Mount St Joseph Milperra, Milperra Annual School Report to the Community 2016
School Contact Details 273 Horsley Road, Milperra 2214
[email protected] http://www.msj.nsw.edu.au/ 8724 6200 9771 6424
Principal Ms Janine Kenney
ABOUT THIS REPORT Mount St Joseph Milperra 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.
Annual School Report to the Community 2016
Page 1
S ECTION O NE : M ESSAGE FROM K EY G ROUPS IN OUR COMMUNITY Principal's Message
The school plays an important role in providing a quality Catholic education for girls and has a strong commitment to the pastoral care of its students. 2016 has been a year in which student learning continued to improve under the strategic directions set in 2015. The school continued to recognise the development of the whole person as integral to students’ education and coupled with this, faith development and service to others were features of everyday life at Mount St Joseph. Throughout the year there was an emphasis on the importance of “Personal Excellence” and a "growth mindset" in every aspect of each individual’s lives. The staff was very much aware of the ongoing need to evaluate both successes and challenges in order to ensure the best possible learning environment and opportunities for students. The school’s commitment to the broader community with outreach programs was evident throughout the year and is a reflection of Gospel values in action at Mount St Joseph. Our students continually grow in the truth of the Catholic Church and always strive to be models of Christian love and integrity, thus they will 'put on the armour of light.'
Parent Body Message
The parent representative group ends 2016 on a high having come together to discuss many items and events. During 2016 we were pleased to be involved in the re-appointment of Ms Kenney as the Principal of Mount St Joseph. We were able to lend and voice our support of Ms Kenney continuing as the Principal. This year 2016 has been another strong year for Mount St Joseph with our girls being offered many opportunities to challenge themselves and explore many opportunities. One such event enabled 16 students and 3 staff members to join with other youth at the World Youth Day pilgrimage to Poland. This represents just a small portion of what is offered at Mount St Joseph. As well as academic success as parents we were pleased to see the school bring to life the production of “Hairspray” - which was a wonderful co operative achievement between the staff and the students - allowing many students to showcase their artistic side. Again this year the Arma Lucis Hall was put to great use in many and varied school activities ranging from the 'Hairspray' production to sport, parent/teacher interviews plus of course school assemblies confirming again what a great asset it is for the school. Student Body Message Annual School Report to the Community 2016
Page 2
We are all so blessed and fortunate to have the opportunities that we do have here at Mount St Joseph. We are actively encouraged to engage in all facets of school life, spiritually and on a community basis, whilst remaining dedicated to personal academic development. In 2016 Mount St Joseph celebrated student achievement at school and beyond. Students were able to engage with the spiritual life of the school through participation in a number of significant areas. Staff and students worked to serve the wider community through initiatives including ‘St Vincent de Paul Night Patrol, Cross Roads, Indigenous Immersion experience in Warmun (Western Australia) and Peru Day. Our Year 10 Peer Support leaders assisted with the transition from primary education to secondary environment by facilitating peer support lessons.. This was well received by the Year 7 students, who quickly felt welcomed and a part of the Josephite community. 2016 also saw a focus on academic excellence. This was reflected in Year 12, 2015 Higher School Certificate achievements.
Annual School Report to the Community 2016
Page 3
S ECTION TWO : S CHOOL F EATURES Mount St Joseph Milperra is a Catholic systemic Girls College located in Milperra. Mount St Joseph Milperra, a school founded by the Sisters of St Joseph of the Sacred Heart. Induimini Arma Lucis is the school motto that is based on a beautiful passage from St Paul's letter to the Ephesians. Mount St Joseph has a rich history of academic achievement across subject areas. Gifted and Talented students are afforded a variety of opportunities. The Father Landers Library is the learning centre of the school. An open and welcoming environment, it provides a wide range of resources, services and technologies. The rich culture of extra-curricular involvement at Mount St Joseph ensures that our students benefit from a holistic education. Every girl is encouraged to develop and showcase the breadth of their talents through musical, dramatic, dance, debating, public speaking, sport and social justice opportunities.
Annual School Report to the Community 2016
Page 4
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
936
0
626
936
* Language Background Other than English Student Retention
Of the students who completed Year 10 in 2014, 86% 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 93.85%. Attendance rates disaggregated by Year group are shown in the following table.
Annual School Report to the Community 2016
Page 5
Attendance rates by Year group Year 7
95.65%
Year 8
93.03%
Year 9
93.39%
Year 10
92.71%
Year 11
94.44%
Year 12
93.90%
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
Page 6
Senior Secondary Outcomes. Year 12 2016 % of students undertaking vocational training or training in a trade during the senior years of schooling.
