Marist College Eastwood, Eastwood Annual School Report to the Community 2016
School Contact Details 44 Hillview Road, Eastwood 2122
[email protected] http://maristeastwood.catholic.edu.au 9858 1644 9804 6585
Principal Mr Daniel Delmage
ABOUT THIS REPORT Marist College Eastwood 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 report reflects the achievements of 2016 and highlights our strong religious and educational focus. The years 2015 and 2016 have seen the consolidation of many initiatives. These include the implementation of our School Wide Pedagogical statement “EXCEL” and the revitalisation of the College’s vision statement “Seeking excellence through faith, caring and learning” and an affirmation of our mission: to develop the faith of our students according to Gospel values, to maintain a standard of excellence in education, to provide a caring and safe environment, and to make optimal use of resources and technology. We also focused on the implementation of learning intentions, improvement of assessment tasks, providing quality feedback to students and assisting them to become independent learners. An important new focus for 2016 has been in the area of wellbeing and its contribution to learning. Marist College Eastwood is a large and well resourced secondary college that offers outstanding opportunities for students and staff in a disciplined, happy and supportive community. Parent Body Message
The Marist College Eastwood parent group commends the effective and inclusive leadership of the principal and the hard work of his staff throughout 2016. The religious dimension of College life is particularly commended as active, relevant and foundational to the mission of the school. Parents appreciate and support the continued consultation for the revised Wellbeing and Pastoral Care Framework. The new information management system, allowing parents to access data about their child, is extremely useful in improving communication between home and school. Parents appreciate the generosity of the staff in providing a broad range of co-curricular activities for their sons, as well as the opportunity to attend extra classes across a wide range of subjects and to study at school during school holiday periods. The Parent and Friends Association met regularly throughout the year to provide advice and feedback to the College and the Principal as well as coordinating Market Day, Granny Smith Festival, World Teachers Day Morning tea, as well as assisting at our Open Day. Student Body Message
The student body, led by a significant Year 12 student leadership group, appreciated the opportunity to lead a range of student portfolios: Religious Life, Academic Life, Culture and Events Mission, Social Justice and Stewardship and the Student Representative Council (SRC). These students were supported by junior leaders in Years 7-11 who were also aligned with these portfolios. The student leadership team along with other students represented the College and provided staff with significant feedback on the learning agenda. Students were actively involved Annual School Report to the Community 2016
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in all facets of School life which included Ministry and Social Justice, Sport, Music, Drama and Visual Arts. The students were also actively involved in a range of co-curricular activities ranging from outdoor education programs, immersions, night patrol, camps, retreats and reflection days.
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S ECTION TWO : S CHOOL F EATURES Marist College Eastwood is a Catholic systemic Boys College located in Eastwood. Marist College Eastwood is a Catholic systemic Boys College located in Eastwood. It serves the parishes of St Kevin’s Eastwood, St Anthony’s Marsfield, St Michael’s Meadowbank and St Therese’s Denistone. In recent years students have been enrolled from over forty-five primary schools. The College was founded by the Marist Brothers in 1937 to meet the needs of boys in the local community. 2016 began with record enrolments and the largest in-take of Year 7 boys in its recent history. The demand for places continues to grow. Importantly, we have now established five learning streams in the College. We continue to innovate and in 2016 we focused on the promotion of our “Selective Stream”. We have had a selective learning group for some years but we decided to market this to the public as the demand for these places continued to grow. Our themes of Respect, Engagement, Expectation, Catholic, Empathy and Learning provided the framework for our work in 2016 that reflected our School Wide Pedagogical Statement “EXCEL” and supported by our recurrent theme of Respect. The site improvements have continued throughout 2016 to meet the needs of our students and teachers. Parent involvement in the College has continued to grow with record attendance at our major Masses and gatherings. Higher School Certificate (HSC) and all other state wide measures were well above the state average. The number of students who graduated to universities and various trades was impressive. Our social justice and ministry programs continue to grow, as well as the St Vincent de Paul chapters. We again took boys to the Philippines and the Aboriginal community at Murgon in Queensland. In 2016, we had four hundred and five boys involved, which is over half of the total school population. One hundred and fifty students doubled up in two or more sports and thirty-seven boys went on to higher honours - Metropolitan Catholic Schools (MCS), Combined Catholic Colleges (CCC) and All Schools. In an overview of our MCS season we can take great pride in knowing that we are a high performing school. In football, six of our eight teams made the semi finals and four teams were in the grand finals with two teams winning their premierships (7B's and A grade football). Our MCS cricket season was also exceptionally strong, three of the four teams teams making the semi finals with one team winning the grand final. We were placed second in cross country and third in swimming and athletics. Importantly, we have also excelled in MCS chess, winning five of the seven age groups, making us the most successful school in chess. The number Annual School Report to the Community 2016
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of boys involved in art, music and drama continues to grow as we cater for a range of students' skills and abilities.
