU to proceed now with Port Macquarie Hastings Council. A further set-back came in the form of the Environmental Planning Authority’s decision to require Port Macquarie Hastings council to upgrade its pollutant monitoring system located on the adjacent former tip. It may be another twelve months before our request is granted. Grafton Diocese Schools Commission (DSC) 2014 saw the establishment of a new Diocesan Schools Commission embracing the five Anglican Diocesan Schools. Rt Rev Dr Sarah Macneil as President and Phillip Bonser as Chair, and DSC Board members, have worked with School Chairs, Principals, Business Managers and Chaplains to create an effective oversight of the Schools. Financial templates encompassing suitable KPIs have been established and required to be provided following School Govt. Census in February and August each Year. Grafton Diocese Schools Network

Total

533

2015 Total:

1,061

SCAS Foundation The Foundation Committee Andrina Dawson (Deputy Chair) and Dr Gordon Burch have oversight of the formation of the SCAS Foundation, through a Committee process. There are a number of goals for the Foundation, namely financial support for the proposed Performing Arts Centre, a diverse range of Scholarships, selected building facilities, and assistance to academic, sporting, cultural and Spiritual pursuits. In the latter part of 2014, Andrew Walmsley, lawyer, was engaged to prepare a draft Constitution. Meetings have taken place with Andrew, Terry Muldoon, Garry Clifton and John Barrett to finalise a draft document to table at the SCAS Council meeting in the 1st half of 2015. SCAS Council New Appointment Chen Gaul was appointed to the SCAS Council Board in February 2014, following approval from Bishop-in-Council. Chen is a qualified accountant, director of an accountancy firm in Port Macquarie and mother of students at SCAS. SCAS Council is most appreciative of the valuable contributions made by Chen, particularly in the finance area.

The Diocesan Schools Network has also been retained which brings together the five Schools, four times a year, to share information between Chairs, Principals, Business Managers and Chaplains. It has been found to be most effective. Governance Review 2014-15 has seen the introduction of new/ revised Governance compliance in both “for-profit’ and “non-profit” organisations. This is a healthy move. Consequently, SCAS Board has undertaken a number of initiatives. Firstly, to continue to facilitate the Associated Independent Schools annual Governance day training, secondly to initiate a company directors course, suitably accredited, and thirdly to commission Grahame Wilson, SCAS’s Compliance Advisor to undertake a complete review/analysis of SCAS Council’s Governance framework. Governance compliance requires yearly appraisal and we look forward to embracing all elements of the process. Proposal for New Access to SCAS

SCAS Board conveys its appreciation to AFGD under the chairmanship of David Ford and Fund Manager Blaine Fitzgerald. Further successful negotiations took place with AFGD during 2014, with respect to interest rates, and subsidised and non-subsidised loans.

With the continuing growth of enrolments at SCAS, and the reliance on parents driving students to SCAS (due to unsatisfactory Bus time-tabling), SCAS Board commissioned our Project Manager Bill Amy, to undertake a Feasibility Study of expanding the northern access road to include not only staff, year 12 students and buses, but also parent vehicles. Bill Amy and the traffic consultants have produced a plan which incorporates all above, and represents an improved traffic flow into and outof SCAS. Following consultation with Hopkins Consultants, a Section 96. Amendment has been lodged this month with the Port Macquarie Hastings Council.

Rezoning of SCAS land

Principal and Staff

Some five years ago a joint agreement was initiated with the adjacent land holders on the northern side of SCAS land to rezone our land from Rural to Residential. With the sale of these adjacent northern properties to Charles Sturt

Principal Terry Muldoon commenced in 2008, and his seven years of Principal-ship has been marked by significant student growth, important successful Government grants,

Anglican Funds Grafton Diocese (AFGD)

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outstanding academic, sporting, cultural and spiritual outcomes, employment of outstanding staff, and a sound working relationship with SCAS Board. Under Terry’s leadership, and particularly Garry Clifton’s supervision, The Alpha School System (TASS) was introduced in 2014. This is an integrated administration/ finance package which is proving to be highly effective. Our thanks to the Administration staff for the introduction of this latest technology. The School Executive continues its significant contribution to the day-to-day running of SCAS. Our thanks also are conveyed to our Foundation Chaplain, Rev Duncan McArthur on his Christian and pastoral oversight at SCAS. Annual Presentation Days/Nights Presentation Days/Nights in December 2014 were a significant acknowledgment to an outstanding year. Bishop Sarah Macneil was present at one of the occasions and spoke highly of our students, staff and Council. The various Primary School functions were held in the Iona Centre, with the Secondary School nights in the “Glasshouse” Port Macquarie CBD. SCAS Board conveys its appreciation to Principal Terry Muldoon, Head of Secondary School Alan Guihot, and Head of Primary School, Bruce Little and all staff and students. Parents and Friends Association.(P&F) In the latter part of 2014, a meeting was held with the President and Vice-President of the P & F, concerning the employment of staff in the School canteen. With increased students at SCAS and the difficulty of identifying sufficient “volunteers”, employees where required to assist the canteen manager in the successful and efficient running of the facility. As from the 1st January 2015, canteen employees came under the SCAS Finance department. Mid Coast Independent Trade Training Centre (MCITTC) In 2014 the MCITTC embraced both Hospitality and Carpentry courses with great success. As yet the Electro-technology course has insufficient numbers. The MCITTC is a tremendous facility for SCAS, and used in a great variety of uses. School Board members Howard Durant and David Crofts comprise a Sub-Committee, and will now address the opportunities and challenges for 2015. Columba Cottage Early Learning Centre (CCELC) Under the continuing and inspired leadership of Director Michelle O’Brien, the CCELC has performed admirably in 2014. SCAS Board conveys its appreciation to Michelle and staff on the outstanding results. During mid- 2014 it became apparent that the occupancy of 138 students a day was proving difficult to manage and provide the parent/staff contact that is so essential in the 0-5 years students. From a Centre that commenced in 2009 with 79 places, increasing to 90 places in January 2011, and finally 138 places in July 2012, our staff is well qualified to monitor efficiency, productivity, and student/parent relationships. As a consequence

