Annual Report 2015

St Columba Anglican School Port Macquarie

Annual Report 2015

St Columba Anglican School Annual Report 2013

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St Columba Anglican School Annual Report 2015

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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: info@scas.nsw.edu.au URL: www.scas.nsw.edu.au

CONTENTS About this report A Message from Key School Bodies Vision Statement Principal’s Report Chair of Council’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 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

4 5 5 6 8 10 11 12 24 25 27 29 31 32 34 35 36 37 39 41 42 43 44

St Columba Anglican School Annual Report 2015

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ABOUT THIS REPORT

St Columba Anglican School Port Macquarie is registered by the Board of Studies (NSW) as an independent school.

This 2015 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 School’s website by 30th June 2016, 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 2016

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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: •

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.

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PRINCIPAL’S REPORT opportunities.

• Encouraging intellectual rigour through ensuring our education is engaging and creates learning opportunities that allow students to display and develop a diversity of talents.

• Enhancing the effectiveness of the support we offer both students with high support needs and students whose rapid pace and potential for learning require valid enrichment and/or acceleration.

• Upgrading teaching and learning spaces so that they reflect the engaging, inspiring and effective learning models.

This report seeks to set down a summary of the significant actions taken by the school to meet its strategic objectives in 2015 and the plans to further realise its potential in 2016 and beyond.

General Strategy The operational strategy for the school revolves around the three concepts of Excellence, Effectiveness and Enterprise. These concepts inform and guide the school in all its planning and actions.

SCAS 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.

With the stated aim of offering the Port Macquarie-Hastings (and beyond) community the best possible education, St Columba Anglican School continues to refine its processes and structures to meet the needs and aspirations of its students and their families.

Excellence In Education at SCAS will be created by: • Continually reviewing the effectiveness of our academic structures, methods of teaching, subject offerings and modes of decision-making so as to ensure our students are well-prepared for further education, life and success in a rapidly changing world.

• Establishing whole school standards for teaching and learning that focuses on innovative and effective processes and practices, combining individual and collaborative learning opportunities.

• Developing formative assessment approaches, performance tracking and reporting that provide students and parents with regular feedback and incorporating effective improvement and enrichment St Columba Anglican School Annual Report 2015

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• Engaging all teachers in strategic learning conversations and ensuring that they are given access to the skills and resources required to meet the school’s professional expectations.

Professional Learning will support excellence in education through: • An annual review and reflection by all staff that will evaluate and enhance their professional practice.

• Maintaining the process of the Embedding Excellence (K-12), series of collaborative learning conversations, seminars, lesson visits etc.

• Constant review of assessment philosophy and practice to ensure that we focus on students’ needs and appropriate assessment practices.

• Support teachers in learning projects and study through in-house training/seminars, school visits, exchanges that ensure the broadest and most positive approach to teaching and learning.

• Introduce innovations in curriculum, teaching practices and learning technology that promote the continual development of ideas, skills and perspectives.

• Promote the school as a learning provider of professional development, accreditation and practicum experience.

• Generate opportunities for innovation through allowing greater responsibility for individual staff and distributive leadership.

• Develop a reputation as an educational innovation incubator.

• Continually review our staff recruitment strategies (experienced and new staff ) to ensure that they match our vision and strategies.

Governance • AIS Governance seminar attended by the Chair of Council, Principal and Business Manager.

• A Review of processes to meet state and federal compliance due to changes in state and federal legislation has been carried out.

• Purchase of partner’s share of CCELC is being undertaken allowing the CCELC to be directly managed by the School and brought into line with the school’s values.

• Partnership with Charles Sturt University continues.

• Partnership with C2Hills to create and deliver Company Directors courses.

Organisational Membership • Australian Heads of Independent Schools Association • Association of Independent Schools (NSW) Hunter Region Independent Schools • Grafton Diocesan Schools Network • Heads of Independent Co-Educational Schools (NSW) • Australian Council of Educational Leaders • Australian Council of Education HSC Results Our excellent results, once again placing us in the top 100 schools in the state, are a tribute to the hard work of our staff K-12. Our aim will be to ensure that we maintain the excellent academic performance of our students, while offering them lived Christian example and the skills that will allow them to continue to grow and succeed in their post-SCAS life.

2016 Educational Strategic Foci Working with the Heads of School, the following areas have been determined as strategic areas of development for 2016.

Each focus area will have a team working on its planning and realisation. These teams will report their progress each term to the Head of School.

Primary School 1. Using data to identify areas where our (teachers and students) performance can be improved.

2. The development of Professional Learning Teams based on our experience with Embedding Excellence to enhance professional dialogue, performance and thought.

3. Learning Power (Guy Claxton et al) constructs that link positive personal development with learning and will enhance success.