33%
% 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
81%
7%
7%
5%
Annual School Report to the Community 2016
Page 7
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
78
18
96
* This number includes 61 full-time teachers and 17 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
No Staff Development Day held this term
Term 2
Growth Mindset and Assessment, Measurement and Reporting
Term 3
Student and Staff WellBeing
Term 4
Staff Spirituality Day
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, conferences and a range of professional learning programs. 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. Teacher Standards
The following table sets out the number of teachers who fall into each of the two categories Annual School Report to the Community 2016
Page 8
determined by the Board of Studies Teaching and Educational Standards:
Annual School Report to the Community 2016
Page 9
Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
80
2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
0
Annual School Report to the Community 2016
Page 10
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. As a community shaped by the charism of St Mary of the Cross MacKillop and led in the spirit of St Joseph, we are a community that values the place of each person. Opportunities for prayer, reflection, outreach, social justice and Eucharist are marks of our community at MSJ. While the expression of these rests with all staff, much of the leadership of these moments is provided by people of great commitment to our students. Our annual St Joseph’s Day presided by Fr Maurice Thompson acknowledged many students with community awards for their committed service to Mount St Joseph. In addition to this, several staff members who have served the MSJ community were acknowledged. In May, students and their mothers were invited to a special Eucharist at St Luke’s Catholic Church Revesby to celebrate mother-daughter relationships. In a similar way we also celebrated our fathers in August, with a liturgy in our School Chapel. In August our annual celebrations for the Feast of Mary MacKillop were held at school. After our participation in the Eucharist, the students and staff continued to mark the day with a variety of food stalls and activities. Key celebrations of the Church calendar namely Lent,Triduum, Easter, Feast Days, Special Days and Advent were also celebrated and marked in appropriate ways within the formal Religious Education classes as well as whole school approaches through prayer, assemblies, liturgies and sacred spaces established in the Chapel. In addition to this, spontaneous prayer gatherings are held willingly and frequently when we need a personal response to the events of our community, our nation or our world. Each Friday our weekly liturgy is a celebration of our lives as we are called to give witness to the Gospel. Our Masses are well attended and supported by priests from the local parishes. 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 Annual School Report to the Community 2016
31.32 Page 11
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.
Annual School Report to the Community 2016
Page 12
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 school offers twenty-one Board of Studies mandated and approved courses up to Year 10 and thirty-five Higher School Certificate Courses. The following courses were studied for the Higher School Certificate in 2016: Studies of Religion I, Studies of Religion II, and Catholic Studies. English Advanced, English Standard, English Studies, English Extension I, and English Extension 2. General Mathematics 2, Mathematics, Mathematics Extension 1, and Mathematics Extension 2. Biology, Chemistry, Physics, Earth and Environmental Science, and Senior Science. Ancient History, Business Studies, Economics, Legal Studies, Modern History, History Extension, Society and Culture. Dance, Drama, and Visual Arts. Design and Technology, Food Technology, and Textiles and Design. Community & Family Studies; Personal Development Health and Physical Education. Business Services VET, Entertainment Industry VET and Hospitality VET. The following courses were studied in Stage 5 in 2016: Core: Religious Education, English, Mathematics, Science, Careers Education, Human Society and Its Environment, Personal Development Health and Physical Education. Electives: Ceramics, Commerce, Dance, Design and Technology, Drama, Food Technology, History, Information Software Technology, Music, Physical Activity and Sports Studies, Photography, Textiles Technology, Visual Arts, and Visual Design. The following courses were studied in Stage 4 in 2016: Annual School Report to the Community 2016
Page 13
Religious Education, English, Mathematics, Science, Human Society and It's Environment, Languages Other Than English (French and Italian), Music, Personal Development, Health and Physical Education, Technological and Applied Studies and Visual Arts. Particular features of the school’s curriculum include: Learning support programs, VET programs such as Business Services, Entertainment and Hospitality. Whole school approaches to literacy and numeracy, which include thorough preparation and follow up to the National Assessment Program in Literacy and Numeracy (NAPLAN). Additional to the formal curriculum are initiatives such as: Public speaking, debating, Youth of the Year, Women in Engineering Day, Catholic Schools Performing Arts Sydney, representative sport and numerous competitions.
