Marist Sisters' College Woolwich, Woolwich Annual School Report to the Community 2016
School Contact Details 66A Woolwich Road, Woolwich 2110
[email protected] http://www.mscw.nsw.edu.au 9816 2041 9816 5143
Principal Dr Anne Ireland
ABOUT THIS REPORT Marist Sisters' College Woolwich 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
It is with much pride that I present the 2016 Annual Report of Marist Sisters’ College, Woolwich. It highlights significant achievements and reveals the continued dedication and commitment of the College staff to provide a Catholic education, inspired by the teachings of Jean-Marie Chavoin, foundress of the Marist Sisters, for our young women. This year the College took part in the Sydney Catholic Schools process of Cyclic Review. A team of independent educators reviewed our ‘learning improvement journey’, with a particular focus on the learning experiences of our students. Through a process of ‘looking back’ and ‘looking forward’ it was evident to the review team that the caring relationship between staff and students is a contributing factor to the positive atmosphere and strong learning culture of the College. This Cyclic Review process will also help to ensure that Marist Sisters’ College continues to be a vibrant learning community well into the twenty first century.
Parish Priest's Message
Marist Sisters’ College continues to grow in its commitment as a community of evangelization. There is a strong sense of mission evident among the students and staff. In part this is inspired by the Marist charism, which is very central to the College’s DNA! College liturgies are conducted with grace, dignity and a gentle humanity. The students’ participation is always an inspiration. The staff are professional, committed and genuine in their pastoral care for the students. Under the new leadership structures, the College continues to grow and expand its vision, developing a consciousness of its place in the wider Church. Parent Body Message
The Marist Sisters’ College Woolwich Parents and Friends’ Association plays a number of significant roles in supporting the College. We provide the parents’ voice into key decisions, raise funds to financially support a range of improvements, and create a channel for parents to raise and resolve specific issues. Through the course of 2016 we supported the College at a range of events such as Open Day and Year 7 Orientation, and we ran the popular Mother’s Day Mass and Dinner. At the meetings each term, we provided feedback to the College on the redesign of Open Day and input into the Cyclic Review process. We continue to operate the Clothing Pool to provide parents access to affordable uniforms. Annual School Report to the Community 2016
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In 2017, we will me making further changes to the way we support the College and run the Uniform Shop. We plan to afford more opportunities for parents and carers to be involved, increase the understanding of the available information and improve the experience for all our daughters. Student Body Message
The College is not only a place of education, but also a strong community that promotes endeavours in social justice, sports and the performing arts. The use of technology enables students to engage in their learning in a contemporary setting. The College also encourages students to participate in a range of extracurricular activities such as public speaking, academic decathlons, school musicals and representative sporting tournaments. The College’s social justice initiatives promote the development of strong Marist values and allow students to engage with the College’s motto ‘Goodness above all.’ The student leadership role provides for opportunities for engagement with the community and promote leadership skill development. The ‘Woolwich Student Union’, made up of representatives from each year group, undertakes projects that benefit the College and are focused on student wellbeing and promotion of healthy relationships. Similarly, the Student Leadership Team has focused on Wellbeing by initiating, music and sporting activities to the students on designated Thursday lunchtimes, to bring the College community together.
