Aquinas Catholic College, Menai Annual School Report to the Community 2016
School Contact Details Anzac Road, Menai 2234
[email protected] http://aquinasmenai.catholic.edu.au 9543 0188 9541 0398
Principal Mr James Corcoran
ABOUT THIS REPORT Aquinas Catholic College is registered by the Board of Studies Teaching and Educational Standards (BOSTES), and managed by Sydney Catholic Schools (SCS), the ‘approved authority’ for the Registration System formed under Section 39 of the Education Act 1990 (NSW). The Annual School Report to the Community provides parents and the wider College community with fair, reliable and objective information about College performance measures and policies, as determined by the Minister for Education. The Report also outlines information about initiatives and developments of major interest and importance during the year and the achievements arising from the implementation of the College’s Annual Improvement Plan. The Report demonstrates accountability to regulatory bodies, the College community and Sydney Catholic Schools. This Report has been approved by Sydney Catholic Schools in consultation with the Regional Consultant who monitors that the College has appropriate processes in place to ensure compliance with all Board of Studies Teaching and Educational Standards requirements for Registration and Accreditation. This Report complements and is supplementary to College newsletters and other regular communications. Further information about the College may be obtained by contacting the College or by visiting the College’s website.
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S ECTION O NE : M ESSAGE FROM K EY G ROUPS IN OUR COMMUNITY Principal's Message
2016 saw our students challenged to take opportunities to develop their own personal learning and focus on the theme of ‘Revelation,’ one of the four pillars of the College. The College’s religious dimension underpinned the experiences offered for student and staff faith formation including; 12 students and three staff making pilgrimage to World Youth Day 2016 (WYD 16) in Krakow, Poland; training of students and staff as extraordinary Eucharistic Ministers; a second immersion in Timor-Leste of four students and a staff member and developing a further understanding of the Lasallian charism for staff. Aquinas Day was a significant community building event along with 'Envirowalk' and the many student centred initiatives that developed linkages with the wider community. The completion of the new Staff Centre has seen Stage 2 of the major capital works program come to a conclusion. Congratulations to all members of the Aquinas community for their contribution to the College’s accomplishments in 2016 and in living out our motto of being ‘Enlivened by the Spirit’. Parish Priest's Message
2016 has seen a significant change and yet great continuity in the relationship between Holy Family Parish and Aquinas Catholic College, Menai. A change in Parish Priest has meant that a relationship built up over some 18 years has concluded. Whilst that can be seen as an ending and difficult, it also gives rise to great opportunity to re-envisage and deepen the close links between parish and school. We look forward to forging a new relationship that is built on such solid bedrock. In reality personnel changes are usual, but, it is the unique place of being a Catholic school within a Parish that allows change to be such an enlivening opportunity for all. Parent Body Message
Parents and Carers at Aquinas Catholic College are involved in partnership with the College in the education of their sons and daughters. During 2016 parents underlined this support through their involvement at information evenings, performance evenings, and the two opportunities for student/parent/teacher interviews. Additional occasions for parents to connect with College staff and their children’s learning occurred at two evenings focussing on the following: the ‘Academic Writing Excellence’ program being undertaken by Years 7 – 10, the ‘Enlivened by Enrichment Evening’, showcasing the work of the students in the Challenge Classes and as reader/writers during formal examinations to assist those students with special provisions. The Parent Support Group again organised the traditional "New Parents Social Evening" and the annual community building Envirowalk. Funds raised from the latter contributed to the provision of technology in the newly completed MacKillop Learning Common. The Parent Support Group sincerely appreciates the efforts of all Aquinas parents for their ongoing Annual School Report to the Community 2016
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voluntary contributions to the College. Student Body Message
Although 2016 has been one of the most challenging years of our lives, it is safe to say the experience was transformative and rewarding, equipping us well for our futures. To our teachers, your guidance, patience and motivation for us to achieve has sustained us throughout Year 12 - Thank you for all your hard work and dedication. Year 12 has been devoted to College fundraising through initiatives such as Roses' Day, world’s greatest shave and even in our last full week of school, we continued to show charity through the newly named ‘Spring’ sleep-out that we are proud to leave at the College. As we have done for six years, our year was well represented in sports such as rugby league, soccer and netball, along with several extracurricular academic activities. Bittersweet seems to be the only word that comes to mind on the final time we will sit together as a community, reflecting back on the fond memories we have made over the past six years, full of highs and lows but we tackled all of these challenges together and we made long-lasting friendships in the process. We hope 2017 will be the year you all hope it will be.