and by agreement with the joint partnership CCELC occupancy was amended to 123 places per day, comprising 23 places for 9am to 3pm students, and 100 places for all day students. CCELC has been the recipient of a major Govt. Training Grant for staff, which is being implemented in 2015. Congratulations to Michelle, and staff in completing a successful, comprehensive grant application. CCELC “Annexe” Proposal There are a number of “driving factors’ associated with the proposal to build the CCELC “Annexe” which will accommodate a further 80 child-care students. Firstly, is the residential development in the Area 13 location (Thrumster & Innes Peninsula) and consequent population increase, secondly, the advent of Charles Sturt Uni. adjacent to SCAS (2016, 100 staff and 1,000 students), thirdly the restructure of CCELC from 138 places to 123 places, and fourthly the continuing increase in SCAS student numbers with younger siblings requiring early learning child-care. With the proposed Sec. 96 Amendment to the SCAS DA, seeking an amendment to the School entrance and traffic flow, the opportunity to utilise the 950 sq. m car-park and subsequent re-allocation of car parking, our consultants have proposed the “addition” of an “ Annexe” to CCELC. We are grateful for SCAS Board member Howard Durant, in putting forward this proposal following several attempts to materialise a child-care centre within and without our school “footprint”. In early April the CCELC “Annexe” 80 place Centre, together with associated new carparking arrangements and boundary change to the CCELC title, was lodged with Port Macquarie Hastings Council. Out of Schools Hours Care (OSHC) The OSHC programme in 2014 has seen significant growth, despite the enormously successful extra-curricular activities that take on SCAS campus each day. June White from CCELC manages the OSHC programme together with CCELC staff. The programme incorporates Before School Care (BSC), After School Care (ASC) and Vacation Care (VC). Vacation Care has been particularly well attended, providing a well-balanced and resourced programme during school holidays, e.g. January 2015 School Holidays up to 50 students a day representing 80% capacity (maximum students numbers are 60 per day).

December 2014, and SCAS Board meeting and CCELC Mngt Cte meetings on 8th December, 2014. Charles Sturt University The new Charles Sturt University campus (adjacent to SCAS) opens in early 2016, with over 1,000 students and in excess of 100 staff. Building has commenced in November 2014, and SCAS Council has enjoyed a very strong working relationship with Head of Campus, Emeritus Prof. Ross Chambers. SCAS has already a number of MOUs in place with respect to co-operation between the two institutions, particularly with respect to the use of SCAS science class-rooms. SCAS Accreditation A very successful accreditation with the Board of Studies was completed in the first half of 2014, under Terry Muldoon’s leadership, Geoff Lancaster, together with School Executive and staff. Audit 2014 For a number of years Helen Davies from Potts, Davis, Duncombe has undertaken the Annual Audit. Helen has left the practice and the 2014 Audit was undertaken by Matt. Edwards, a director of the re-named Accountancy practice PDD. On behalf of SCAS Council I thank Helen for her contribution, and acknowledge Matt. For his sound comments, advices and performance. SCAS has achieved a very solid result for 2014. Sporting Facilities Master-Plan With our increasing sporting participation and successes, district, regional, and State-wide, the PDPHE Dept. is presently recommending to SCAS Council a Sporting Facilities Master-Plan. With SCAS’s young, enthusiastic, and highly motivated staff, we should readily embrace this venture. Chaplaincy and Pastoral Team Under our Foundation Chaplain, Rev Duncan McArthur and Scott Hazelton, Head of Ministry and Christian studies, SCAS offers students sound guidance in good and difficult times, opportunities to embrace Christian faith, and above all to value and appreciate their fellow students. “Blessed are those who have learned to acclaim you, who walk in the light of your presence, O Lord. They rejoice in your name all day long; they exult in your righteousness. Psalm 89: 15-16

Anglican Diocese of Grafton Many changes have taken place within the Grafton Diocese with the following notable changes, Rt Rev Dr Sarah Macneil, as our new Bishop, Mr Chris Nelson, new Diocesan Registrar, and Julie White, new Diocesan accountant. SCAS Council conveys its appreciation to the Diocese for its continuing assistance, advices and encouragement. Bishop Sarah has visited SCAS on a number of occasions in 2014, most notably Official Opening of the new Secondary School classrooms (Phillips Building) on 15th August 2014, Year 3-6 Primary School Awards on 8th

Rev Canon Dr John Barrett OAM Chair, SCAS Council For and on behalf of: The Right Reverend Dr Sarah Macneil, Anglican Bishop Grafton, President, Andrina Dawson (Deputy Chair), Dr Stephen Begbie, Dr Gordon Burch, David Crofts, Jennifer Crofts, Alan Deutschbein, Chen Gaul, Howard Durant, Loris Hendy, Archdeacon John West. Julie Cooper (Secretary)

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STUDENT REPRESENTATIVE COUNCIL REPORT Students at St Columba Anglican School participate in leadership positions at the following levels and capacities: Primary School