Annual School Report to the Community 2016
Page 14
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
31.39%
27.60%
13.87%
19.60%
Reading
25.55%
26.30%
10.95%
17.10%
Year Writing 7 Spelling
22.63%
15.70%
14.60%
27.10%
44.53%
28.10%
8.76%
17.40%
30.22%
30.10%
8.63%
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
23.13%
16.60%
20.00%
27.00%
Reading
23.13%
20.50%
20.00%
21.60%
Year Writing 9 Spelling
20.00%
12.40%
23.75%
38.00%
30.63%
21.70%
13.13%
22.70%
28.75%
22.50%
13.13%
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.
Annual School Report to the Community 2016
Page 15
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
47%
49%
54%
51%
57%
49%
English (Standard)
20%
8%
33%
8%
40%
13%
English (Advanced)
98%
59%
96%
58%
90%
61%
Mathematics General 2 BDC
28%
25%
48%
26%
54%
25%
Mathematics
60%
54%
52%
52%
63%
52%
Business Services Exam
85%
24%
86%
30%
70%
24%
English Extension 1
100%
93%
100%
94%
100%
94%
English Extension 2
100%
78%
100%
83%
100%
79%
History Extension
100%
78%
67%
78%
100%
80%
Studies of Religion II
75%
44%
90%
40%
87%
47%
The Community is proud of the 2016 Year 12 students for their success in the HSC. Three students were listed on the NSW Board of Studies HSC All – Round Achievers list One student achieved 8th in the State in the Business Services Examination. 42 girls named in the NSW Board of Studies HSC Distinguished Achievers list having achieved one or more Band 6’s in the HSC 22 girls achieved and Australian Tertiary Admissions Rank (ATAR) of 90 or above. College DUX achieved an ATAR of 98.30 81% of subjects performed at above State average MSJ named in the top 150 schools in the Sydney Morning Herald In 2016 the number of students issued with a RoSA
Annual School Report to the Community 2016
4
Page 16
S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
Pastoral Care is everything that the School Community does to meet the personal and social needs of students and enhance their well-being. It involves recognising, valuing and developing each student as a total and unique person within the school and the wider community. At Mount St Joseph Milperra there is a Christian basis for our practices, inspired by the teachings of Christ: “Love one another as I have loved you.” (John 13:34), “I have come so that they may have life and have it to the full.” (John 10:10). The policy recognises individual needs and places any dealings with students in the context of developing the whole person. The school is committed to a pastoral approach to discipline. School Rules are related to the central value – Respect. Expectations around Respect for God, Respect for Others, Respect for Self and Respect for Environment have been developed by the girls and printed in the Student Diary. The Policy and any changes are communicated to the School community through the Student Diary, Staff Handbook and the School Newsletter. During 2016 the school began the implementation of the MindMatters program and this will continue throughout 2017. 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 Student Management Policy is founded on our Pastoral Care philosophy which seeks to promote the total development of each student. The effective management of students requires a collaborative and consistent whole school approach, based on Gospel values of love, truth and forgiveness within a healthy, supportive and secure environment. The Student Management policy aims to facilitate personal development and self-discipline among students and seeks to promote well-being and good order in the community. All students have equal rights to the educational opportunities offered at the School and every effort is made to encourage, praise, affirm and recognise students for their individual achievements and efforts. Discipline procedures are based on the principles of Restorative Justice and Restorative Justice Practices. The use of sanctions such as detention is balanced by positive reinforcement such as awards. No changes to the policy were made in 2016. Annual School Report to the Community 2016
Page 17
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
The heart of pastoral care at Mount St Joseph lies in the House system. Specific Pastoral Care programs are conducted so that students and teachers can explore topics and issues relevant to the students' developmental needs. The focus is building community and relationships, House and School Spirit. Pastoral programs address the needs of the School community, supporting a holistic approach to educating young women as they journey through adolescence to early adulthood. The Student Leadership and Peer Support programs encourage students to care for and be responsible for fellow students and members of the wider community. Through our Pastoral Care structures and programs we seek to provide opportunities for students to: Develop life skills in areas such as decision-making, problem solving, conflict resolution and to promote respect and responsibility. We do this through various programs as: The MindMatters Program, Annual School Report to the Community 2016
Page 18
Peer Support Training (Year 9); the Peer Support Program (Year 7); Mpower Program (Year 8); Outdoor Challenge Program (Year 9); the Homeroom Tutorial program (Years 7-12); leadership programs and Student Representative Council structure; general education programs and Career Education Program.