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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
782
407
782
* Language Background Other than English Student Retention
Of the students who completed Year 10 in 2014, 90% completed Year 12 in 2016. The relatively high retention rate reflects the appropriate range of courses at Marist College. Australian Tertiary Admission Rank (ATAR) and Vocational Education are offered for Stage 6. Students who discontinue their enrolment have definite plans of study or employment (cadet / apprenticeship).
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 95.35%. Attendance rates disaggregated by Year group are shown in the following table.
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Attendance rates by Year group Year 7
97.30%
Year 8
96.05%
Year 9
94.73%
Year 10
93.97%
Year 11
94.80%
Year 12
95.25%
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.
27%
% 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
79%
7%
14%
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
53
17
70
* This number includes 42 full-time teachers and 11 part-time teachers. Percentage of staff who are Indigenous
1%
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
Staff Organisation and Planning
Term 2
Staff Spirituality
Term 3
Data and Assessment Focus
Term 4
Completion of Mandatory qualifications
Professional Learning Communities (PLCs) continues to be the platform for the development of staff with many staff members focusing on an area of responsibility that contributes to our Annual Improvement Plan. 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 1 Those having formal qualifications from a recognised higher education institution or equivalent. 2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
Annual School Report to the Community 2016
Number of Teachers 100 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. Marist College Eastwood is a Catholic school which aims to educate young men in the Marist tradition. It continues to uphold the evangelising and educating mission of the Church with a common purpose to that of The Archbishop’s Charter for Catholic Schools. In responding to the Charter, the College engages in processes to reflect on and revitalise its mission and strengthen the religious life of members within the College community. The Religious Education Department plays an important role in the spiritual formation and education in faith of the young men in the College’s care. A key focus this year has been the development of the revised Stage 4 and 5 Religious Education Curriculum. Teachers have had the opportunity to attend regular professional development courses in order to strengthen their understanding of course content and go on to develop tailored and innovative teaching and learning programs to cater for student needs. There are also many opportunities for staff and students to live out their faith on a daily basis at the College. Friday Masses and Reconciliation are a regular feature at the College. Students have been formed in various liturgical ministries including the Extraordinary Ministers of Holy Communion Program and Altar Servers. A significant evangelisation event in 2016 was World Youth Day. A number of staff and students journeyed as pilgrims through Europe visiting sacred sites in Italy and Poland before celebrating mass with Pope Francis in Krakow. Also, Murgon and Philippines immersions were undertaken this year. Students in Years 10 and 11 respectively have the opportunity to immerse themselves in the issues facing many people around the world and here in Australia. Significant liturgical events in 2016 included the welcome of Year 7 and new students at our Opening School Mass, Mother’s and Father’s Day celebrations, Year 12 Graduation, Student Leadership Inauguration and Lent and Advent Masses. Youth Ministry has continued to play a dynamic role at Marist College Eastwood. Our young men have put their faith into action through service to those who are the most in need in our society. This includes Night Patrol and Archdiocesan Evangelisation days. Annual School Report to the Community 2016
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The Catholic community at Marist College Eastwood continues to nourish the lives of the young men in our care. Each day, students are exposed to simple acts of kindness through the love of work and active presence of teachers and staff. The community has been built on a strong foundation being that of the Marist tradition. This family spirit is carried in all that we do as we continue to live out our daily lives in the way of Mary our Good Mother. 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
30.35
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 shared understanding that all students have the capacity to learn and progress, through a high expectations curriculum that meets their individual needs, shapes learning at Marist College Eastwood. Our College offers a rich learning community that provides students with a dynamic curriculum supported by appropriate pedagogical strategies and technologies to meet the demands of 21st century learning from Stages 4-6. Marist College Eastwood is committed to excellence and life-long learning. This commitment is demonstrated through the College’s performance in the National Assessment Plan Literacy and Numeracy (NAPLAN) tests in Years 7 and 9 and also in the HSC results. Our commitment to excellence is also evident in the initiatives targeting pedagogical practice with the aim of improving student learning outcomes and increasing the skills development of teachers. The College ensures that quality teaching is central to the delivery and maintenance of each syllabus through program development that is contemporary, differentiated, student centred, and focuses on how boys learn best. Throughout 2016, Marist College Eastwood focused on a number of areas including: the continued development of pedagogical focus on assessment in all stages, with specific attention to embedding ‘assessment as learning’ or formative assessment in program writing and in practical application across the College the consolidation of program writing skills in the area of differentiation and adjustment the development PLCs in assessment and pedagogy to promote professional dialogue and opportunities to showcase innovative practice at the College whole school training in the analysis of HSC DeCourcy data and how to use this data in teaching and learning Authentic Assessment and Learning improved assessment tasks, particularly in Mathematics and English, that provided students with differentiated tasks that look at the results of prior NAPLAN and Australian Council for Educational Research (ACER) tests the continuation of ACER tests in Mathematics and reading the analysis of ACER tests to determine students at risk the integration of specific writing tasks in the Junior Years of other Key Learning Areas (KLAs) Annual School Report to the Community 2016
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professional learning in the area of data - the development of metalanguage, analysis of data and use of data to inform and evaluate student understanding of subject content, skills and application to improving learning outcomes the development of a School Improvement Plan and continued engagement with the Australian Professional Standards for Teachers the furthering of the HSC Symposium targeting students with the potential to achieve a Band 6 in a subject. The HSC Symposium supported students in developing the necessary drive and skills to complete this minimum study requirement. It created a culture of collaborative learning in the 2016 HSC cohort. Students struggling academically were also included in the HSC Symposium in order that the entire cohort might benefit.
