Holy Cross College, Ryde Annual School Report to the Community 2016
School Contact Details 517 Victoria Road, Ryde 2112
[email protected] http://www.holycrosscollege.org 9808 1033 9809 7207
Principal Mr Adam Taylor
ABOUT THIS REPORT Holy Cross 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
This Annual Report outlines the activities and data which tell something of the story of Holy Cross College this year. The mission of Holy Cross is the provision of quality Catholic education for boys, Years 7-12, in the tradition of the Patrician Brothers. Indeed, the Brothers continue to be actively involved in the life of the College. This year marked the 125th Anniversary of the College. A number of significant events were held to promote the College name and build a yet greater sense of community. A sound and light show, involving the College band, choir, local primary school bands, and our performing arts students was held in March. In June, a Mass of Thanksgiving was held at St Mary's Cathedral Sydney. The 125th Anniversary and Delany Foundation Fundraising Dinner was held in September, with over 500 guests attending. Finally a Back to Holy Cross and Family Fun Day completed the year of celebrations in November. In the midst of this, quality teaching and learning continued with satisfying results experienced, demonstrating ongoing growth in the College's academic culture. A particular focus has been on improving student writing. The Strategic Plan 2017-2020 has been completed. . Parent Body Message
The Family School Partnership (FSP) initiative at the College is built around five key communities of interest: Student Learning; Student Wellbeing; Community Faith; Social and Community Connections, and; Home-School Communications. The purpose of the FSP is to foster a strong sense of community, drawing families into the life of the College and the learning and wellbeing of their sons in ways that are meaningful for them. The FSP recognises and values the role that parents and carers play in the education of their children and aims to strengthen the partnership between family, school, parish and the wider community for the benefit of their children's overall development and learning. The new model of partnership at Holy Cross College has been showcased across the country, with the principal and FSP co-chair Danielle Cronin, presenting this model at three national education conferences as well as other smaller regional conferences. It was also the subject of a national project supported by the National Family-School Partnership Bureau which allowed the Annual School Report to the Community 2016
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College to digitally document its journey. Further information regarding parent engagement can be found on the College website. Student Body Message
As Year 12 students, we feel it has been an honour to be part of this school, which has been such a caring and focused learning community over the last six years. We have been given many opportunities to participate in the academic, cultural and sporting life of the College. The students were represented formally by a Student Leadership Team that consisted of College Captain, Vice Captain and 11 other leaders who met weekly and tabled the issues raised by the student body. The Student Leadership Team organised and chaired College assemblies and other significant events such as the annual swimming carnival, athletics carnival and walkathon. These members were actively involved in the liturgical life of the College. The leaders worked with students to promote pride in the liturgical of the College, and all sporting and cultural events. Our leader helped all students to develop their leadership skills by actively involving them in fundraising, charitable works and social justice initiatives. The students at Holy Cross College believe they are integral to the ongoing growth of our wonderful College community.
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S ECTION TWO : S CHOOL F EATURES Holy Cross College is a Catholic systemic Boys College located in Ryde. The College was founded in 1891 by the Patrician Brothers. Built on a ten hectare property, the College enjoys the benefit of facilities which are the product of over one hundred years of development. The College feeder schools are situated in Concord, Concord West, Denistone, Drummoyne, Five Dock, Gladesville, Hunters Hill, North Ryde, Ryde, Strathfield and Strathfield South. The most significant dimension of Holy Cross College life in 2016 has been the opening of the Flexible Learning Precinct, the magnificent new learning facility immediately adjacent to the Centenary Hall. Teaching began in the Flexible Learning Precinct in Term 4 or 2015. It has proved this year to be remarkably successful, providing the kind of contemporary learning space in which both teachers and students can engage in authentic and collaborative learning. As a comprehensive school, Holy Cross College caters for boys of all abilities and focuses on maximising the potential of every student, no matter what their academic aptitude. The attention on the academic success of every student, particularly through individual student target-setting, has resulted in significant student academic growth in recent years. The College's comprehensive character, imbued with a deeply authentic Catholicity, provides an outstanding environment for the growth of boys into responsible young men.