Secondary School

Captains

Vice Captains

House Captains

Seniors Leadership in the Secondary School also comprises the Senior Leadership Committee (SLC) and Year Representatives. The SLC is composed of the Captains, Vice Captains, House Leaders and Prefects. The Year Representatives involve one female and one male leader per cohort from Years 7 to 11. As part of the Schoolâ&#x20AC;&#x2122;s commitment to training student leaders, a number of different activities have been undertaken to provide opportunities for students to observe, develop and model appropriate leadership skills. For Primary School (Year 6) and Secondary School, Leaders Training is provided on a continuing basis throughout the year. A Senior Studies and Leadership Expedition is held for all Year 11 students in Term I. The SLC meet weekly and Year Representatives meet fortnightly to discuss student issues and to raise funds for student projects. In addition, students from Years 9 to 12 are eligible to join the Rotary sponsored group Interact, which meets fortnightly. Interact members are active in fundraising activities, public speaking and seven representatives attended the Model United Nations Assembly in the state this year. As part of their role as Student Leaders, the SLC students are inducted in a two day Leadership Training Retreat where they have the opportunity to discuss what Leadership is and plan their contribution to the School community for their particular year of involvement. A modified program for the Year Representatives is also run where they participate in a one day leadership program held on school grounds. Online voting has also helped to make the voting process more efficient. The types of skills that are important for people to lead well include: Effective Communication; Problem solving skills; Decision making skills; Team working skills; The ability to deal with stress and stressful situations; Goal setting; Evaluating; Supervising others; Motivation; Time Management; Public Speaking In Primary and Secondary School, students collect points for participating in activities which develop the above skills. Once a certain number of points is reached students achieve Gold, Silver and Bronze Leadership awards. All students are encouraged to achieve these awards.

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CONTEXTUAL INFORMATION

St Columba Anglican School is a Christian school with an Anglican foundation, and provides a comprehensive educational experience from Kindergarten to Year 12. The value of the individual and recognition of each studentâ&#x20AC;&#x2122;s endeavours, achievements and potential to contribute to the community are at the core of the school. In all areas of school life we aim to provide a supportive, nurturing environment where fun is balanced with good discipline, and self expression balanced with personal responsibility. SCAS is a place where friendships and teamwork are encouraged and developed by a staff that is dedicated, compassionate and understanding of the needs of young people. SCAS follows the curriculum as set down by the NSW Board of Studies and participates in all external examinations up to the Higher School Certificate. Our aim is that students will leave us as fulfilled young adults with their skills and talents recognised and developed. At SCAS co-curricular activities are seen as a valuable part of the Schoolâ&#x20AC;&#x2122;s educational experience. Outdoor education programmes, House activities, clubs, a great range of sports, drama, dance, debating, public speaking, chess, musical ensembles, academic clubs and choirs mean there is an opportunity for everyone to explore their interests.

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STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING

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NAPLAN Test Results Years 3, 5, 7 and 9: The NAPLAN results for 2014 demonstrate the quality of the student achievements at St Columba Anglican School. The results for the School are consistently above the National and State averages for both Literacy and Numeracy and once again the percentage of students at or above national benchmarks is greater than 90% in all aspects of these tests. These results reflect the School’s reputation for academic excellence. Comparative tables showing the St Columba candidature’s mean, the State’s mean and the National mean for each test

Year 3

St Columba NSW Australia

Reading

Writing

Spelling

466.3 423.3 418.0

418.1 409.0 402.0

440.4 423.9 412.0

Reading

Writing

Spelling

530.7 504.7 501.0

498.9 474.1 468.0

521.0 507.1 489.0

Grammar and Punctuation 476.3 436.0 426.0

Numeracy 424.1 407.9 402.0

Year 5

St Columba NSW Australia

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Grammar and Punctuation 542.7 512.4 504.0

Numeracy 515.5 494.3 488.0

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Year 7

St Columba NSW Australia

Reading

Writing

Spelling

580.8 549.4 546.1

533.4 512.7 511.6

565.3 552.8 545.1

Reading

Writing

Spelling

618.3 586.3 580.4

584.4 548.8 550.3

609.8 590.5 582.0

Grammar and Punctuation 567.5 549.8 543.1

Numeracy 571.6 552.3 545.9

Year 9

St Columba NSW Australia

Grammar and Punctuation 613.5 578.6 573.5

Numeracy 609.6 597.7 587.8

Proportion of students at or above National Minimum Standards

Year 3 Year 5 Year 7 Year 9

Reading

Writing

Spelling

92% 100% 100%

98% 96% 95%

100% 99% 96%

Grammar and Punctuation 98% 100% 98%

97%

90%

98%

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Numeracy 100% 99% 99% 99%

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Comparision of NAPLAN Results for 2014 Years 3 & 5 with Diocesan Schools plus local Independent Schools St Columba Anglican School’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2014 and reflect positively in comparison to similar schools in the local area. The key shows the comparison in results: • St Columba Anglican School in green • Diocesan/Local Schools in black • State in blue

NAPLAN 2014: Numeracy - Number, Patterns and Algebra

Year 3

Year 5

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Comparision of NAPLAN Results for 2014 Years 3 & 5 with Diocesan Schools plus local Independent Schools

NAPLAN 2014: Numeracy - Data, Measurement, Space and Geometry Year 3

Year 5

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NAPLAN 2014: Literacy - Reading

CSG: Diocesan Schools plus two local Independent Schools

Year 3

Year 5

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NAPLAN 2014: Literacy - Writing