Annual School Report to the Community 2016
Page 19
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 Students at Mount St Joseph have a rich education due to the breadth of courses they engage in and the variety of extracurricular opportunities open to them. In 2016 their learning has taken place in traditional settings, such as our newly refurbished open Mathematics classrooms, as well as in real-world contexts; for example designing accessibility solutions for wheelchair users, running the sound and lighting for musical productions, and planning and catering food for large-scale events. Mount St Joseph has met the learning needs of our students by targeting support to clusters of students who may be gifted, have special education needs or have language backgrounds other than English. This support is based on collaborative curriculum planning and goal-setting and is managed on a case-by-base basis by the Diverse Learning Team. All teaching staff aim to instil a growth mindset in their students in order to improve student wellbeing and academic achievement.
Priority Key Improvements for 2017 We aim to strengthen the understanding of and commitment to the role of the Catholic school within the Church community through regular involvement of local priests in school life. We also aims to foster the personal and spiritual growth of students, engaging them in the life and mission of the Catholic faith community by increasing student engagement in local and Archdiocesan events We aim to strengthen a culture of improvement through a systematic, reflective and evidence based approach to learning and teaching To further enhance the provision and support for Annual School Report to the Community 2016
Page 20
students with diverse learning needs such as special learning needs and gifted and talented, we will continue the development of our approach towards gifted and talented students including higher expectations of Solomon Opportunity Classes and embed quality and authentic pedagogical practices for the diverse learning needs of MSJ learners. The School will continue to support and challenge teachers to improve their practice against professional standards to enhance student outcomes by supporting them with professional development programs including Professional, Personal, Performance Review and inservicing.
Annual School Report to the Community 2016
Page 21
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
A parent consultation process through the parent advisory group was held during the year and parents strongly agreed that MSJ demonstrates its Catholic identity in a variety of ways and that faith formation opportunities such as World Youth Day and indigenous immersion experiences such as Warmun help their children to deepen their faith. The committee has been very complimentary of the School and its practices. Parents felt that MSJ nurtured their daughter's by providing a positive and engaging learning environment and that the school cares for all students and their well-being. Parents feel welcomed and supported as the primary educators of their children and that their daughter feels safe at MSJ. Significant involvement in growth mindset parent information sessions were held in both English and Vietnamese. Parents felt that they could now be active participants in their daughter's learning as well as understanding how they learn. The Principal's contract renewal process reflected parent satisfaction in the school and its leadership and on the whole, expressed a high level of satisfaction with the day-to-day operations, channels of communication and general school effectiveness. Student Satisfaction
In 2016 the students stated that they had a high level of satisfaction with most areas within the School. This information was formally collected using evaluations and the Year 12 Exit Survey. The Student Representative Council, comprised of students from Years 8-12, meets regularly to discuss issues and offer opinions and solutions. These forums provide an opportunity for students to voice their opinions. Student feedback included: Students were very happy about their experience and education at the School. Students thought that the community days, for example, St Joseph’s Day, Mary MacKillop Day, Peru Day, World Youth Day 2016, Warmun Indigenous immersion experience, CourageUs faith formation events, mass in the chapel each Friday with Fr Remy and the newly formed Nature Ninja's which engage in environmental stewardship.were an important part of the School and should be retained. Most students were positive about pastoral care and pastoral lessons. Most students thought that the pedagogy, student involvement and content of their core courses was good. Students indicated that were happy with improvements in feedback Annual School Report to the Community 2016
Page 22
courses was good. Students indicated that were happy with improvements in feedback from teachers. Teacher Satisfaction
Teachers indicated through surveys and consultation sessions that they had a high level of satisfaction for most areas within the School. Staff regularly discussed issues at various levels within the schools and gave feedback during staff meetings. Small electronic surveys are regularly used to gather staff opinions after School events to help improve practice. Through the contract renewal process for several coordinators areas of strength reported by staff included the strong sense of collegiality, which exists amongst staff, the support of their Key Learning Area Coordinators and other staff at the school and that they feel their work and input is valued.
Annual School Report to the Community 2016
Page 23
S ECTION ELEVEN : F INANCIAL S TATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2016 year is detailed below: RECURRENT and CAPITAL INCOME Commonwealth Recurrent Grants 1
$8,487,718
Fees and Private Income Other Capital Income 5 Total Income
$0 $2,606,277
3
4
Capital Expenditure 6
$1,078,677
Salaries and Related Expenses 7 $10,683,511
Government Capital Grants 2 State Recurrent Grants
RECURRENT and CAPITAL EXPENDITURE
Non-Salary Expenses 8 Total Expenditure
$2,816,973 $14,579,161
$3,576,481 $448,134 $15,118,610
For the 2016 year the Mount St Joseph Milperra received $41,907 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
Page 24