4. Differentiation practices that promote equity and engagement for all students.

5. STEAM learning that links learning to hands on learning and life skills.

6. Clustering: Using the concept to develop a program that enhances the learning of all Primary School students.

Secondary School 1. Using data to identify areas where our (teachers and students) performance can be improved.

2. The continued development of Professional Learning Teams to further enhance professional dialogue, performance and thought.

3. Introduction of the concepts of Learning Power (Guy Claxton et al) into the curriculum.

This concept includes constructs that link positive personal development with learning and will enhance success.

4. Leadership and management training for Heads of Faculty.

5. Differentiation practices that promote equity and engagement for all students.

6. STEAM learning that links learning to hands on learning and life skills.

7. Development of a cohesive policy and practice in relation to the use of streaming, cluster grouping or unstreamed classes in the Secondary School.

8. Project-based learning (PBL) is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.

• Achievement of Level 1 status in HRIS competitions.

• Completion of the gymnasium.

• Stage 1 creation of strategic plans for cocurricular sport completed.

Finance and Administration • New MEA adopted • TASS system fully integrated into school • New fee and levy structure developed • Re-branding of school signage and logos • P & F Constitution reviewed Enrolments • Dance scholarships successfully expanded • Indigenous scholarships program expanded • Mid-year scholarships program introduced Campus Development 1. SCAS Campus • PACE Building development planned and ready for commencement • WHS Site inspection carried out • Construction of cricket pitch and cricket nets • Construction of second tennis/hard court • New cleaning contractors for SCAS and CCELC engaged • New traffic management system successful in decreasing peak period gridlock • BGA grant received for Performing Arts Centre development • Review of Dawson Hub strategic performance and structure • Upgrade of campus digital firewalls • Programmed maintenance of campus • Air conditioning of general learning areas commenced 2. Columba Cottage Early Learning Centre • New Executive Director appointed • Audit of quality performance completed by consultant • Risk matrix developed and implemented • Upgraded school preparation/transition program developed • Programmed maintenance of site • CCTV upgraded • Review of undertaken

marketing

material

etc

Teaching and Learning Programs • • • •

Embedding Excellence: AIS funded Professional Learning Teams: K-12 Learning Centre: Shine, Cluster grouping Da Vinci Decathlon: SCAS as is now the Convener for the Mid North Coast • HICES: Yrs 5-8 Music Camp (and Sydney Town Hall performance) and Primary Gifted and Talented Camp Spiritual Life of the School • Development and approval of sustainable Chaplaincy document has been completed and is being realised in concert with Bishop Sarah.

• Replacement of Assistant to the Chaplain has been necessary due to the incumbent’s acceptance of a senior position at Orange Anglican Grammar School.

• Sporting Development.

• Creation of K-12sporting strategy.

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CHAIR OF COUNCIL’S REPORT

SCAS Council - Retiring Board Members Archdeacon John West retired as rector of the Anglican parish of Port Macquarie on Sunday 28th February 2016. John commenced his Board membership in April 2009 and has served the SCAS community with distinction. He has been a valued member of the Grafton Diocese serving as Archdeacon of the South for a number of years. I have personally valued his counsel, advices and encouragement as I am sure SCAS Board has also.

Andrina Dawson (Deputy Chair) and Alan Deutschbein both Foundation members of SCAS Council (2002) will both retire ain 2016 in accordance with the Anglican Diocese of Grafton Constitution for all schools. It has been an absolute pleasure for me personally and the whole Board, to have their advices, counsel and encouragement over the last fourteen years. Each has brought to the SCAS Board many talents in their own fields of expertise, with Andrina and her background from Sydney Conservatorium, ABC and British Museum, and Alan with his extensive knowledge and qualifications in engineering. SCAS Board sincerely thanks them for their unselfishness, dedication and commitment to SCAS. 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, together DSC Board members, are charged with the oversight of the five Anglican Schools in the Diocese. Financial templates encompassing suitable KPIs have been established and required to be provided following the Govt.

School Census in February and August each Year. SCAS Board can attest to the increased regulatory requirements now in place and trust that the governance of each Diocesan School is in “good hands”.

Principal and Staff Principal Terry Muldoon commenced in 2008, and his eight years of Principal-ship has been marked by significant student growth, important successful Govt. grants, 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 supervision, The Alpha School System (TASS) was introduced in 2014 and refined in 2015.

This is an integrated admin. /finance package which is proving to be highly effective. Our thanks to the Admin. / 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 2015 were a significant acknowledgment to an outstanding year. Archdeacon John West, Rev. Ken Fenton, and family Ministers Alan Wood and Bruce Blackbell were present alternatively at the four presentations, 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. I take this opportunity here, to thank the enormous number of donors responsible for the academic, cultural, sporting and Christian Studies awards made available each year to outstanding students.