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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
0
625
310
625
* Language Background Other than English Student Retention
Of the students who completed Year 10 in 2014, 64% 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 92.98%. Attendance rates disaggregated by Year group are shown in the following table.
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Attendance rates by Year group Year 7
95.10%
Year 8
91.56%
Year 9
92.65%
Year 10
92.11%
Year 11
92.80%
Year 12
93.68%
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.
36%
% 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
70%
20%
10%
0%
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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
49
20
69
* This number includes 42 full-time teachers and 7 part-time teachers. Percentage of staff who are Indigenous
0%
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
"Writing Matters" - An Introduction to Collins
Term 2
Writing and Differentiation in the Classroom
Term 3
Collins - A Deeper Understanding
Term 4
Staff Spirituality Day
Throughout the year staff have engaged in a variety of professional learning, within and outside of the system in order to develop their skills and practise in curriculum design, classroom practice, administration and leadership. 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.
52
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. 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. Holy Cross College proudly embraces values, spirt and tradition of the Patrician heritage. Patrician education is dedicated to developing the whole person. At the heart of our identity and mission is Patrician spirituality shaped and inspired by the Breastplate. Prayer, liturgical life and faith experience in the College is fostered and nurtured on many different levels during the liturgical year. We aim to bring alive the Sacramental life of the Church to our students, experiencing the 'smells and bells of Catholicism'. Prayer life at the College is vibrant. The Holy Cross College community recites the Breastplate at every opportunity, reminding the community that Christ is the centre of their lives and are encouraged to live a Sacramental life. The Angelus is said each day and all classes begin with prayer. Friday Rosary is held in the College Chapel led by staff, students and the wider Ryde community. The liturgical life is dynamic. The College community celebrate Wednesday morning Mass with the local parish priest presiding each week. Feasts and holy days of obligation are celebrated through out the year. The senior leadership team are trained to be altar servers for all liturgies. The faith experiences at Holy Cross range from weekly Eucharistic celebration, Catholic Feasts, Annual School Report to the Community 2016
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reconciliation, staff and student formation retreats and World Youth Day formation. Each year the College dedicates a morning to 'Back to Parish' where both staff and students attend all local parishes celebrating the Eucharist. Constant conversations with local clergy cement the relationships between students and their parish communities. Youth ministry this year has been influential in the lives of our young Patrician boys. Many opportunities from faith formation evenings, cluster meetings with high schools, World Youth Day, Australian Youth Conference, Walk for Christ and Young Men of God conference events have been initiated by the Youth Ministry Coordinator and taken up by the boys. This year both Year 8 and Year 10 students completed the Archdiocesan Religious Education (RE) Test. Results of the test are analysed by teachers and are used to inform teaching and learning in Religious Education. 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
27.12
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. A wide variety of elective courses are available across Years 9-12. The curriculum responds to the needs of the students and creative alternative modes of study are employed for students whose subject interests are outside what regular staffing is able to offer. The Work Ready Access Programs (WRAP) developed and implemented in 2015 continues to grow with a wider selection of subjects being undertaken within the program in 2016. The College also offers a number of Board of Studies mandated and approved Higher School Certificate (HSC) courses. For the HSC, in addition to the mandatory subjects, the College offers Catholic Studies, Studies of Religion, Mathematics, Physics, Chemistry, Biology, Senior Science, Economics, Business Studies, Legal Studies, Ancient History, Modern History, Visual Arts, Personal Development/Health/Physical Education (PDHPE), Design and Technology, Construction; Information Technology, Business Services, Hospitality and Music. The number of students in each of these courses varies according to resources and interest. Food Technology, Commerce, Industrial Technology Timber and Physical Activity and Sports Studies are currently very popular among the student body at Stage 5. At the HSC level, Mathematics, Physics, Chemistry, Biology, Business Studies, Legal Studies and Vocational Education and Training (VET) courses are very popular choices. The school offers HSC extension courses in English and Mathematics Extension 1 and 2. A Year 7 and 8 Middle School Program, with a focus on Human Society and its Environment (HSIE), English and Religious Education, featuring project-based learning continued to be a focus. The HSIE and Technological and Applied Studies (TAS) departments worked closely to undertake project based learning experiences, simulating real world customer and client relationships. These culminated in a combined Year 9 and 10 market day with goods and services produced and sold. The College possesses a strong Diverse Learning Department that provides student support in English as an Additional Language (GAL), Learning Support and Gifted and Talented programs. Diverse Learning services also include: individualised and small group instruction in each Key Learning Area (KLA); assessment support, examination support; individual education Annual School Report to the Community 2016
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programs; transition programs and work experience opportunities. The College has an extensive VET program where students at the HSC level are provided opportunities to participate in VET courses offered at the school and at the surrounding Technical and Further Education (TAFE) Colleges. Courses offered at the school level include: Construction, Information Technology, Business Services and Hospitality.