CSG: Diocesan Schools plus two local Independent Schools Year 3

Year 5

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NAPLAN 2014: Literacy - Spelling Year 3

Year 5

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Comparision of NAPLAN Results for 2014 Years 7 & 9 with Diocesan Schools plus local Independent Schools St Columba Anglican School’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2014 and reflect positively in comparison to similar schools in the local area. The results for both our Year 7 and Year 9 cohorts were particularly strong across all aspects of these tests. The key shows the comparison in results: • St Columba Anglican School in green • Diocesan/Local Schools in black • State in blue

NAPLAN 2014: Numeracy - Number, Patterns and Algebra CSG: Diocesan Schools plus two local Independent Schools

Year 7

Year 9

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NAPLAN 2014: Numeracy - Data, Measurement, Space and Geometry CSG: Diocesan Schools plus two local Independent Schools

Year 7

Year 9

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NAPLAN 2014: Literacy - Reading

CSG: Diocesan Schools plus two local Independent Schools

Year 7

Year 9

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NAPLAN 2014: Literacy - Writing

CSG: Diocesan Schools plus two local Independent Schools Year 7

Year 9

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NAPLAN 2014: Literacy - Spelling Year 7

Year 9

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RECORD OF SCHOOL ACHIEVEMENT Students who leave St Columba Anglican School before receiving their Higher School Certificate, may be eligible to receive a Record of School Achievement (RoSA). The RoSA is a cumulative record of courses completed in Stages 5 and 6 and participation in any uncompleted Preliminary Stage 6 courses whilst the student was at the school. To qualify for the RoSA credential at St Columba Anglican School, a student must have attended and completed the approved Board of Studies curriculum set for study in Year 10. Grades will be awarded to students completing approved courses of study in Stages 5 and 6 whilst at the School. These grades will appear on a studentâ&#x20AC;&#x2122;s Transcript of Study which can be accessed online from the Boardâ&#x20AC;&#x2122;s website. A formal RoSA credential is only issued after a student has left the School. Students leaving school who do not meet the RoSA requirements will be issued with a printed Transcript of Study. Students who complete their HSC will be able to receive a RoSA at the same time as their HSC, detailing their achievement in their earlier years of study. A student who does not satisfy a course requirement whilst at School and who receives an N-determination in a mandatory course at the end of Year 10, will not be not eligible for the award of a RoSA. Students who find themselves in this position may have right of appeal to the principal and subsequently to the Board of Studies. Further information on the RoSA can be found at www.boardofstudies.nsw.edu.au

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HIGHER SCHOOL CERTIFICATE RESULTS

HSC RESULTS 2014 Students at St Columba Anglican School have continued to excel in their HSC results. The recent trend of approximately 50% of students’ examination results being in Band 5 or greater continued in 2014. This was accomplished with a pleasing increase in Band 6 results and forty two listings in the Board of Studies’ Distinguished Achievers list. Further, two students made the All Rounder list, having achieved marks above 90 in 10 or more units. Two students also made the Top Achievers lists, with a third in the State for Software Design and Development, and 18th place in Chemistry. These results are a reflection of the hard work and efforts of our students and staff, and enhance the School’s culture of academic excellence and achievement. Some other notable results included 67% of the Geography cohort achieving above 90%, and all Ancient History and Music 1 students achieving above 80%.

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HIGHER SCHOOL CERTIFICATE TEST

NO OF STUDENTS

PERFORMANCE BAND ACHIEVEMENT BY %

EXAMINATION MEAN SCHOOL VS STATE School State

Bands 6-4

Bands 3-1 School: 0 Statewide: 39

84.69

71.68

Ancient History 2 Unit

School: 100 Statewide: 61

Biology

School: 78 Statewide: 62

School: 22 Statewide: 38

79.76

71.65

Business Studies

School: 93 Statewide: 67

School: 7 Statewide: 33

79.77

74.00

Chemistry

School: 77 Statewide: 76

School: 23 Statewide: 24

80.25

76.13

Community and Family Studies

School: 60 Statewide: 71

School: 40 Statewide: 29

74.08

74.37

Dance

School: 100 Statewide: 77

School: 0 Statewide: 23

83.80

77.09

Design and Technology

School: 70 Statewide: 75

School: 30 Statewide: 25

80.60

75.86

Drama

School: 100 Statewide: 84

School: 0 Statewide: 16

81.66

77.90

English (Standard)

School: 7 Statewide: 43

School: 93 Statewide: 57

63.43

67.46

English (Advanced)