Parents and Friends Association (P&F) During 2015 I attended a P&F meeting with Terry Muldoon (a regular at P&F meetings), and we forged a “closer relationship” with them. There are a number of new initiatives “coming on line”, which are exciting for the school community.

Our thanks particularly to the P&F Executive and their significant contributions to SCAS. Mid North Coast Independent Trade Training Centre (MNCITTC) Again in 2015 the MNCITTC embraced both Hospitality and Carpentry courses with great success. As yet the Electro-technology course has insufficient numbers. It is our desire subject to Govt. permission to introduce courses in Child-Care in the future, which will enhance future employment opportunities at CCELC. The MNCITTC 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 continue to address the opportunities and challenges for 2015 and beyond.

Grafton Diocese Schools Network The Diocesan Schools Network has also Columba Cottage Early Learning Centre been retained which brings together the five (CCELC) Schools, four times a year, to share information During 2014 it became apparent that the between Chairs, Principals, Business Managers occupancy of 138 students a day was proving and Chaplains. It has been found to be most difficult to manage and provide the parent/ effective and the venue is alternated between staff contact that is so essential in the 0-5 years schools. Chairs, Principals, Business Managers, & students. From a Centre that commenced in Chaplains have much to share and compare in a 2009 with 79 places, increasing to 90 places in highly professional organisation.

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January 2011, and finally 138 places in July 2012, our staff was 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 9.00am to 3.00pm students, and 100 places for all day students.

Following the retirement of the Director of CCELC, on 1st July 2015, Jenna Lindsay then Grace Cooper acted in the leadership role and did an outstanding job. A comprehensive recruitment process was entered into, an interview panel engaged, who interviewed the “short-listed “candidates, and recommended the outstanding applicant Susanna Christie. SCAS Council and Corp. Trustees (the joint partners) approved the recommendation. Susanna commenced part-time between Oct – Dec 2015, and will be full-time in 2016. Her leadership is evident from the start, with increased morale, new and state-of-art technology, improvements to buildings and grounds, re-vamped leadership model, new CCELC “branding”, and increased occupancy rates.

Out of Schools Hours Care (OSHC) The OSHC programme in 2015 has seen significant growth, despite the enormously successful extra-curricular activities that are available 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, Dec/Jan, April, June/July and Set/Oct. Occupancy has been extremely high at +90%.

SCAS Master-Plan The following chart outlines the fourteen stages of the development of the SCAS Master-Plan.

SCAS has been enormously indebted to our project manager, Bill Amy, who has had oversight of our Master-plan (Built environment) since 2005. Bill has delivered, “on time, and on budget”, a very enviable record.

2001 to 2002

Nosworthy Building (Primary School) and Jones Building (Primary School)

2003

Barrett Science Building Dawson Library

2004

Rogers Building (formerly Middle School)

2006

Deutchbein Building (formerly Staff Central now the Creativity, Innovation and Excellence Centre.

2007

McArthur Administration Building and School Chapel

2008

Pitt Building (Primary School)

2010

Iona Centre (Multipurpose Centre)

2011

Syd Hopkins (Senior Studies Centre)

2012

Mid North Coast Independent Trade Training Centre

2013

Jenkins Building (Purpose built Year 6 Centre)

2014

Phillips Building (Secondary School extension)

2016 to 2017

Performing Arts Centre of Excellence (PACE)

Performing Arts Centre of Excellence PACE The Performing Arts Centre of Excellence Faculty is going from strength to strength. Music, Dance and Drama are brought together across the SCAS Campus. SCAS embraces a very impressive Co-Curricular programme. Ensembles in K-12 represent around 80% of the entire student enrolment (800+ students).

Led by Mark Brown and an enormously talented team of staff, our Performing Arts students, by their sheer enthusiasm, talent and dedication have placed enormous pressure on the availability of classrooms at SCAS. The PACE has been envisioned for a number of years, with the SCAS Board engaging our Project Manager Bill Amy (ten years of experience at SCAS) together with a number of highly qualified Consultants who have past experience in the former twelve stages at SCAS. The sheer numbers of Regional, State and National awards give testimony to the significance of SCAS students in Performing Arts.

By resolution of the SCAS Board, Architects, Engineers, Sound and Acoustic Consultants, Quantity Surveyors, etc. have been engaged to develop a state-of-the-art building which will contain also, four further classrooms, urgently needed for our 2017 enrolments, and Performing Arts rooms of the highest quality for the overwhelming number of Performing Arts students. This is an enormously exciting project.

Anglican Diocese of Grafton The SCAS Board and the SCAS School Executive convey their appreciation to the Rt. Rev Dr Sarah Macneil, Bishop of the Anglican Diocese of Grafton, Chris Nelson, Registrar, Julie White, Diocesan Accountant and indeed the entire Diocesan staff for their continuing support and encouragement during 2015.