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S ECTION TWO : S CHOOL F EATURES Marist Sisters' College Woolwich is a Catholic systemic Girls College located in Woolwich. Marist Sisters’ College Woolwich was founded by the Marist Sisters in 1908 and is located in Woolwich, Sydney. It educates girls from Year 7 – 12 in the Catholic tradition and has a current enrolment of over 1000 students. It draws students from fourteen primary feeder schools and parishes in the Lane Cove, North Ryde, Eastwood, Marsfield, North Sydney, Meadowbank, Concord, Strathfield and Drummoyne areas. Enrolments continue to be strong with waiting lists in all year groups. The College facilities include the heritage-listed original buildings and modern facilities that cater for the learning needs of contemporary students. The completion of the most recent building project, in 2013, has provided the College with state of the art facilities in which to deliver courses such as Hospitality, Food Technology, Design and Technology (including Metal and Wood Technology), Visual Arts and the Performing Arts of Music, Dance and Drama. Our library resource centre, Jarnosse, is a dynamic learning space and has had recent modifications. In addition we have gained wonderful learning spaces and playground areas that are sympathetic to our natural environment and make use of our magnificent location. Navua, the new College boatshed, facilitates sailing and dragon boating at the College. Marist pedagogy is essentially personal and is directed towards the good of each individual. It is ‘student-centred’ and is holistic, providing the best possible learning conditions in an environment characterised by a family atmosphere and the spirit of Mary. The religious teaching and liturgical life of Marist Sisters’ College underpins the delivery of the curriculum and wellbeing programs. Teaching practice is innovative and responds to the diverse needs and interests of the students. In 2016, the College began its Newman (Gifted and Talented) Program in Year 7. Students participate in events as diverse as the RACV Energy Breakthrough Challenge in Maryborough, Victoria; chess; immersion and social justice programs; and educational tours to Europe. A group of staff and students attended World Youth Day in Kraków, Poland. The extracurricular life of the College is extensive, and includes debating and public speaking, creative and performing arts, a wide range of sporting opportunities including dragon boating, and social action and community service. In 2016, the College produced it biennial musical, POPSTARS. The College strives to provide students with extensive curricular and extracurricular choices that enable them to discover their interests and achieve their goals in all areas of College life.
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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
1029
0
516
1029
* Language Background Other than English Student Retention
Of the students who completed Year 10 in 2014, 87.01% 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 94.00%. Attendance rates disaggregated by Year group are shown in the following table.
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Attendance rates by Year group Year 7
95.71%
Year 8
95.01%
Year 9
94.37%
Year 10
92.37%
Year 11
94.48%
Year 12
92.08%
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.
29.3%
% 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
77%
20%
3%
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
82
28
110
* This number includes 55 full-time teachers and 27 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
Term 1 Staff Day covering Code of Professional Conduct & the Staff Development Day - Curriculum Differentiation with Ruth Phillips of Gateways Education
Term 2
Staff Development Day - Wellbeing and Mental Health with Dr Donna Cross
Term 3
There was no staff development day in Term 3
Term 4
Staff Spirituality Day - Marist in Name and in Nature and the Term 4 Staff Day covering CPR and other mandatory compliance training
Professional Learning in 2016 focused on developing learning and teaching with a particular focus on differentiation techniques to cater for all students, including a focus on gifted and talented students. Teaching staff have embarked on a professional learning program, which over the next few years will establish the philosophy and underpinnings of best-practice, curriculum differentiation and programming.
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Teachers will be introduced to effective teaching and learning strategies including critical and creative thinking, problem solving and the use of technology with diverse learners. 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.