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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
20.00%
27.60%
23.08%
19.60%
Reading
26.36%
26.30%
16.28%
17.10%
Year Writing 7 Spelling
8.53%
15.70%
26.36%
27.10%
29.23%
28.10%
14.62%
17.40%
32.31%
30.10%
10.00%
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
19.20%
16.60%
28.00%
27.00%
Reading
19.35%
20.50%
17.74%
21.60%
Year Writing 9 Spelling
10.48%
12.40%
40.32%
38.00%
27.20%
21.70%
18.40%
22.70%
21.60%
22.50%
12.00%
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
50%
49%
76%
51%
42%
49%
English (Standard)
7%
8%
0%
8%
14%
13%
English (Advanced)
27%
59%
29%
58%
53%
61%
Mathematics General 2 BDC
27%
25%
11%
26%
30%
25%
Mathematics
40%
54%
41%
52%
28%
52%
Chemistry
0%
46%
14%
41%
50%
40%
English Extension 1
71%
93%
100%
94%
100%
94%
Music 1
100%
60%
100%
62%
100%
62%
Personal Dev,Health & PE
38%
31%
59%
30%
60%
34%
Studies of Religion II
33%
44%
33%
40%
71%
47%
Holy Cross College performed well in Construction, Hospitality, Mathematics General 2, Music and Personal Development, Health & Physical Education in the 2016 HSC. Many subjects were above the State average, with PDHPE being our best performing subject with 60% of students achieving Band 5 or Band 6 results.
In 2016 the number of students issued with a RoSA
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4
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The College's Pastoral Care Policy is based on the belief that boys learn best and are happiest in a structured, organised and disciplined environment, which is affirming and safe. The College maintains a structure of pastoral care (year) coordinators at each year level, who work under the guidance of the assistant principal. A College counsellor is also employed and works in conjunction with this team for the welfare of students. Each class group of students has a designated homeroom teacher who is charged with direct and ongoing pastoral responsibility for students, meeting with them each school day. While no changes were made to this policy this year, the College undertook a review of the overall pastoral care framework and its student management processes. An fully revised pastoral care framework was developed for implementation in 2016 that links with the Safe Schools Hub and National Safe Schools Framework. The framework aims to promote the dignity of each person through developing structures, relationships and a cultural climate in which learning opportunities are maximised. 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. The College’s Behaviour Management Policy is explained to each family upon enrolment. The policy is based upon procedural fairness and ensures that the school practices respect for the dignity, rights and fundamental freedoms of individual students. Reminders about the policy are regularly included in school newsletters. Relevant sections of the policy are also published in the student diary. No changes were made to this policy this year.