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)

Charles Sturt University The new Charles Sturt University campus (adjacent to SCAS) opens in April 2016, with up to 1,000 students and in excess of 100 staff.

Building commenced in November 2014, and SCAS Council has enjoyed a very strong working relationship with former 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. We trust this relationship will continue particularly as both educational facilities are adjoining.

Audit 2014 The 2015 Audit was undertaken by Matt.

Edwards, CPA, Director of PDD, a Port Macquarie Accountancy firm. On behalf of SCAS Council I thank, and acknowledge Matt. for his significant contributions to SCAS & CCELC’s audit processes.

We appreciate Matt’s sound comments, advices and performance. SCAS has achieved a very solid result for 2015.

Sporting Facilities Master-Plan With our increasing sporting participation and successes, district, regional, and State-wide, the PDPHE Department recommended to SCAS Council a Sporting Facilities Master-Plan.

With SCAS’s young, enthusiastic, and highly motivated staff, we will readily embrace this venture.

This year we have seen the advent of highly functional cricket nets, a new state-of-the-art cricket pitch on the main oval, a superb new additional tennis court, and long jump/triple jump venue.

SCAS has many outstanding sporting students who are representing SCAS locally, at HISAs, and even at State level. Well done to our students.

Chaplaincy & 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. SCAS Council and SCAS School Executive and staff where proud to see Scott move onto the Deputy Principal of the Orange Anglican Grammar School. We wish him success and fulfilment in this new role.

“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 Rev Canon Dr John Barrett Chair, SCAS Council

OAM Foundation

For and on behalf of: St Columba Anglican School Annual Report 2015

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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

Captains

Vice Captains

Vice Captains

House Captains

House Captains

Seniors

Year Representatives

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 School’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

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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 student’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 School’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 NAPLAN Test Results Years 3, 5, 7 and 9: The NAPLAN results for 2015 demonstrate the quality of the student achievements at St Columba. 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 are greater than 93% 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 AIS Schools NSW

Reading

Writing

Spelling

462.8 457.7 430.3

453.7 443.1 423.1

431.7 442.2 418.5

Reading

Writing

Spelling

519.9 529.0 502.0

491.2 502.6 483.5

515.7 525.8 506.4

Grammar and Punctuation 458.7 471.5 439.7

Numeracy 436.2 427.6 402.5

Year 5

St Columba NSW AIS Schools NSW

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Grammar and Punctuation 530.2 540.9 509.1

Numeracy 524.8 521.3 498.5

Year 7

St Columba NSW Australia

Reading

Writing

Spelling

585.7 549.5 546.0

537.8 511.5 510.6

570.6 555.1 546.7

Reading

Writing

Spelling

598.5 584.1 580.2

582.5 545.0 546.5

603.6 591.9 583.2

Grammar and Punctuation 581.4 546.6 543.1

Numeracy 572.1 548.9 542.5

Year 9

St Columba NSW Australia

Grammar and Punctuation 587.0 571.5 567.9

Numeracy 598.0 599.6 591.7

Proportion of students at or above National Minimum Standards

Year 3 Year 5 Year 7 Year 9

Reading 97% 99% 98%

Writing 99% 96% 95%

Spelling 97% 99% 94%

Grammar 96% 97% 98%

Numeracy 98% 100% 98%

95%

95%

94%

94%

98%

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Comparision of NAPLAN Results for 2015 Years 3 & 5 with Diocesan Schools plus local Independent Schools St Columba’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2015 and reflect positively in comparison to similar schools in the local area. The results for both of 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 2015: Overall Numeracy

Year 3

Year 5

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Comparision of NAPLAN Results for 2015 Years 3 & 5 with Diocesan Schools plus local Independent Schools

NAPLAN 2014: Grammar and Punctuation Year 3

Year 5

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NAPLAN 2015: Literacy - Reading

Year 3

Year 5

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NAPLAN 2015: Literacy - Writing

Year 3

Year 5

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NAPLAN 2015: Literacy - Spelling Year 3

Year 5

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Comparision of NAPLAN Results for 2015 Years 7 & 9 with Diocesan Schools plust local Independent Schools St Columba’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2015 and reflect positively in comparison to similar schools in the local area. The results for both of 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 Independent Schools in black • State in blue

NAPLAN 2015: Numeracy - Number, Patterns and Algebra Year 7

Year 9

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NAPLAN 2015: Numeracy - Data, Measurement, Space and Geometry Year 7

Year 9

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NAPLAN 2015: Literacy - Reading

Year 7

Year 9

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NAPLAN 2015: Literacy - Writing Year 7

Year 9

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NAPLAN 2015: 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 student’s Transcript of Study which can be accessed online from the Board’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 2015 Students at St Columba Anglican School have continued to build on the academic tradition of the school with excellent HSC results. The recent trend of over 50% of students examination results being in band 5 or greater continued in 2015 and over 15% of our students appeared in the Distinguished Achievers List. Notable results include 86% of students in Design and Technology achieved Band 6 results; 67% of the Dance students achieved Band 6 results; 60% of students studying Music 1 achieved Band 6 results; 50% of the Drama students achieved Band 6 results. Four students achieved State rankings in the Top Achievers List with a 9th in Business Studies, 4th in Construction, 2nd in Legal Studies, 15th in Business Studies. These results are a reflection of the hard work and efforts of our students and staff and enhance the schools culture of academic excellence and achievement.