82
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. Marist Sisters’ College is a Catholic community that aims to follow Christ by living the Gospel as Mary did. Our College proudly declares its Marist heritage and is committed to the education of girls in the Marist tradition. In 2016, the College continued to connect students with the broader Catholic Church by providing varied opportunities for worship. Prayer an important part of the College. Each day the Angelus bell is rung and led by house liturgy captains at 12 noon, while daily prayer is part of each tutor group each morning. Our Christian meditation program run by representatives from Marist Laity continues at the College on a weekly basis. Liturgy was a significant aspect of College life with celebrations of the College Opening Mass at St Mary’s Cathedral, Foundress day Mass, a Liturgy of the Word and Communion service on the Feast of the Assumption of Mary, and celebrating the Liturgical Seasons of the Church. These are tangible ways that the College faith community has continued to express our Catholic identity. Programs in the Religious Education Department are regularly evaluated and modified in line with the College’s framework of differentiation. Students at the College were engaged in faith formation experiences ranging from single reflection days to a three-day residential retreat experience for Year 11 students. A youth ministry inter-school group met each term providing opportunities for students to deepen their spirituality through community and relationship building activities. Our partnership with the parishes continues to flourish with students involved in St Patrick's Church Hill music and the Sacramental program at Holy Name of Mary Parish, Hunters Hill. Social justice is a key part of Marist Sisters' College. The Social Justice Group meets weekly to plan activities across the College with activities such as Project Compassion and the Winter Sleep Out. Marist Sisters' College has a global concern for people facing poverty. Throughout the year all Houses collected money for the Marist Mission Centre. Annual School Report to the Community 2016
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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
29.36
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. In 2016 a wide range of courses supported students’ interests. Students are equipped with a variety of learning strategies, and staff are provided with ongoing opportunities to develop as learners and as teachers. The following courses were offered in each year group: Year 7: All mandatory BOSTES courses plus Religious Education, “IDEAS” (STEM Project) and Sport Year 8: All mandatory BOSTES courses plus Religious Education, Languages and Sport Years 9 and 10: All mandatory BOSTES courses plus Religious Education and Sport plus two electives chosen from: Big History Project, Commerce, Dance, Drama, Design and Technology, Digital Media and Photography, Food Technology, History Elective, Information Software Technology, Italian, Languages through Open High School and Saturday School of Community Languages, Music, Physical Activity and Sports Studies, Textiles Technology and Visual Arts. Years 11 and 12: Studies of Religion I and II, English Standard, English Advanced, English Extension 1, English Studies, Biology, Chemistry, Physics, Senior Science, Business Studies, Economics, Society and Culture, Ancient History, Modern History, Legal Studies, Mathematics General 2, Mathematics, Mathematics Extension 1, Dance, Drama, Visual Art, Music 1, Personal Development Health and Physical Activity (PDHPE), Community and Family Studies, Business Services, Food Technology, Hospitality, Entertainment, Entertainment Specialisation, Design and Technology, Information Processes & Technology, Technical and Further Education (TAFE) courses and Languages through Open High School and the Saturday School of Community Languages. In Year 11, 120 hour courses in Ceramics, Photography, Sport Lifestyle and Recreation and Annual School Report to the Community 2016
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Exploring Early Childhood are also offered as well as the above courses. In Year 12, Catholic Studies, English Extension 2, Mathematics General 1, Mathematics Extension 2 and History Extension are also available for suitable students. Students were also enrolled in Information Processes Technology (IPT) via the Digital Education Network run by the Sydney Catholic Schools Inner West Office.
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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
44.44%
27.60%
8.89%
19.60%
Reading
38.33%
26.30%
10.56%
17.10%
Year Writing 7 Spelling
26.67%
15.70%
5.00%
27.10%
41.67%
28.10%
5.00%
17.40%
33.33%
30.10%
3.89%
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
30.51%
16.60%
10.17%
27.00%
Reading
33.90%
20.50%
6.78%
21.60%
Year Writing 9 Spelling
17.51%
12.40%
18.64%
38.00%
32.77%
21.70%
5.65%
22.70%
22.03%
22.50%
6.21%
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%
68%
51%
53%
49%
English (Standard)
35%
8%
28%
8%
53%
13%
English (Advanced)
71%
59%
94%
58%
91%
61%
Mathematics General 2 BDC
33%
25%
44%
26%
49%
25%
Mathematics
61%
54%
44%
52%
36%
52%
Ancient History
62%
33%
56%
33%
62%
30%
Business Services Exam
38%
24%
44%
30%
33%
24%
Business Studies
59%
37%
67%
36%
58%
34%
Community & Family Studie
52%
37%
47%
32%
59%
30%
Dance
40%
44%
20%
45%
83%
47%
Design and Technology
67%
37%
50%
36%
70%
40%
Drama
33%
42%
29%
42%
75%
42%
English Extension 1
100%
93%
92%
94%
100%
94%
English Extension 2
67%
78%
0%
0%
100%
79%
Entertainment Ind Exam
45%
19%
43%
24%
60%
33%
Food Technology
50%
29%
58%
29%
55%
29%
French Continuers
0%
0%
0%
0%
100%
65%
History Extension
50%
78%
100%
78%
100%
80%
Hosp Exam Kitch Op & Cook
0%
0%
40%
37%
60%
29%
Legal Studies
74%
40%
54%
41%
80%
42%
Mathematics Extension 2
100%
87%
100%
86%
100%
85%
Modern History
46%
43%
51%
44%
65%
40%
Music 1
100%
60%
100%
62%
83%
62%
Personal Dev,Health & PE
36%
31%
75%
30%
62%
34%
Senior Science
25%
37%
44%
29%
50%
28%
Society and Culture
57%
45%
79%
47%
77%
48%
Studies of Religion II
55%
44%
70%
40%
79%
47%
Visual Arts
58%
49%
63%
54%
78%
54%
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 show comparison with results from previous years.