School: 92 Statewide: 92

School: 8 Statewide: 8

80.01

80.53

English Extension 1

School: 71 Statewide: 93

School: 29 Statewide: 7

37.36

41.19

English Extension 2

School: 78 Statewide: 77

School: 22 Statewide: 23

40.90

38.49

Geography

School: 87 Statewide: 69

School: 13 Statewide: 31

82.85

73.64

Legal Studies

School: 80 Statewide: 76

School: 20 Statewide: 24

79.76

73.36

General Mathematics

School: 59 Statewide: 51

School: 41 Statewide: 49

71.57

68.89

Mathematics

School: 79 Statewide: 81

School: 21 Statewide: 19

75.60

78.37

Mathematics Extension 1 1 Unit

School: 40 Statewide: 84

School: 60 Statewide: 16

64.92

80.58

Mathematics Extension 2

School: 17 Statewide: 86

School: 83 Statewide: 14

51.63

81.58

Modern History

School: 82 Statewide: 75

School: 18 Statewide: 25

78.80

74.95

History Extension

School: 100 Statewide: 78

School: 0 Statewide: 22

40.98

38.71

Music 1

School: 100 Statewide: 60

School: 0 Statewide: 40

89.05

80.29

Personal Development, Health & Physical Education

School: 36 Statewide: 63

School: 64 Statewide: 37

69.60

72.86

Physics

School: 75 Statewide: 63

School: 25 Statewide: 37

77.17

73.49

Software Design and Development

School: 100 Statewide: 66

School: 0 Statewide: 34

86.90

73.09

Studies of Religion 1 Unit

School: 50 Statewide: 76

School: 50 Statewide: 24

35.81

38.15

Studies of Religion 2 Unit

School: 50 Statewide: 74

School: 50 Statewide: 26

72.60

75.38

Textiles and Design

School: 100 Statewide: 71

School: 0 Statewide: 29

80.50

75.83

Visual Arts

School: 100 Statewide: 85

School: 0 Statewide: 15

81.47

78.30

French Continuers

School: 100 Statewide: 88

School: 0 Statewide: 12

79.80

82.60

Japanese Continuers

School: 0 Statewide: 78

School: 100 Statewide: 22

51.90

79.02

Entertainment Industry

School: 100 Statewide: 56

School: 0 Statewide: 44

74.40

71.58

St Columba Anglican School Annual Report 2014

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COMPARATIVE HSC PERFORMANCE OVER TIME 2011

2012

2013

2014

Bands 6-4

School

100

State

School

100

State

School

100

State

School

State

School

N/A

100

State

N/A

School

N/A

100

State

N/A

School

100

State

School

N/A

100

State

N/A

School

N/A

100

N/A

State

N/A

School

State

School

State

School

State

School

100

State

School

N/A

State

N/A

School

100

State

School

State

School

State

School

100

State

School

100

State

School

100

State

School

N/A

100

State

N/A

TEST Ancient History 2 Unit Biology Business Studies Chemistry Community and Family Studies Dance Design and Technology Drama Earth and Environmental Science English (Standard) English (Advanced) English Extension 1 English Extension 2 Geography Legal Studies General Mathematics Mathematics Mathematics Extension 1 1 Unit Mathematics Extension 2 Modern History History Extension

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2011

2012

2013

2014

Bands 6-4

School

100

State

School

100

N/A

100

N/A

State

N/A

School

100

N/A

100

N/A

State

N/A

School

State

School

100

TEST Music 1 Music 2 Music Extension 1 Personal Development, Health & Physical Education Physics Software Design and Development Studies of Religion 1 Unit Studies of Religion 2 Unit Textiles and Design Visual Arts French Continuers Japanese Continuers Entertainment Industry Construction Hospitality

State

School

100

N/A

100

State

N/A

School

100

State

School

N/A

State

N/A

School

N/A

100

State

N/A

School

100

State

School

N/A

100

State

N/A

School

State

School

100

State

School

N/A

100

N/A

State

N/A

School

N/A

State

N/A

Students at St Columba Anglican School have continued to excel in their HSC results. The recent trend of approximately 50% of students examination results being in band 5 or greater continued in 2014. This was accomplished with a pleasing increase in band 6 results and forty two listings in the Board of Studiesâ&#x20AC;&#x2122; Distinguished Achievers list. Further, two students made the All Rounder list, having achieved marks above 90 in 10 or more units. Two students also made the Top Achievers lists with a 3rd in the state for Software Design and Development and 18th place in Chemistry. These results are a reflection of the hard work and efforts of our students and staff and enhance the Schoolâ&#x20AC;&#x2122;s culture of academic excellence and achievement. Some other notable results included 67% of the Geography cohort achieving above 90%, all Ancient History and Music 1 students achieving above 80%.

Senior Secondary Outcomes Category

Percentage of Year 12 attaining a Year 12 Certificate

100

Percentage of Year 12 undertaking at least one subject of vocational or trade training - Hospitality, Construction or Entertainment Industry

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PROFESSIONAL LEARNING AND TEACHER STANDARDS The following professional development activities were undertaken by staff throughout 2014: Professional Learning Activity

Leadership Compliance Higher School Certificate Marking Governance Pastoral Care Information Technology & Knowledge Management Subject/Key Learning Area Specific Courses Staff Orientation Staff Development Days January 2014 Staff Development Days December 2014 Embedding Excellence Program Pedagogy Curriculum Assessment Staff Presenting at National Conferences

No. of Staff Participating

28 192 4 5 82 192 82 34 82 82 10 82 82 82 4

Table 10: Overview of Professional Learning 2014

The School conducts extensive in-house professional development which is not included in the figures above. This in-house development includes the following: •

Professional learning activities in a variety of areas, most notably educational technology and information technology. This training is delivered by professional staff employed by the School.

•

Staff presenting and mentoring in Professional Learning Teams.

•

The average expenditure per teacher on professional learning is 2014 is $1014. This does not include salary for staff conducting in-house professional development.

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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 (AEI-NOOSR) guidelines, or Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context

Nil

Table 11: Overview of Staff Qualifications 2014

All members of staff are supervised by Heads of Faculty and/or Heads of School, with Co-ordinators appointed to stages in the Primary School.

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WORKFORCE COMPOSITION

Workforce Composition Category

Number

Teaching Staff Full Time Equivalent Teaching Staff Non-Teaching Staff Full Time Equivalent Non-Teaching Staff Indigenous Staff Members

82 72.25 35 31.78 0

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STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE Student attendance: 95% of students attended school on average each school day in 2014. Non-attendance procedures are outlined in our enrolment policies.