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S ECTION TWO : S CHOOL F EATURES Aquinas Catholic College is a Catholic systemic Co-educational College located in Menai. Uniquely, Holy Family Parish is the only parish and the only nominated feeder school for the College is Holy Family Catholic Primary School. This year the College celebrated its twenty-fourth year of educating the young people of the southern extremity of the Sydney Archdiocese. Enrolments and residential trend data indicate a likely slight increase in student numbers over the next five years. Students and staff continue to explore the notion of St Thomas Aquinas as a 'faithful learner' and to develop a deeper understanding of the charisms of the House Patrons: St John Baptist de La Salle, St Mary MacKillop, Blessed Edmund Rice and Venerable Nano Nagle. Students are encouraged to achieve to their full potential across the full range of the curriculum and a raft of extracurricular activities that include: student leadership, membership of the Sydney Alliance, social justice activities, public speaking, debating, representative sport, camps, reflection days, retreats and the levels of the Duke of Edinburgh award. Students attending this school come from mainly English speaking backgrounds. There is a relatively even balance between female and male students. The College is completing a building master plan process with the support of Sydney Catholic Schools (SCS) that will see a staged building program that will improve the College’s learning environment in line with 21st Century pedagogical practices in an Information Communication Technology (ICT) rich environment. Stage 2 was completed this year and Stage 3 will commence early in 2017.
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S ECTION THREE : S TUDENT PROFILE Student Enrolment
The College caters for students in Year 7 to Year 12. Students attending this College come from a variety of backgrounds and nationalities. The following information describes the student profile for 2016: Girls
Boys
LBOTE*
Total Students
546
535
277
1081
* Language Background Other than English Student Retention
Of the students who completed Year 10 in 2014, 87% completed Year 12 in 2016. Enrolment Policy
The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. Sydney Catholic Schools monitor the implementation of this policy. The policy has been developed in the context of government and system requirements. Children from families who are prepared to support the ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessed at the Sydney Catholic Schools website. Student Attendance Rates
The average student attendance rate for 2016 was 92.87%. Attendance rates disaggregated by Year group are shown in the following table.
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Attendance rates by Year group Year 7
95.67%
Year 8
92.79%
Year 9
93.11%
Year 10
91.77%
Year 11
92.72%
Year 12
91.13%
Managing Student Non-attendance
Regular attendance at school is essential if students are to maximise their potential. The College, in partnership with parents, is responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, College staff, as part of their duty of care, monitor part or whole day absences. College staff, under the Principal’s leadership, support the regular attendance of students by: providing a caring teaching and learning environment which fosters students’ sense of wellbeing and belonging to the College community maintaining accurate records of student attendance recognising and rewarding excellent and improved student attendance implementing programs and practices to address attendance issues when they arise. The Principal is responsible for supporting the regular attendance of students by ensuring that: parents and students are regularly informed of attendance requirements and the consequences of unsatisfactory attendance all cases of unsatisfactory attendance and part or full day absences from school are investigated promptly and that appropriate intervention strategies are implemented documented plans are developed to address the needs of students whose attendance is identified as being of concern the Executive Director of Sydney Catholic Schools or designated Sydney Catholic Schools officer is provided with regular information about students for whom chronic nonattendance is an issue and for whom College strategies have failed to restore regular attendance. Senior Secondary Outcomes
The table below sets out the percentages of students undertaking vocational training in their senior years as well as those attaining the award of Higher School Certificate (or equivalent vocational education and training qualifications). Annual School Report to the Community 2016
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Senior Secondary Outcomes. Year 12 2016 % of students undertaking vocational training or training in a trade during the senior years of schooling.
32%
% of students attaining the award of Higher School Certificate or equivalent vocational education and training qualification.