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The results attained by MSCW students in the HSC in 2016 were of a very high standard. Overall, eighty-two percent of courses were above State average. Seventy-two percent of our courses performed better than the State in Bands 5 and 6. In 2016 the number of students issued with a RoSA
Annual School Report to the Community 2016
6
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The Pastoral Care Policy of Marist Sisters’ College is based on the principles of procedural fairness and reflects the vision and mission of the Catholic Church. Restorative practices have been integrated into the Pastoral Care Policy. These practices provide structures and procedures which nurture an environment where the student’s whole potential is realised. 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. The College policy is based on procedural fairness and ensures that the College practices respect for the dignity, rights and fundamental freedoms of individual students. The employment of restorative justice processes facilitates reflection on personal behaviour and responsibility of the individual. Aspects of the policy are discussed with students, staff and parents on a regular basis. Information on the policy is also included in the College documents section of our public website and parent portal. 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. Annual School Report to the Community 2016
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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
Restorative justice focuses on students’ responsibility for their own actions and the impact these actions have on others. Increased knowledge of restorative practices has improved student understanding of the issues surrounding respect and responsibility. The students are reminded of the importance of these qualities as part of the wellbeing program and at house assemblies. Students are encouraged to respect their God, their peers, their teachers and parents, the environment and themselves. The Amica program (peer support program) aims to develop a strong relationship between a Year 10 student and Year 7 students with the focus of their relationship being on values. On a more global scale, the College has implemented the High Resolves program where respect and responsibility is of the very essence. The focus of the social justice forums is always respect for all people whatever their circumstances and the involvement of every student in Marist service has this as its focus. The Wellbeing program included “Circles”, a process for managing year group discussions, focussing on respect in all its forms. This year, the College has focused on the development of Wellbeing programs that cater for age specific needs and responsibilities of the students. Year groups focused on topics including: relationships, cyber-safety, body image, study skills, careers and goal setting. This has run concurrently with the Amica Program, and the Learning Advisor Program promoting Annual School Report to the Community 2016
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students' responsibility to their learning.
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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 In 2016, the College took part in the Sydney Catholic Schools process of Cyclic Review that involved looking back over the College’s learning journey over the past five years and looking forward to the next five years. Drafting of the Strategic Plan 2017-2019 has also commenced. Key improvements achieved in 2016 include: Illumination of the Marist values underpinning the College. Development of a Faith Formation Plan. Facilitation of student attendance at SCS youth evangelisation activities, including sending student pilgrims to World Youth Day 2016. Extensive professional learning and programming to make curriculum differentiation and personalised learning for students a key priority. Attention was given to the use of data to inform instructional strategies and assessment. Increased use of teaching practice as well as track and monitor student progress. The commencement of the College’s participation in the Newman Project, under the lead of the Gifted and Talented coordinator, to improve the learning experiences and outcomes of gifted students. Development of Wellbeing programs and a focus on student attendance. Annual School Report to the Community 2016
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Priority Key Improvements for 2017 The College has identified the following priorities for 2017: To refresh our Marist Vision through collaborative processes. Review and explore opportunities available for community service, immersions and social justice initiatives. Further explore connections with local parishes and the wider Church community. Begin development of a whole-school vision for learning and wellbeing that provides a consistent approach to curriculum development, student wellbeing, professional learning and classroom practice. Continue ongoing evaluation of effective communication channels to define future pathways and mechanisms. Review and develop student leadership opportunities, in particular, the inclusion of junior students in the leadership structure. Continue to develop and implement a Master Building Plan to improve learning and professional spaces.