Academic Year 2014

Attendance Percentage

Kindergarten Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

95.7 95.1 95.7 95.7 96.4 94.7 96.3 94.1 92.4 92.6 93.9 94.6 95.7

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St Columba is a comprehensive, co-educational school that presented its eighth Year 12 in 2014. The school commenced with 76 students in Kindergarten to Year 7 in January 2002 and as at the August 2014 census the School had 1006 students enrolled from Kindergarten to Year 12. This growth is shown in Table 12 below.

Year/ Grade

Totals 90

2002

2003

2004

2005

2006

2007

579

2008

657

2009

680

2010

730

2011

768

218 323 401 488

2012

104

860

2013

103

935

2014

1006

Table 12: Overview of Enrolments 2002 to 2014

The schoolâ&#x20AC;&#x2122;s growth parameters include the three streams in Primary School with a recent addition of a fourth stream in Secondary School for a total enrolment of 1058, which it is anticipated will be reached by 2015.

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RETENTION OF YEAR 10 TO YEAR 12

Year 10 Total Years Compared Enrolment on 2012 Census Date

2012/2014

Year 12 Total Enrolment on 2014 Census Date

Year 10 Enrolment at Census Date remaining in Year 12 at Census Date 51

Retention Rate (%)

87.9

Table 13: Enrolments compared from Year 10 2012 to Year 12 2014

The departures from Years 10 were as a result of students wishing to pursue TAFE studies.

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POST SCHOOL DESTINATIONS

Many of The Class of 2014 will continue on their journey of lifelong learning with further studies. The Class of 2014 demonstrated that through hard work and persistent effort, students can achieve outstanding results. A good number of the graduating class have deferred their studies in 2015. Several students have opted to take a GAP year here or abroad. Areas of Further Study

Number

Sciences

Arts

Law

Education

Criminal Justice

Film

Acting/Performance

Medicine

Midwifery

Communications

Zoology

Dance

Sport Science

Social Work

Commerce

International Studies

Aviation

Music (Composition)

Creative Arts (Writing)

Destination Universities University of Sydney (10) University of NSW (4) Charles Sturt University (5) University of Wollongong (3) University of Newcastle (5) Australian National University (2) Southern Cross University (2) University of New England (3) Macquarie University (4) SAE (Film) (3) University of Western Sydney (2) University of Technology Sydney (2)

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ENROLMENT POLICY AND CHARACTERISTICS OF THE STUDENT BODY St Columba Anglican School is a comprehensive coeducational K-12, in the Anglican tradition that provides an education underpinned by excellence and individual responsibility and operating within the policies of the NSW Board of Studies. All applications are processed in order of receipt and consideration will be given to the applicant’s support for the ethos of the school, siblings already attending the school and other criteria determined by the school from time to time. Once enrolled, students and parents are expected to support the school’s ethos, and students are expected to comply with the school rules to maintain the enrolment. Enrolment procedures Enrolment interviews are conducted in the twelve to eighteen month period prior to the expected date of the student commencing tuition at the School. In cases where parents apply several years in advance this interview period would not coincide with the year in which the application is lodged. These parents will be contacted to invite them to arrange an enrolment interview within a year of the commencement date indicated on the original application. A place will not be held unless the enrolment interview has taken place and the acceptance fee paid. Enrolment interviews are held to ensure parents and/or caregivers agree to support the ethos and philosophy of the school and undertake to maintain and uphold the principles and policies of the School as they apply to the school’s educational programmes, activities and excursions, its Codes of Conduct and its students’ good reputation within the broader community. Each enrolment interview will also explain the School’s Discipline Code and the procedures used in its implementation, the outdoor education and sports programmes and the school’s Uniform Code. Places are offered on the following criteria, in strict order of priority: 1. demonstrated understanding of, and support for, the goals of the School in interview with the Principal or his representative; 2. siblings of enrolled students; 3. students of the CCELC; 4. children of staff and clergy; then 5. date of application for enrolment interview. If the Principal determines during the interview that a mutually beneficial relationship of trust and co-operation between a parent and the school is unlikely to be established, the Principal may direct that the application will not proceed. No remission of the application fee will apply in such cases.

Non Attendance Procedures Maintaining accurate Attendance Rolls is a legal requirement of the School, a professional responsibility of teachers, and an active expression of our care of our students’ welfare and education. In order to meet our legal and pastoral care responsibilities, St Columba Anglican School adheres to the following process. Families of students absent without any contact from parents or guardians are forwarded a reminder SMS message by the School’s administration. Year Patrons contact the family (within 48 hours of being alerted to three day absences) to ascertain the reasons for the absence, the proposed date of return and to enquire as to any assistance the School may offer. If such absences are a regular event, the Year Patron requests an interview with the family and informs the relevant Head of School of the time and date of the interview. If the Year Patron is unable to make contact with the family, the matter should be forwarded to the Director of Pastoral Care and relevant Head of School. If contact cannot be made by the Head of School in a reasonable time by phone, the matter is addressed in an official letter and brought to the attention of the Principal, along with any background relevant to the matter. Should the Principal deem it necessary, reporting in regard to the absence may be made to the Department of Community Services or Department of Education. Student population profile St Columba Anglican School ended 2014 with 1011 students of whom 516 were in the Primary School and 495 in the Secondary School. As it is a comprehensive school, St Columba Anglican School students come from a wide range of backgrounds, including a small percentage of language backgrounds other than English and a number of students with special needs.