100%
Student Post School Destinations
Each year the College collects destination data relating to the Year 12 student cohort. The table below sets out the percentages of students for the various categories. Destination Data
University
TAFE / Other institutions
Workforce entry
Destination not reported
Year 12, 2016 Graduating Class
75%
10%
10%
5%
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S ECTION F OUR : S TAFFING PROFILE The following information describes the staffing profile for 2016: Total Teaching Staff*
Total Non-Teaching Staff
Combined Total
77
27
104
* This number includes 62 full-time teachers and 15 part-time teachers. Percentage of staff who are Indigenous
1.2%
Professional Learning
The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by Sydney Catholic Schools. The College takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes. The College held the equivalent of five staff developments days this year with areas of focus as follows: Term 1
Academic Writing Excellence; focussing on literacy across the curriculum.
Term 2
Student Wellbeing
Term 3
Staff Spirituality Day. Raising awareness and profile of one of the College's Patrons, St John Baptist de la Salle.
Term 4
Staff First Aid/Asthma training day and curriculum planning.
Teacher Standards
The following table sets out the number of teachers who fall into each of the two categories determined by the Board of Studies Teaching and Educational Standards:
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Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
77
2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
0
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S ECTION F IVE : CATHOLIC L IFE AND R ELIGIOUS EDUCATION Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholic schools in the Archdiocese of Sydney. In responding to the Charter, the College engages in processes to reflect on and revitalise its mission and strengthen the religious life of members of the College community. The College follows the Archdiocesan Religious Education (RE) Curriculum and uses the student textbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney. Aquinas Catholic College is a faith-based educational community centred on Jesus Christ, enlivened by the Gospels and with the model of St Thomas Aquinas as a faithful learner. At Aquinas we believe that all members of our Catholic community are learners and at our College we aim to be; learner centred in the Catholic and Aquinas tradition of wholeness practising contemporary pedagogy in the Catholic and Aquinas tradition of hope growing community capacity in the Catholic and Aquinas tradition of justice a learning community in the Catholic and Aquinas tradition of God’s ongoing revelation. ENLIVENED BY THE SPIRIT The Mission Statement is foundational to the lived experience of College life: The Religious Education curriculum is based on Archdiocese of Sydney Religious Education Curriculum, bringing to life the message of the gospels in classes that are dynamic and effectively incorporate technology. The liturgical and prayer life of the College is creative, inclusive and closely linked to parish life. Opportunities for students to participate in retreats, reflection days, Parish Masses, social outreach programs and Parish Ministries are supported by the Parish Priest. Students have opportunities to participate in the Sacraments of Eucharist and Reconciliation. The Catholic values and relationships that exist within the College include justice, compassion, respect, honesty and service. These are evidenced in relationships, policies and practices and are founded on the person of Jesus Christ. Social justice initiatives continue to be a priority in the College and these are wholeheartedly supported by students. The Social Justice Committee drives initiatives which provide financial, practical and prayer support for the poor and marginalised at the local, national and global levels. Annual School Report to the Community 2016
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Increased opportunities were offered for student and staff faith formation with a particular focus on providing practical and theoretical faith development opportunities. The Staff Spirituality Day was the third in a cycle of four that will explore the charisms of the College's House Patrons. Our focus this year was the Lasallian Charism of St John Baptist De la Salle. A contingent of twelve students and three staff were part of the SCS pilgrimage to World Youth Day (WYD) 2016. A commitment to ‘new evangelisation’ initiatives, including those offered at the Archdiocesan level, promoted increased participation in ‘Catholic Life and Culture’, as did the continued strengthening of links between the College and Holy Family Parish. Additionally, one staff member and 19 students were commissioned as extraordinary Eucharistic ministers. Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake the Archdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choice questions. Results of the test are analysed by teachers and are used to inform teaching and learning in Religious Education. Our School's average result (as a mark out of 50) Year 8
28.28
Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Sydney Catholic Schools website.