Some other notable results included 7 nominations for HSC Dance ‘Callback’, 4 nominations for HSC ‘Design Tech’ and a nomination for both HSC Drama ‘On Stage’ and HSC Music ’Encore’.

In 2015 St Columba Anglican School ranked 94th in the to 100 schools in the state (source: Sydney Morning Herald).

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

81.34

71.34

Ancient History 2 Unit

8

School: 100 Statewide: 61

Biology

26

School: 73 Statewide: 70

School: 27 Statewide: 30

77.91

71.13

Business Studies

9

School: 89 Statewide: 66

School: 11 Statewide: 34

84

73.65

Chemistry

18

School: 94 Statewide: 73

School: 6 Statewide: 27

82.14

75.81

Community and Family Studies

6

School: 100 Statewide: 65

School: 0 Statewide: 35

81.6

72.73

Dance

6

School: 83 Statewide: 77

School: 17 Statewide: 23

84.53

77.09

Design and Technology

7

School: 100 Statewide: 79

School: 0 Statewide: 21

91.57

76.25

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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: 18

88.76

77.81

Drama

5

School: 100 Statewide: 82

English (Standard)

26

School: 42 Statewide: 42

School: 58 Statewide: 58

67.79

67.10

English (Advanced)

53

School: 92 Statewide: 91

School: 8 Statewide: 9

78.29

80.43

English Extension 1

8

School: 100 Statewide: 93

School: 0 Statewide: 7

38.86

41.80

English Extension 2

5

School: 100 Statewide: 82

School: 0 Statewide: 18

40.56

39.54

Geography

12

School: 92 Statewide: 66

School: 8 Statewide: 34

77.72

73.85

Information Processes and Technology

11

School: 91 Statewide: 66

School: 9 Statewide: 34

79.33

72.36

Legal Studies

11

School: 100 Statewide: 68

School: 0 Statewide: 32

85.91

74.60

General Mathematics

38

School: 63 Statewide: 50

School: 37 Statewide: 50

71.93

68.64

Mathematics

26

School: 85 Statewide: 81

School: 15 Statewide: 19

75.98

77.89

Mathematics Extension 1 1 Unit

9

School: 67 Statewide: 84

School: 33 Statewide: 16

72.13

81.20

Mathematics Extension 2

3

School: 67 Statewide: 86

School: 33 Statewide: 14

75.67

82.28

Modern History

16

School: 81 Statewide: 72

School: 19 Statewide: 28

77.13

75.29

History Extension

7

School: 86 Statewide: 78

School: 14 Statewide: 22

39.39

38.64

Music 1

5

School: 100 Statewide: 88

School: 0 Statewide: 12

90.12

80.60

Music 2

1

School: 100 Statewide: 88

School: 0 Statewide: 12

91.6

86.68

Music Extension

1

School: 100 Statewide: 93

School: 0 Statewide: 7

49.40

43.60

Personal Development, Health & Physical Education

30

School: 77 Statewide: 62

School: 23 Statewide: 38

76.89

73.10

Physics

19

School: 74 Statewide: 63

School: 26 Statewide: 37

75.24

72.66

Society and Culture

18

School: 100 Statewide: 81

School: 0 Statewide: 19

85.76

77.21

Software Design and Development

3

School: 100 Statewide: 67

School: 0 Statewide: 33

82.00

73.53

Studies of Religion 2 Unit

8

School: 100 Statewide: 71

School: 0 Statewide: 29

80.65

74.20

Textiles and Design

7

School: 100 Statewide: 79

School: 0 Statewide: 21

87.26

77.48

Visual Arts

9

School: 89 Statewide: 88

School:11 Statewide: 12

79.13

79.21

French Continuers

4

School: 25 Statewide: 89

School: 75 Statewide: 11

67.80

82.16

Japanese Continuers

2

School: 100 Statewide: 78

School: 0 Statewide: 22

71.00

78.91

Entertainment Industry

8

School: 87 Statewide: 57

School: 13 Statewide: 43

79.18

72.58

Construction

11

School: 100 Statewide: 46

School: 0 Statewide: 54

83.24

71.74

Hospitality

6

School: 100 Statewide: 68

School: 0 Statewide: 32

84.97

75.96

St Columba Anglican School Annual Report 2015

Page 26

COMPARATIVE HSC PERFORMANCE OVER TIME TEST

2012

2013

2014

2015

Bands 6-4

Bands 6-4

Bands 6-4

Bands 6-4

Ancient History 2 Unit

School

75

67

100

100

State

55

61

61

61

Biology

School

92

100

78

73

State

63

68

62

70

Business Studies

School

87

100

93

89

State

68

66

67

66

Chemistry

School

93

57

77

94

State

71

74

76

73

Community and Family Studies

School

100

86

60

100

State

68

66

71

65

Dance

School

87

100

100

83

State

70

71

77

77