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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 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
The Pastoral Care Program, based on developing student values, is designed to promote respect for the dignity of the individual. The College has developed a Positive Relationships document for students and parents which deals with issues of bullying, conflict and building relationships, The document offers clarifications on what constitutes bullying and conflict, as well as strategies, supports and consequences that address the issues named. Some of the activities undertaken this year include: St Vincent de Paul Breakfast Van, Winter Sleep Out, Cyberia anti bullying program (7 to 10). In addition to this, the students supported the Delany Foundation and Caritas in their annual appeals. Annual School Report to the Community 2016
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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 of the College are mentioned in the following points: Planning for the College's Quasquicentennial was brought to fruition with students, families, former staff, old boys and the wider community engaging in a range of celebrations that connected generations with the Catholic life and learning culture of the College. The College's Master Building plan progressed with the refurbishment of the Patrician Centenary Hall. This brings to completion Stage 3 of the master plan. A review of the College's pastoral care system and frameworks was implemented. This key improvement focused on building and maintaining positive relationship between and throughout the College, supported by a positive behaviour reinforcement plan. Key Learning Area (KLA) groups have moved through a process of ensuring that teaching and learning is differentiated at the core, complex and consolidation levels throughout the College. Collaborative learning processes have now become custom practice in targeted KLAs. The Collins Writing Program has been implemented across Stage 5 to improve students' writing in a range of response types. Priority Key Improvements for 2017 Key improvements planned for 2016 include: the planning and launch of a pilgrimage program, Camino de Crucis,that connects students more explicitly with the story of the Catholic faith community and the Patrician charism in Australia the development of a student immersion program with links to indigenous communities Annual School Report to the Community 2016
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utilising data tracking to document and plan for students' learning growth implement a reading intervention program for students with low-level literacy to ensure Band 8 success on the 2017 onwards National Assessment Program – Literacy and Numeracy (NAPLAN) testing for Year 9 students a review of the leadership structures of the College leveraging the mandated Professional Standards for Teachers agenda to build teachers’ capacity.
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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 March of this year, the College conducted a Listening Assembly with an invitation to the parent body to participate. Around 100 parents attended the Listening Assembly, along with members of staff, students and representatives of Sydney Catholic School (SCS). The data gathered from the Listening Assembly contributed to the development of the College's Strategic Plan 2017-2020. At the Listening Assembly, parents indicated high levels of satisfaction with the pastoral care of students and the physical resources of the College. They also indicated their wish for the College to place greater focus moving forward on student academic performance. In addition to the Listening Assembly, the College conducted its annual survey of parents at its "Horizons Night" held in February, a compulsory night for parent attendance. The list of parental interests recorded in that survey formed the basis of topics discussed and issues advanced at each term's Parents in Touch meetings held under the auspices of the Family School Partnership.
Student Satisfaction
In October the Year 12 students completed an exit survey. Students responded to a range of questions on a seven point scale. Responses above five represent very positive results. These positive statements included: My teachers know a lot about their subjects. My teachers are well prepared for their lessons. My assessments are returned on time. My teachers make good use of technology in class. The school looks after students who have trouble learning. The school provided clear guidance and support throughout my HSC years. The Senior Retreat was a positive experience for me. I know a teacher at this school I can talk to if I am worried. I have felt safe at this school. I have a good relationship with the teachers at this school. Annual School Report to the Community 2016
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Teachers treat students with respect at this school. Teachers at this school take bullying seriously. The school works hard to stop bullying from happening. Co-curricular activities are well organised at this school. Reception and front office staff are helpful to students. Students can get to see a counsellor if they need to. Computer resources at this school meet learning needs. I have felt I belonged at this school. I would be happy to recommend this school to others.
Teacher Satisfaction
Evaluation of the Colleges' key improvements and teacher satisfaction was completed in two parts. A range of staff presented evidence of the successful implementation of the strategies associated with each key improvement. These were collated and presented to staff who added to, commented upon and rated the College's performance in each area. Overall staff identified a strong culture of continuous improvement and with particular strengths in: the pastoral care of students Catholic identify, connection to our parish communities and the Patrician network innovative and collaborative approaches to learning. The average of all ratings given by staff to these key improvements on a scale of 1 to 7, was 5. The descriptor for this rating states that the College's strengths in these areas outweigh any areas of weaknesses and that, where there are weaknesses, they are minor enough as to have no significant impact on students and their learning.
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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 Government Capital Grants State Recurrent Grants
Other Capital Income 5 Total Income
$5,461,609 $0
2
$1,783,040
3
Fees and Private Income
RECURRENT and CAPITAL EXPENDITURE
4
Capital Expenditure 6
$1,056,414
Salaries and Related Expenses 7
$7,116,326
Non-Salary Expenses 8
$2,801,953
Total Expenditure
$10,974,693
$3,413,734 $346,806 $11,005,189
For the 2016 year the Holy Cross College received $122,655 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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