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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
42.67%
27.60%
14.67%
19.60%
Reading
38.67%
26.30%
10.00%
17.10%
Year Writing 7 Spelling
26.00%
15.70%
20.00%
27.10%
42.00%
28.10%
9.33%
17.40%
51.01%
30.10%
3.36%
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
22.14%
16.60%
16.03%
27.00%
Reading
31.30%
20.50%
9.16%
21.60%
Year Writing 9 Spelling
16.03%
12.40%
22.90%
38.00%
32.06%
21.70%
12.21%
22.70%
49.62%
22.50%
4.58%
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
40%
49%
56%
51%
57%
49%
English (Standard)
16%
8%
16%
8%
26%
13%
English (Advanced)
72%
59%
65%
58%
72%
61%
Mathematics General 2 BDC
45%
25%
50%
26%
47%
25%
Mathematics
48%
54%
71%
52%
62%
52%
Industrial Technology
25%
29%
35%
27%
38%
25%
Personal Dev,Health & PE
44%
31%
58%
30%
65%
34%
Software Design & Develop
48%
28%
40%
31%
33%
33%
Visual Arts
42%
49%
56%
54%
86%
54%
An outstanding feature of the 2016 HSC results was the success of a high number of students across a range of courses. A considerable number of students performed at a very high level of Band 5 results. Fewer students remain in Bands 2 and 3. The challenge remains for many faculties and teachers to devise strategies to move these students to the next level. Seventy-six percent of subjects were above State average and the gap between the State and school averages is widening. 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
Pastoral Care and student Wellbeing permeates the culture of the school and are based on the principles of restorative justice and procedural fairness. The policy reflects the vision and mission of a Catholic Marist school with a concern for the development of the whole person: spiritual, academic, social, physical, cultural and emotional. As an essential focus of the school, the assistant principal and year coordinators directly oversee student wellbeing, with the responsibility distributed to all teaching and support staff. Pastoral lessons complement the lived experience and knowledge of the boys. Much of the pastoral care in the college is experienced in the everyday life of the College as positive student / teacher relationships are encouraged and seen as paramount to student success. The presence and involvement of teachers in both curricular and co curricular events allows dialogue between students and teachers to occur outside the structured and more formal classroom environment. A culture of affirmation inspired by the Marist Charism encourages students to establish a sense of selfworth, resilience and academic achievement. No changes were made to this 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. Effective behaviour management at Marist College enables the maintenance of high standards of teaching and learning, interpersonal relationships, personal standards of dress and respect for the facilities and resources in common use by the school community. The key is the establishment of good relationships, clear expectations and accountability. The exercise of accountability encompasses the guidelines of rights and responsibilities expressed in the College diary and the exercise of procedural fairness. Many strategies are used in the exercise of behaviour management ranging from awards to detentions. Good student leadership is integral and restorative justice processes are implemented when relationships break down and to assist those students who exhibit challenging behaviour to modify this. The “Managing Students with Challenging Behaviours” document, assists in the further development of a collaborative approach to student management between parent, student and the school with increasing use of Individual Positive Behaviour Plans (IPBP’s) for those students presenting with challenging Annual School Report to the Community 2016
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behaviours. 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 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
Throughout 2016 students were again given the opportunity to be involved in a wide range of activities that provide them with a greater awareness of their responsibilities towards, and to promote the Church’s preferential option for the poor and marginalised in our society and our world. Our St Vincent De Paul Junior and Senior Conferences continued their great work in visiting local nursing homes and preparing food for Night Patrol whilst our Year 12 students continue to be responsible for running the ‘Vinnies’ Night Patrol Van one evening per month. Annual School Report to the Community 2016
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Year 10 students were once again provided the opportunity to spend a week in an Indigenous community in Murgon, Queensland, whilst another group of Year 10 students were trained to engage in the SPARKS Program - a homework program that assists refugee students after school. For the eighth consecutive year, a group of thirteen Year 11 students, accompanied by four staff, participated in an immersion visit to the Philippines, to experience the life of the poor and marginalised and to understand the causes of structural injustice. Students also attend events organised by, and financially supported, the work of Caritas Australia and Marist Asia Pacific Solidarity (MAPS) projects. Together, these initiatives help our students to recognise the dignity of all persons and promote a greater sense of justice, compassion and social responsibility. Furthermore, these opportunities are integral in promoting in students a love and concern for all people which complements the church’s “preferential option for the poor”.