Design and Technology

School

100

100

70

100

State

77

78

75

79

Drama

School

N/A

N/A

100

100

State

N/A

N/A

84

82

English (Standard)

School

50

25

7

42

State

49

35

43

42

English (Advanced)

School

94

86

92

92

State

89

86

92

91

English Extension 1

School

83

86

71

100

State

87

88

93

93

English Extension 2

School

72

100

78

100

State

79

78

77

82

Geography

School

80

N/A

87

92

State

66

N/A

69

66

N/A

100

N/A

N/A

91

Information Processes and Technology

N/A

61

N/A

N/A

66

Legal Studies

School

100

100

80

100

State

69

70

76

68

General Mathematics

School

75

57

59

63

State

51

42

51

50

Mathematics

School

82

28

79

85

State

80

76

81

81

Mathematics Extension 1 1 Unit

School

86

100

40

67

State

85

84

84

84

Mathematics Extension 2

School

50

100

17

67

State

88

87

86

86

Modern History

School

100

100

82

81

State

75

76

75

72

History Extension

School

50

67

100

86

State

67

64

78

78

St Columba Anglican School Annual Report 2015

Page 27

TEST

2012

2013

2014

2015

Bands 6-4

Bands 6-4

Bands 6-4

Bands 6-4

Music 1

School

100

100

100

100

State

90

89

60

88

Music 2

School

N/A

100

N/A

100

State

N/A

85

N/A

88

Music Extension 1

School

N/A

100

N/A

100

State

N/A

98

N/A

93

Personal Development, Health & Physical Education

School

67

76

36

77

State

63

59

63

62

School

92

75

75

74

State

67

66

63

63

Society and Culture

N/A

N/A

N/A

N/A

100

N/A

N/A

N/A

N/A

81

Software Design and Development

School

N/A

100

100

100

State

N/A

65

66

67

Studies of Religion 2 Unit

School

N/A

75

50

100

State

N/A

75

74

71

Textiles and Design

School

N/A

N/A

100

100

State

N/A

N/A

71

79

Visual Arts

School

100

100

100

89

State

89

88

85

88

French Continuers

School

N/A

N/A

100

25

State

N/A

N/A

88

89

Japanese Continuers

School

0

0

0

100

State

68

78

78

78

Entertainment Industry

School

100

67

100

87

State

45

48

56

57

School

N/A

100

N/A

100

State

N/A

40

N/A

46

Physics

Construction

St Columba has continued to achieve consistent results in the HSC as reflected in the data above. Performance in the majority of subjects over time has been near or above state average. The trend in results in the higher band has shown a consistent improvement, with over 53% all examination results in the top 2 performance bands in the HSC.

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

30

St Columba Anglican School Annual Report 2015

Page 28

PROFESSIONAL LEARNING AND TEACHER STANDARDS The following professional development activities were undertaken by staff throughout 2015: Professional Learning Activity Professional Learning Teams Staff Meetings Staff Development Days January 2015 Staff Development Days December 2015 Staff Orientation Subject/Key Learning Area Specific Courses Pedagogy - external subject specific and classroom practice PD (eg PBL) Leadership Compliance Higher School Certificate Marking Governance Pastoral Care

Information Technology - TASS, SCAS Computational Thinking Conference, STEM Embedding Excellence Program Staff Presenting at Conferences First Aid Course Learning Support - Multilit, Minilit Sport Admin - AIS Exec PA

No. of Staff Participating All Secondary Staff Weekly Tuesday afternoon meetings All Staff (3-5 days) - 86 teaching staff All Staff (2 days) - 86 teaching staff All new staff for 2015 All teaching staff Faculty & Stage meetings 60 14 11 7 1 17

40 11 6 37 5 5 4

Table 10: Overview of Professional Learning 2015

The Professional Development identified above does not include training provided to staff within regular school meetings (g Faculty or Stage meetings), or Professional Development undertaken by staff on their own accord (eg those studying for Masters or higher degrees, Moocs, online courses etc) The average expenditure per teacher on professional learning during 2015 was $824 and for support staff $813. This does not include salary for staff attending professional development or the cost of replacing staff on leave for PD.