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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 Cyclic Review process included a number of parent forums and a survey. Parent and carers fed back to the College suggested a high level of satisfaction in regards to: the opportunities for students to engage in retreats, reflection days and social justice activities, community service and immersions; pastoral care and student wellbeing, including the provision of increased access to counselling services; the curricular and extracurricular offerings of the College, including the range of subjects, including vocational education, the Talent Development Program for the Performing Arts, and the representative sporting opportunities. Parents also expressed satisfaction with the student leadership opportunities available to their daughters. Parent Teacher interviews, Open Day, Award Ceremonies, Talent Development Program Graduation, Visual Arts Exhibition, Mother’s Day Mass and Dinner and the Father’s Day Breakfast are events in the College calendar that create opportunities for parents to engage with College life and were well attended. Continued strong demand for enrolments at the College is an indication of parent satisfaction. Student Satisfaction
Student engagement with extracurricular experiences are highly valued. This is evidenced by the number of students applying to participate in opportunities such as Immersions, USA Performing Arts Tour, the Energy Breakthrough Challenge and Marist Sony Holiday Camp. The College was also able to field sporting teams in a range of representative sporting competitions. Students also displayed their work in a range of art competitions and hosted a range of events, including Grandparents’ Visit. In the Cyclic Review process, students were able to offer insightful and meaningful representations about their learning journey, their involvement in wellbeing programs and their participation in the religious life of the College. Students actively engaged in the annual open day, where nearly all student participated. The Year 7 Newman (Gifted & Talented) Program students also showcased their learning journey in the inaugural Newman Symposium. The musical’s student cast was supported by Vocational Education and Training Entertainment students. The Cyclic Review Panel also found that students were proud of their College, the Marist charism, and excited about the opportunities afforded to them. Annual School Report to the Community 2016
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Teacher Satisfaction
In 2016, staff feedback on College processes and events continued to be sought. Goal setting for all staff was designed to provide opportunity to review personal and professional goals and achievements throughout 2016. Gateways Education provided for ongoing professional development to support the College’s pedagogical focus on differentiated learning. A variety of Key Learning Areas (KLAs) continued to work with Gateways to program learning and teaching strategies. Staff were given release days to continue developing programs. The Wellbeing Team also focused on programming age-appropriate activities to complement House orientated sessions. Courageous Conversations training to Leadership Team members and middle managers was provided. All the above initiatives were guided by staff discussion and reflection as part of the College’s professional learning focus. Staff were also actively consulted through surveys and a variety of focus groups as part of the Cyclic Review. Staff warmly received affirmation from the students on International Teacher Appreciate Day. The Wellbeing Professional Development Day also focused on wellbeing strategies for staff.
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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
$7,652,581
Fees and Private Income Other Capital Income 5 Total Income
$0 $2,510,311
3
4
Capital Expenditure 6
$1,114,453
Salaries and Related Expenses 7 $10,734,621
Government Capital Grants 2 State Recurrent Grants
RECURRENT and CAPITAL EXPENDITURE
Non-Salary Expenses 8 Total Expenditure
$3,340,504 $15,189,578
$4,862,997 $592,595 $15,618,484
For the 2016 year the Marist Sisters' College Woolwich received $207,052 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.
Annual School Report to the Community 2016
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