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S ECTION S IX : CURRICULUM The College follows the Board of Studies Teaching and Educational Standards syllabus for each course offered as required for Registration and Accreditation under the Education Act 1990 (NSW) and implements the curriculum requirements of Sydney Catholic Schools. The teaching and learning processes are informed by the Statement on Authentic Learning in Sydney Archdiocesan Schools. Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum. The College offers eighteen Board of Studies, Teaching and Educational Standards (BOSTES) mandated and approved Stage 5 courses and a differentiated curriculum across all Key Learning Areas (KLAs) in Stages 4 and 5. The College offers a Challenge Class in Stages 4 and 5, with separate, graded Maths classes and a Mathematics acceleration program. There are thirty-six Higher School Certificate (HSC) courses, with HSC extension courses offered in English History and Mathematics. Vocational Education and Training (VET) programs are offered in four courses with access to further courses through Trade Vocational Education and Training (TVET). Opportunities are also offered for students to study through outside tutors. NonAustralian Tertiary Admission Rank (ATAR) students are catered for with the opportunity of a pattern of study that provides an HSC, but no external examinations. The number of students studying VET subjects through school, rather than at TAFE, continues to increase. The following courses are offered for HSC study: Ancient History Biology Business Services Business Studies Chemistry Construction Drama Design and Technology English (Advanced, Extension 1, Standard, Studies) Economics Community and Family Studies Food Technology Geography Hospitality Industrial Technology Annual School Report to the Community 2016
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Italian (Beginners & Continuers) Legal Studies Mathematics (General 1 & 2, Mathematics, Extension 1) Modern History Music PDHPE Physics Religion: Catholic Studies Software Design and Development Fitness Studies of Religion (1 and 2 unit) Senior Science Visual Art.
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S ECTION S EVEN : S TUDENT PERFORMANCE IN N ATIONAL AND S TATE -W IDE TESTS The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy. An analysis of these results assists College planning and is used to support teaching and learning programs. The tables below show the percentages of students who achieved particular skill bands in numeracy and the aspects of literacy. The College results shown are compared to students nationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy is reported as a single content strand. % of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
38.38%
27.60%
11.62%
19.60%
Reading
33.50%
26.30%
11.68%
17.10%
Year Writing 7 Spelling
21.21%
15.70%
16.16%
27.10%
36.36%
28.10%
8.08%
17.40%
46.43%
30.10%
3.57%
15.20%
NAPLAN RESULTS 2016
Numeracy
% of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
17.68%
16.60%
20.20%
27.00%
Reading
25.76%
20.50%
16.16%
21.60%
Year Writing 9 Spelling
10.61%
12.40%
33.84%
38.00%
23.74%
21.70%
15.66%
22.70%
37.06%
22.50%
8.63%
17.60%
NAPLAN RESULTS 2016
Numeracy
Higher School Certificate
The results of the College’s Higher School Certificate (HSC) candidature are reported for particular subjects. The table provided shows the percentage of students who achieved in the top two bands and shows comparison with results from previous years.
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Percentage of students in top 2 bands (Bands 5 and 6) Higher School Cer ficate
2014
2015
2016
School
State
School
State
School
State
Studies of Religion I
44%
49%
63%
51%
39%
49%
English (Standard)
12%
8%
12%
8%
11%
13%
English (Advanced)
80%
59%
67%
58%
49%
61%
Mathematics General 2 BDC
23%
25%
51%
26%
19%
25%
Mathematics
45%
54%
55%
52%
35%
52%
Chemistry
33%
46%
40%
41%
55%
40%
Design and Technology
63%
37%
80%
36%
62%
40%
Hosp Exam Kitch Op & Cook
0%
0%
61%
37%
50%
29%
Legal Studies
71%
40%
49%
41%
56%
42%
Senior Science
50%
37%
25%
29%
41%
28%
Studies of Religion II
63%
44%
92%
40%
87%
47%
Visual Arts
67%
49%
71%
54%
75%
54%
In 2016, 76% of subjects undertaken at Aquinas were above the state average figure, six scoring above the statistical significant result of being more than 5% above state average. Male students were well represented with ATAR's above 90, the College Dux of 2016 was also a male student, the first since 2011. Initiatives like “What Works Best” HSC support program, including the ‘High Flyers’ Symposiums, the '90s Club' and the availability of supported study during school holidays through scheduled revision lessons encouraged a collaborative learning environment and enhanced student motivation. In 2016 the number of students issued with a RoSA 32
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
Aquinas Catholic College places a strong emphasis on the pastoral care of students. This involves quality teaching and learning, high expectations of students, sound discipline practices and the need to modify student behaviour at times. It also involves good communication, recognising the many and varied attributes of students and quality interpersonal relationships with teachers. Pastoral care is addressed through the Pastoral Care Coordinator, Year Coordinators and pastoral teachers forming pastoral teams. Structures and processes include a College award system, monitoring students to modify behaviour, regular communication with parents and the availability of school-based counselling. No changes were made to the Pastoral Care Policy this year The full text of the College's Pastoral Care Policy may be accessed on the College's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this College. The College does not sanction administration of corporal punishment by College persons and non-College persons, including parents, to enforce discipline in the College. Aquinas Catholic College’s Discipline Policy is based on procedural fairness. It aims to facilitate the development of self-discipline and a sense of responsibility in students as well as seeking to promote well-being and good order in the community. It also aims to focus on rewarding positive behaviours rather than punishing negative behaviours. The main components of the College’s Discipline Policy are: an extensive award system, a merit-demerit system, a behavioural level system, individual positive behaviour plans and afternoon detention. No changes were made to this policy this year. The full text of the College's Student Discipline Policy may be accessed on the College's website or at the administration office. Anti-Bullying Policy