St Columba Anglican School Annual Report 2015

Page 29

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

89

1

NIL

Table 11: Overview of Staff Qualifications 2015

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.

St Columba Anglican School Annual Report 2015

Page 30

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

90 79.74 42 36.74 1

St Columba Anglican School Annual Report 2015

Page 31

STUDENT ATTENDANCE AND MANAGEMENT OF NON-ATTENDANCE Student attendance: 95.72% of students attended school on average each school day in 2015.

(95.74 Non-Indigenous and 94.95% Indigenous) Non-attendance procedures are outlined in our enrolment policies.

Academic Year 2015 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

St Columba Anglican School Annual Report 2015

Page 32

Non-Indigenous Attendance Percentage 97.37 95.71 97.07 96.69 95.65 96.49 96.17 95.99 94.34 92.80

Indigenous Attendance Percentage 93.13 100.00 98.00 96.50 96.00 93.00 94.00 100.00 95.33 92.00

St Columba is a comprehensive, co-educational school that presented its nineth Year 12 in 2015.

The school commenced with 76 students in Kindergarten to Year 7 in January 2002 and as at the August 2015 census the School had 1052 students enrolled from Kindergarten to Year 12. This growth is shown in Table 12 below.

Year/ Grade

K

1

2

3

4

26

5

6

26

7

8

9

10

11

12

Totals 90

2002

23

15

2003

29

16

13

23

28

21

21

42

25

2004

32

39

22

26

30

39

28

41

43

23

2005

50

30

41

26

26

34

45

45

44

37

23

2006

41

53

41

46

33

31

46

54

42

42

38

21

2007

56

50

56

46

55

38

34

48

56

47

44

31

18

579

2008

56

55

51

65

52

62

41

59

51

58

48

34

25

657

2009

53

60

57

51

66

56

70

52

49

52

46

33

35

680

2010

67

55

63

64

53

72

62

78

55

43

49

40

29

730

2011

52

66

63

65

76

53

75

66

78

46

44

44

40

768

218 323 401 488

2012

76

58

60

64

68

78

59

104

75

75

58

40

45

860

2013

65

81

63

67

67

75

80

85

103

81

76

52

40

935

2014

65

67

84

68

72

79

76

97

85

98

80

82

53

1006

2015

64

66

69

85

73

81

89

95

97

85

99

70

79

1052

Table 12: Overview of Enrolments 2002 to 2015

The school’s growth parameters include the three streams in Primary School four streams in Secondary School.

St Columba Anglican School Annual Report 2015

Page 33

RETENTION OF YEAR 10 TO YEAR 12

Year 10 Total Years Compared Enrolment on 2013 Census Date

2013/2015

Year 12 Total Enrolment on 2015 Census Date

76

79

Year 10 Enrolment at Census Date remaining in Year 12 at Census Date 62

Retention Rate (%)

81.6

Table 13: Enrolments compared from Year 10 2013 to Year 12 2015

The departures from Year 10 were mainly as a result of students wishing to pursue vocational and/or TAFE studies.

St Columba Anglican School Annual Report 2015

Page 34

POST SCHOOL DESTINATIONS Many of The Class of 2015 will continue on their journey of lifelong learning with further studies.

Areas of Further Study

Number

Sciences

8

Arts

6

Law

4

Education

3

Criminal Justice

2

Film

1

Medicine

2

Communications/Media

5

Zoology/Animal Science

2

Dance

3

Sport Science

4

Social Work

1

Commerce/Business

7

International Studies

1

Music

1

Creative Arts

2

Nursing

3

Engineering

4

Tourism

2

Psychology

2

Politics

1

Computing

3

Design/Architecture

2

The Class of 2015 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 2016. Several students have opted to take a GAP year here or abroad.

Destination Universities University of Sydney (5) University of NSW (13) Charles Sturt University (7) University of Wollongong (4) University of Newcastle (8) Australian National University (5) Southern Cross University (3) University of New England (9) Macquarie University (4) SAE (Film) (1) Western Sydney University (2) University of Technology Sydney (3) Central Queensland University (2) Australian Catholic University (1) University of Canberra (2) ICMS Sydney (2)

St Columba Anglican School Annual Report 2015

Page 35

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 appointments 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 appointment would not coincide with the year in which the application is lodged. These parents will be contacted to invite them to an enrolment appointment within eighteen months 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 appointments 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 appointment 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 appointment 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.

St Columba Anglican School Annual Report 2015

Page 36

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/teachers 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/ teacher 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/teacher 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 2015 with 1052 students of whom 527 were in the Primary School and 525 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.

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.

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.

Counselling The school may recommend various types of intervention strategies for student wellbeing including referral to Health Practitioners and Counsellors, App aids and Government Service Agencies. Should this need arise, Counselling services are available on and off the school site on a contract basis.

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 Care sessions are structured towards developing students’

St Columba Anglican School Annual Report 2015

Page 37

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.