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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 We continued with our concise annual improvement plan that would enable us to be more focused in 2016. Our annual goals achieved in 2016 included: 1.3 Fostering the personal and spiritual growth of students, engaging them in the life and mission of the Catholic faith community. 2.4 Supporting and challenging teachers to improve their practice against professional standards to enhance student outcomes. 3.2 Resourcing and supporting programs which promote mental health and resilience. 4.2 Developing future Catholic school leaders and strengthen current leadership in our school.
Priority Key Improvements for 2017 Our areas of focus for 2017 will be: 1.2 Enhance and diversify the faith formation and religious leadership opportunities for staff. 2.1 Provide experiences of learning which engage, challenge, extend and empower students through alignment with the principles of Authentic Learning. Annual School Report to the Community 2016
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3.2 Resource and support programs which promote mental health and resilience. 4.1 Increase the capacity of teachers and learning support staff to respond to the holistic needs of all students. Along with the system initiatives focus on: 1.3b The development and implementation of a comprehensive framework for Youth Ministry which aligns Archdiocesan, regional and local approaches - Australian Catholic Youth Festival. 2.2c The development and implementation of enhanced approaches to assessment with a broader range of measures of student success, and a focus on learning growth. Focus in 2017 the HSC. 5.2 Five in Five Program. 5.2.c The Enterprise Student Information System (SIS) and Finance Management System (FMS) scoped and a pilot implemented and evaluated (ONCE 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
The parent community has expressed a very high level of satisfaction with the Catholic life and culture of the College as well as with its leadership, initiatives, curriculum and assessment systems. In particular, the parent community has commended the improvement in communications between the College and families, the revised Pastoral Care and Wellbeing Framework and the increased use of e-learning across the College. Parents support and endorse the school's culture of high expectations and the work of the principal and staff to ensure that every child in the school can experience success. Parent feedback was gathered through electronic surveys, parent forums, parent workshops, regular parent meetings and interviews and the College Parent Consultative Group. Parents participated in information sessions to assist them to use the College data management system, which allows them to access information about their child. Workshops and meetings were conducted for parents over a range of topics including parenting of teenagers, literacy, numeracy, co-curricula activities and computer use. Student Satisfaction
Students were involved in contributing their opinions and feedback about their learning and school experiences through a wide variety of methods, including electronic surveys, evaluation of lessons and programs of work, informal discussions and focus groups. The Student Leadership group, which included numerous portfolios, met regularly and contributed to the discussion of many areas, including Catholic life, social justice, student rights and responsibilities, effective communication between the school, home and students through the student and parent portals and the use of technology. Additionally, the Student Representative Council consulted with students from all year groups across the College and represented their views to the Leadership team. Student attendance levels were very high throughout the year and students nominated the happy, safe and harmonious environment of the College as a key factor in helping them to learn and achieve. Teacher Satisfaction
Teacher satisfaction was monitored through a variety of methods including written evaluations, ratings, staff meetings and focus groups. Major areas commended by the teachers this year for Annual School Report to the Community 2016
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the Annual School Report to the Community 2016, included the continued strengthening of the religious life and Catholic culture of the College, particularly through the College Evangelisation Plan and targeted initiatives to develop staff and student spirituality. Teachers endorsed the strong commitment to social justice and outreach programs at the College and generously gave of their time to lead and develop these activities. Additionally, teachers worked collaboratively towards and commended developments across the College in e-learning, gifted and talented education, Pastoral Care and Well-being.
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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
$6,404,528 $0
2
$2,005,187
3
Fees and Private Income
RECURRENT and CAPITAL EXPENDITURE
4
Capital Expenditure 6
$2,589,286
Salaries and Related Expenses 7
$8,348,234
Non-Salary Expenses 8
$3,313,952
Total Expenditure
$14,251,472
$4,092,570 $468,581 $12,970,866
For the 2016 year the Marist College Eastwood received $59,632 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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