The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by our school and all systemic schools in the Archdiocese. It provides a framework for school communities to work together to prevent and address issues of student bullying, in order to Annual School Report to the Community 2016
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build respectful relationships that respond effectively and sensitively to the needs of each person. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in August 2016 and no changes were made to the policy this year. The full text of the Anti-Bullying Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Complaints and Grievances Resolution Policy
The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The rationale for the policy is that within the reality of the schooling experience, it is recognised that, from time to time, misunderstandings and differences of opinion will occur, and that these need to be resolved satisfactorily. Addressing such matters within a framework of dignity, respect and truth can provide powerful opportunities to model the love of Christ in the reality of our contemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in December 2015 and no changes were made to the policy this year. The full text of the Resolution of Complaints Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Initiatives Promoting Respect and Responsibility
Students participated in a variety of community service activities that inculcate respect and responsibility. Some of these include: participating in the ‘World’s Greatest Shave’ to raise funds for cancer research, holding a “Girls Night In” and a ”Boys’ Arvo In” to highlight gender based mental and physical health issues in the community and donating blood at the Red Cross blood bank to inculcate lifelong donation habits for the betterment of the wider community. Students also undertook supporting the Asylum Seekers' Centre at Newtown through fundraising, cooking and serving meals and interacting with asylum seekers to develop a broader sense of counter cultural social justice. Students in Years 9 to 12 took part in the Duke of Edinburgh program that encourages community service as key constituent of the award. Participants in this program volunteered in a range of activities that included working with disadvantaged children, interacting with the elderly and working with pre-school children to develop social skills. All of these activities nurture and develop understanding and ongoing social concern amongst the student body. For the first time at Aquinas, three students will achieve the prestigious Gold Award in the Duke of Edinburgh program. Annual School Report to the Community 2016
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The continuing presence of the Satellite Aspect Class at the College adds another level of student cognisance of the innate need to respectfully connect with those people who have a disability.
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S ECTION N INE : S CHOOL R EVIEW AND IMPROVEMENT The College implements the Sydney Catholic Schools' School Review and Improvement (SRI) Framework which outlines the processes and benchmarks for creating the culture and practice of continuous improvement with students as the focus. Each year, the College develops an Annual Improvement Plan indicating the intended key improvements for student learning outcomes. The plan is drawn from the College’s Strategic Improvement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. The College engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the Regional Consultant. A copy of the Strategic Improvement Plan and the Annual Improvement Plan may be obtained from the school administrative office. Key Improvements Achieved in 2016 Key improvements and achievements made in Catholic Identity and Mission included; Twelve students and three staff attending World Youth Day in Poland. The College made four visits to Newtown Asylum Seekers' Centre, involving students preparing food, serving lunch and interacting with Asylum Seekers. Eleven staff studying at masters level in Religious Education or Theology. Four students and a staff member were immersed in East Timor. Key improvements and achievements made in Learning and Teaching included; Introduction of the Academic Writing Excellence program in Years 7 - 10. Staff Professional Development that focussed on peer classroom observations and feedback, literacy skilling and the first Aquinas Teacher Meet. Development of College Literacy and Numeracy documents. Introduction of Interim Reports for Years 7 - 12. Literacy criterion included in all relevant Years 7 - 10 formal assessment tasks. Key improvements and achievements made in Student and Staff Wellbeing included; The College website has had a feedback back button added to allow for streamlined communication. Staff have completed the Mind Matters module that focuses on parental communication. eSmart committee established.