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

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.

A “no bullying” email address is set up for students so that they can email issues concerning them.

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

•

The Student Diary; and

•

•

The Orientation Handbook for new students and parents.

The Orientation Handbook for new students and parents.

A copy is also available on the School’s Parent Lounge.

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 will continue to be consolidated in future years.

St Columba Anglican School Annual Report 2015

Page 38

SCHOOL DETERMINED IMPROVEMENT TARGETS The following priority targets were achieved during 2015:

Area

Targets for 2015

Achievements

Progressive Reporting

Progressive reporting was implementing across Year 7 – 11 utilising the Parent Lounge portal to provide real time access for parents to student results.

Focus on Feedback

Feedback cycle was successfully implemented with all assessments in Year 7 to 12. This was in conjunction with progressive reporting.

Embedding Excellence

The embedding excellence team established 4 core pillars for the school to focus on; Excellence, Care, Citizenship, Enterprise. Staff input into this work was sought and teams established to champion each area.

Project Based Learning

Project based learning (PBL) was the focus of the excellence pillar. A team was established to investigate the potential to implement PBL at SCAS. They undertook professional development at Parramatta Marist High and reported back to executive. A plan for further investigation and potential implementation in 2017 was produced.

Professional Learning Teams

PLT’s continued in 2015 with staff undertaking mini action research projects in an area related to either feedback or differentiation.

School Cohesion

The expansion of the Peer Support program, shared Year 11 and 12 Reading Program with K-2 and initiation of the Year 9 and 10 Shared Interest Activity Program with Years 5 and 6.

Whole School Wellbeing Program

The introduction and adoption of a shared K-12 language of five key aspects for physical and mental wellbeing. Give, Connect, Be Active, Keep Learning, Take Notice. The program centres on prevention of illness rather than cure, and development of positive behaviours.

Careers

The banner of Careers has been overseen by the Pastoral Care Team. Initiatives include: Individual workshops, Alumni student speakers, Careers Markets, visiting experts from CSU and the continual updating of a Careers Classroom with all incoming information available for Year 11 and 12.

All new staff qualified in Senior First Aid and updates for existing staff as required.

Certified training provided for staff requiring updates or initial training.

Survey staff to determine School Professional Development priorities.

Survey carried out and school PD priorities determined with input from School Leadership Team

Professional Learning Teams focus aligned with Embedding Excellence Pillars

Professional Learning Teams focussed on Feedback and Differentiation

Provision of internal BOSTES QTC accredited training

BOSTES Accreditation obtained for all National Standards allowing SCAS to run Professional Development course that are QTC (Quality Teaching Council) approved.

Computational Thinking Conference to provide STEM training for K-12 staff.

Obtained Google CS4HS funding to run Professional Development for SCAS staff and teachers from local school.

Learning and Teaching

Student Welfare

Staff Development

St Columba Anglican School Annual Report 2015

Page 39

Area

Staff Development (Continued)

Targets for 2015

Achievements

AIS Early Literacy Program to improve literacy tracking and teaching in Infants

All Primary teachers involved in Early Literacy training workshops. All Stage 1 teachers also completed AIS online modules. Development of continuum and collection of data for Stage 1

Increase focus on targeted programs for Pastoral Care.

Training for Primary Pastoral Care staff to implement KidsMatter. A number of Primary and Secondary staff attended Rock & Water training

Improve the Professional Development application process

Responsibility given to Head of Innovative Learning to oversee Professional Development and clear process of application developed and applied.

Review of the role of Increased focus on Professional Sport within the School Development at staff meetings

Facilities and Resources

Meeting focus for Leadership Team changed to focus on a specific strategic issue. Head of Faculty, Primary and Secondary meetings have PD component.

Primary School Classrooms

Several classrooms have been refurbished, air conditioned and new furniture acquired and a long-term maintenance schedule implemented.

Secondary School Classrooms

Several classrooms have been refurbished and air conditioned and a long-term maintenance schedule implemented.

Performing Arts Centre of Excellence

Construction to commence in 2016.

School Grounds

Construction of cricket pitch, cricket nets, long jump pit and additional tennis court. Ongoing upgrade sof Primary playground areas and Secondary areas.

School Entrance

The School Front Entrance was relocated, upgraded to include a dedicated bus lane and a new traffic management plan implemented.

St Columba Anglican School Annual Report 2015

Page 40

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 engenders 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.

St Columba Anglican School Annual Report 2015

Page 41

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

•

is 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

•

is 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 School’s income and expenditure for the 2015 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

Figure 7: Recurrent/capital income for the Academic Year ending 31st December 2015

Expenditure

Figure 8: Recurrent/capital expenditure for the Academic Year ending 31st December 2015

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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 2015 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 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 info@scas.nsw.edu.au

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