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SCHOOL POLICIES Student Welfare Policies The School aims to create and maintain a learning community with a family atmosphere in which each student is valued as an individual and as a member of the School. St Columba Anglican School aims to provide a safe learning environment in which the talents of each individual are identified and nurtured for the benefit of each student’s development and the enrichment of all. The school is committed to the delivery of high quality teaching and learning programmes based on NSW Board of Studies syllabuses. Therefore, the school’s policies and programmes are formulated to: •

promote student safety and wellbeing;

•

encourage connectedness across the SCAS community

•

acknowledge the value of each individual;

•

accommodate differences;

•

follow processes that incorporate procedural fairness; and

•

realise and extend the abilities, gifts and talents of each individual.

In this way each student is presented with a range of opportunities in which they can experience success in a safe and supportive environment that: •

minimises risk of harm and ensures students feel secure; and

•

supports the physical, social, academic, spiritual and emotional development of students.

The School provides student welfare policies and programmes that develop a sense of self-worth and foster connectedness and personal development. The Pastoral Care system is based in the classroom structure of the Primary School and for Secondary School in small, vertical groups based on the school’s four Houses. On entry to the School, every student in Secondary School is linked to a member of staff, their “House Tutor”, who has oversight of a Pastoral Care group of boys and girls. This small group meets with their mentor regularly throughout each week and so members of each “Tutor Group” get to know one another well. The Tutor is the first point of contact for parents and a conduit for information between the individual, the family and the wider school body. Pastoral

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Care sessions are structured towards developing students’ emotional intelligence and social responsibility, covering topics such as communication, digital citizenship, resilience, conflict resolution, empathy, compassion and global issues. Assemblies and Chapel services form integral aspects of the Pastoral Care Program. Tutor groups form an important component of the School’s “House” System. Houses are groups that perform pastoral, leadership and developmental functions and which foster participation in the wider school community. Senior students have opportunities for exercising leadership within this smaller group. In 2008 the School introduced a further level of Pastoral supervision in the form of Year Patrons. Year Patrons are assigned to each Year group 7 -12 and oversee the pastoral needs of the students in each year group. This role has enhanced the ability of the School to meet the pastoral needs of our students and give overall care to the Year Group. Year Patrons offer informal counselling to students and can refer students to a variety of mental health workers as needed. Students of each school level are elected to specific school leadership responsibilities as members of the Student Leadership Council. Positive contact between seniors and juniors is encouraged by numerous means including carnivals, curriculum days, co-curricular activities, interest group activities, shared reading groups and peer support.

Policies for student discipline Students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour. Corporal punishment is not permitted under any circumstances. All disciplinary action that may result in any sanction against the student, including suspension, expulsion or exclusion, follows processes based on procedural fairness.

As part of this process of review and improvement, the School’s behaviour policy was reviewed by the Director of Pastoral Care. A revised policy on student behaviour was implemented in 2009. This document is reviewed each year and changes are made as necessary. In 2012 a bullying brochure was written and handed out to all families. A “no bullying” email address was also set up for students so that they can email issues concerning them. A review of the School’s bullying policy was undertaken in 2013.

The full text of the school’s discipline policy and associated procedures is provided to members of the school community through: •

The Staff Handbook (which incorporates more information regarding the principles of procedural fairness);

•

The Student Diary; and

•

The Orientation Handbook for new students and parents.

Policies for Complaints and Grievances The School’s Complaints and Grievances Policies are available in: •

The Staff Handbook (which incorporates more information regarding the principles of procedural fairness);

•

The Orientation Handbook for new students and parents.

A copy is also available on the School’s Parent Lounge. Between 2005 and 2011 the School’s discipline policies and procedures were reviewed to clearly articulate the principles of procedural fairness. These have been continually implemented and supported by a Values Forum in which parents, students and staff reflected on the School’s core values and how they are reflected in the ethos and climate of the school. This process continued to be consolidated in 2012.

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SCHOOL DETERMINED IMPROVEMENT TARGETS The following priority targets were achieved during 2014:

Area

Learning and Teaching

Targets for 2014

Achievements

Excellence in Teaching

Professional learning teams and collegial analysis of classroom practice was implemented 2014.

Learning Support

On- going training of staff to cater for students who need extra support. On-going training by internal and outside providers during 2014 enabled all staff K-12 to increase their understanding of students who need additional support. Staff are making appropriate adjustments to the curriculum to enable access for all diverse learners through assistance from the Learning Support Leader and the support staff.

Continuing to profile the Creative and Performing Arts as an integral aspect of the School. Planning for the Development of a performing Arts Centre of Excellence.

Enhanced plans for a Performing Arts centre were created and funding models canvassed. The position of Director of Performing arts created.

Embedding Excellence surveys

“Embedding Excellence” is an evidence-based approach to school improvement. The Embedding Excellence programme began in June with a staff, student and parent survey of satisfaction across a range of areas including curriculum delivery.

Peer Support

Peer support programmes reintroduced in the Secondary school.

School Cohesion

A number of initiatives to assist with the integration of students from K – 12 were introduced. One example is that Senior students join with Primary students for reading support and fellowship during the Secondary Pastoral periods.

Embedding Excellence surveys

The Embedding Excellence programme began in June with a staff, student and parent survey of satisfaction across a range of areas including pastoral care.

All new staff to be qualified in Senior First Aid, updates for existing staff as required

In-house training provided in 2014 for both new staff and continuing staff who needed renewal. Staff maintain currency in First aid, anaphylaxis and CPR.

Appraisal of staff to identify areas of need for Professional Development

Staff Appraisals allowed for identification of Professional Development needs.