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Priority Key Improvements for 2017 Following the Cyclic Review process of 2012, the development of Sydney Catholic Schools new strategic plan, New Horizons, and further discernment in 2016 the following significant directions and challenges are some that that the College has identified to raise the aspirations of students and staff in 2017: The development and implementation of a comprehensive framework for Youth Ministry which aligns Archdiocesan, regional and local approaches - Australian Catholic Youth Festival. Development and implementation of enhanced approaches to assessment with a broader range of measures of student success, and a focus on learning growth. Implement capacity building programs which enhance schools ability to promote mental health and resilience. Completion of the major capital works project.
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S ECTION TEN : PARENT , S TUDENT AND TEACHER S ATISFACTION The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, the College has used a variety of processes to gain information about the level of satisfaction with the College from parents, students and teachers. Parent Satisfaction
In 2016, the school sought the opinions of parents on a range of aspects of school life including school effectiveness. The Principal's Contract Renewal process was used as ways to gather views from all members of the school community and reliable data was collected from this process. Additional to this, the College was able to gather parental feedback at three student/parent/teacher interview opportunities over one evening for Years 11 and 12, across two days for Years 7 – 10 and a pre-lunch period at the end of Term 4. Other opportunities included via the long-standing parent consultative group, at four parent/student information evenings. Other opportunities for informal feedback occurred at two literacy evenings for parents and at the Enlivened by Enrichment evening. On the whole, parents expressed a high level of satisfaction with the day-to-day operations, channels of communication, general school effectiveness and the care provided for all students. Student Satisfaction
Student morale is high, evidenced by the level of students’ enjoyment in their learning, College spirit and wide-ranging student involvement in all manner of College activities including World Youth Day 2016 and the Timor Immersion. Student satisfaction regarding the College is gained by utilising student comments in curriculum evaluations, pastoral surveys and directly from the student leadership team. Rich data is gained from unit evaluations across the curriculum that focuses on student learning experiences and engagement in subject areas. The staff uses this information to inform their classroom practice and curriculum delivery. The Year 12 online exit survey continues to deliver data that covers all areas of College life. Year 12 Students articulated positive satisfaction with their schooling experience and the College Leadership Team undertook to develop areas of school life that the students saw room for improvement in practices and processes. Teacher Satisfaction
In the Principal’s Contract Renewal the whole College staff were surveyed and the data clearly indicated that they work in a school which is characterised by a culture of mutual respect and collaborative professional relationships. Staff were also appreciative in collaborative nature of the design process in creating a new staff study and common room. A high level of teacher and support staff morale is indicated by the range of ways in which all staff collaborate with a clear sense of mission and focus on improved learning outcomes for students. This is also evident in Annual School Report to the Community 2016
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sense of mission and focus on improved learning outcomes for students. This is also evident in the number of staff who volunteer for out of hours activities like College Retreats, Duke of Edinburgh hikes and the Year 7 and 9 Camps.
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S ECTION ELEVEN : F INANCIAL S TATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2016 year is detailed below: RECURRENT and CAPITAL INCOME Commonwealth Recurrent Grants 1
$8,721,487
Fees and Private Income Other Capital Income 5 Total Income
$0 $2,716,078
3
4
Capital Expenditure 6
$1,581,407
Salaries and Related Expenses 7 $10,905,591
Government Capital Grants 2 State Recurrent Grants
RECURRENT and CAPITAL EXPENDITURE
Non-Salary Expenses 8 Total Expenditure
$3,550,338 $16,037,336
$4,153,514 $556,182 $16,147,261
For the 2016 year the Aquinas Catholic College received $86,183 as Interest Subsidy. Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments. 3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income. 5. Other Capital Income includes building levy fees and capital donations used to fund Capital Expenditure. 6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment. 7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance. 8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administration, operational expenses, utilities, repairs and maintenance.
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