Maintain staff currency with Higher School Certificate examination requirements

Strategic plan for identified staff to apply for Higher School Certificate Marking.

Professional Learning Teams

This initiative saw the incorporation into the staffing formula of timetabled professional development for staff in 2014, allowing Professional Learning Teams to meet and collegial support to be structured in to a teacher’s timetable. The establishment of Professional Learning Teams has given teacher leadership a forum within the Teaching and Learning programmes of the School and been an inclusive model of distribution of responsibility for appraisal of classroom practice. Two goals will be further explored over the next 12 months by PLTs: GOAL 1: Focus on quality teaching and learning through the provision of differentiated learning opportunities that enrich and challenge all students. GOAL 2: Focus on quality teaching and learning through the provision of quality feedback.

Student Welfare

Staff Development

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Area Staff Development (Continued) Review of the role of Sport within the School

Facilities and Resources

Targets for 2014

Achievements

Introduction of “Appretio”

Initial discussions with the Association of Independent Schools regarding the introduction of Appretio – a process of engaging staff in collegial planning, implementing and recording professional learning.

Review of sporting offerings and the development of a strategic plan

Sport Strategic plan created with emphasis on coaching, use of facilities and priority sport.

Primary School Classrooms

Several classrooms have been refurbished and new furniture acquired and a long-term maintenance schedule introduced.

Secondary School Classrooms

Completion of the Phillips building allowed for six learning spaces to be occupied for Secondary use during 2014.

Computer Labs

2014 saw the gradual phasing out of dedicated computer labs in the school as a result of the introduction of the BYOD programme. One dedicated computing lab to be maintained.

Creative Ats Centre

Plan Revised during 2014.

Playground facilities

Beautification initiatives including landscaping, improved seating, replacement of shade sails.

Introduction of TASS Database

The school introduced a new database, TASS web, to allow for coordination of a number of administrative functions. This software also allowed for the introduction of a parent interface via the School’s web site.

Website upgrade

The School’s website was upgraded and improved.

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INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY In accordance with the school’s mission statement Encouraging intellectual, spiritual and cultural development of each student through excellence in teaching in a caring, Christian environment the school aims for all students to recognise that they are valued and integral members of the school community, with parents and staff providing the care and support that engender self esteem, mutual respect and responsibility. This is achieved by having comprehensive and challenging educational programmes that: •

encourage an integrated attitude to faith and learning, with regular Christian Studies classes and Chapel Services with a pastoral focus as part of the school’s curriculum;

•

develop a partnership between school, parents and students that will enhance the teaching/learning process;

•

encourage students to participate in a well-balanced programme of curricular and co-curricular activities that enable them to discover their individual strengths and talents;

•

develop confidence, self-esteem and respect for and tolerance of others, in the belief that social awareness is a critical aspect of the Christian faith; and

•

promote mutual respect, acceptance and trust between teachers and students.

Feedback on many aspects of the school life, including student learning, student behaviour, teacher professional practice and relationships within the school were very positive and formed the basis of the values programme incorporated into the Pastoral Care – Tutor Group meetings since 2007. A statement of the School’s Vision & Values is being compiled, drawing on feedback from all levels of the School Community. This will be displayed in the School foyer and posted on the website.

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PARENT, STUDENT AND TEACHER SATISFACTION SCAS actively seeks to be a part of its broader community and as such is: •

responsive to the needs of the community in terms of formulating its curriculum offerings

•

focused on developing and promoting positive relationships with all members of the School community

•

actively supports parental involvement in the learning process

•

actively seeks the involvement of members of the community in volunteer activities

•

offers the widest possible range of educational activities in academic, cultural and sporting areas

•

provides clear and varied modes of communication between School and parents/guardians

•

provides multiple fora for parental input

•

dedicated to providing accurate and valid formal and informal feedback to parents

SCAS provides: •

A safe campus for visiting community members

•

Necessary training for staff and volunteers

•

Input into local festivals and events

•

A clear set of goals and values to potential students.

SCAS’ positive reputation in the community is reflected in: •

High retention rates

•

A high demand for student places

•

The popularity of its performance culture

•

It’s reputation for high academic achievement

•

The employability of its students in part-time and full time positions

•

The high demand of trainee teachers to undertake practicum experience at the school

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SUMMARY OF FINANCIAL INFORMATION

The following graphics outlining St Columba Anglican Schoolâ&#x20AC;&#x2122;s income and expenditure for the 2014 academic year were derived from the information provided to the Commonwealth Department of Education, Science and Training as part of its financial accountability requirements. Income

INCOME

Commonwealth Grants

State Grants

Other Income

Fees & Private Income

Figure 7: Recurrent/capital income for the Academic Year ending 31st December 2014

Expenditure

EXPENDITURE

Capital

Salary

Non-Salary

Figure 8: Recurrent/capital expenditure for the Academic Year ending 31st December 2014

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CONCLUDING STATEMENT

This document provides a brief outline of the activities and programmes undertaken by St Columba Anglican School during the 2014 academic year. For more information please refer to the Principal’s and Heads of Schools’ reports published for the 2014 Awards Presentations. The School’s weekly newsletters and other publications including the Student Diary, curriculum and assessment handbooks and the school’s website http://www.scas.nsw. edu.au provide deeper insights into the school’s operation. Alternatively you may wish to contact the Support Services Manager, Mrs Julie Cooper, by telephone on (02) 6581 4188, via facsimile to (02) 6581 4190 or by email to secretary@scas.nsw.edu.au

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