St Ursula's College, Kingsgrove Annual School Report to the Community 2015
School Contact Details 69 Caroline Street, Kingsgrove 2208
[email protected] http://stursulakingsgrove.catholic.edu.au 9502 3300 9502 4600
Principal Mrs Mary Leask
ABOUT THIS REPORT St Ursula's College is registered by the Board of Studies NSW, and managed by the Catholic Education Office Sydney(CEO), 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 the Catholic Education Office Sydney. This Report has been approved by the Catholic Education Office Sydney in consultation with the Regional Consultant who monitors that the College has appropriate processes in place to ensure compliance with all NSW Board of Studies 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 great pride that I present the 2015 Annual Report of St Ursula’s College, Kingsgrove for Ms Stacey Potts, Interim Principal 2015. It highlights significant achievements and reflects that 2015 has been another successful year in the Catholic education of our young women. This year our major focus has been the continued implementation of the Ursuline Learning Framework 'ignite the spirit'. This vision for learning is supported by our four learning principles of quality relationships; collaborative partnerships; flexibility and responsiveness; and creativity and imagination, to empower students and continue to foster a strong learning culture in the College. Continued staff professional development in differentiated learning has been a significant strategy in support of this implementation. The opening of Ursula block, Stage 1 of the Master Building Plan, has enabled significant changes in pedagogy and the Ursuline Learning Framework to be further realised. Parent Body Message
In 2015 the Parents and Friends Association (P & F) has been an active participant in College life including the Year 7 family welcome function, a family Games night and a thank you Morning Tea for the support staff. Our quarterly meetings have been informative and have allowed for rigorous discussion of College and P & F initiatives including the building project, new uniforms and issues regarding student safety and extra-curricular opportunities. The St Ursula's Parents in Action program held two information evenings to explore issues dealing with student stress, mental health and wellbeing. All fundraising by the P & F assists the College with upcoming projects. Student Body Message
The College theme for 2015 Write Your Own Verse, invited us to be Serviam students every day and to live out our Catholic faith through participation in prayer and College Masses with a highlight being the Blessing of our new Ursula building. We demonstrated our commitment to social justice initiatives including Caritas Australia and local ministries by providing clothing and supplies to St Vincent de Paul Night Patrol, Christmas Hampers and Red Cross Blood Donations. Our College Walkathon contributed $22,000 to an orphanage in Thailand for the purchase of clothing and the cost of meals for six months. A number of Year 10 and 11 students were involved in an immersion experience to the Northern Territory, where they learned about Indigenous culture and issues. Annual School Report to the Community 2015
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Our diverse talents were demonstrated in the performing arts showcase evening, the HSC music, drama and art exhibitions, 'cheer-offs' for the swimming and athletics carnival, debating, public speaking and Mock Trial competitions. The Year 9 debating team won the Catholic Schools Debating Association competition and the State Championship. Finally, we were involved in ongoing discussion and trials for the new junior uniform.
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S ECTION TWO : S CHOOL F EATURES St Ursula's College is a Catholic systemic Girls College located in Kingsgrove. The College was established in 1957 by the Ursuline sisters and draws most of its students from the surrounding St George area, with five main feeder schools and strong links with its Alumni. Enrolments continue to be strong with waiting lists in all year groups. Our Ursuline tradition is based on Gospel values and inspired by the teachings of St Angela Merici, founder of the Ursulines. The Ursuline Charism emphasises the significance and uniqueness of the individual and the importance of the teacher-pupil relationship lived through the motto Serviam – I will serve, and our Ursuline values of accept, respect, unite, act, empower and serve. Our vision for learning inspires students to ‘ignite the spirit’ through a learning culture that promotes four learning priniples: quality relationships, collaborative partnerships, flexibility and responsiveness, and creativity and imagination. Our experienced staff focus on differentiated learning experiences to support the diverse needs of students in this learning environment. The first stage of the College Master Plan was completed late 2014. Ursula Block includes a state of the art library, contemporary science laboratories and flexible learning spaces which will empower student learning within a technology rich educational framework. The second stage is well underway and will include an extension to the library, two additional science laboratories and seven additional flexible learning spaces of which two will be specialised areas for Technology and Applied Studies and Vocational Education and Training.
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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 2015: Girls
Boys
LBOTE*
Total Students
1034
0
840
1034
* Language Background Other than English Student Retention
Of the students who completed Year 10 in 2013, 94% completed Year 12 in 2015. Of the students who completed Year 10 in 2013, 94% completed Year 12 in 2014. A further 4% completed their education at Southern Cross Vocational College Burwood. Enrolment Policy
The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. The Catholic Education Office Sydney monitors 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 Catholic Education Office website. Student Attendance Rates
The average student attendance rate for 2015 was 94.56%. Attendance rates disaggregated by Year group are shown in the following table.
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Attendance rates by Year group Year 7
96.04%
Year 8
94.76%
Year 9
93.64%
Year 10
92.97%
Year 11
95.23%
Year 12
94.69%
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 Catholic Schools or designated Catholic Education Office Sydney 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 2015
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Senior Secondary Outcomes. Year 12 2015 % of students undertaking vocational training or training in a trade during the senior years of schooling.
22%
% 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, 2015 Graduating Class
91%
4%
2%
3%
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S ECTION F OUR : S TAFFING PROFILE The following information describes the staffing profile for 2015: Total Teaching Staff*
Total Non-Teaching Staff
Combined Total
77
29
106
* This number includes 59 full-time teachers and 18 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 the Catholic Education Office Sydney. 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
First Aid Update
Term 2
Curriculum: CloudShare Training
Term 3
Spirituality Day
Term 4
Pastoral Care: Wellbeing
Learning Leadership and Pastoral Leadership teams meeting fortnightly. Key Learning Area meetings are held twice per term. The College focus for Professional Learning has been on Staff and Student wellbeing and the Differentiation of the Curriculum and the Google Cloudshare platform. KLAs have been supported in the Differentiation of programs, learning activities, assessment and reporting. Teacher Standards
The following table sets out the number of teachers who fall into each of the three categories determined by the Board of Studies:
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Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
78
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. During 2015 the College continued the implementation of the new Junior Religious Education curriculum with the Year 7 and 8 cohorts. Several staff attended professional development to assist in programming the new units. Liturgy and spirituality both support and flow from classroom Religious Education and are tangible ways that the community has continued to express our Catholic identity. Key events in the Liturgical and College calendars are celebrated with Mass and student led prayer and each week Mass is celebrated by feeder parish priests in the College Chapel. One Catholic Studies class is responsible for preparation of this Mass. Daily prayer is part of Pastoral Care each morning and the Angelus is prayed each day. Opportunities for students to reflect on themselves and their relationships with each other and with God have been provided in a program of Reflection Days and Retreats using the values of acceptance, respect, unity, action, empowerment and service as articulated in the Ursuline charism as the unifying basis for this spirituality program. Staff spirituality has been nurtured through opportunities such as Lenten lectures, pilgrimage, retreat and staff spirituality days. The call to live the gospel is also underpinned by the Ursuline values as the community responds to the College motto Serviam in an attempt to live as people of service. Students have been challenged to relate to the broader church community and to live the Gospel through a range of activities as outlined in the Ursuline Ministry Plan including: Project Compassion, Night Patrol, Ursuline Justice initiatives and local initiatives. Student participation in these and other initiatives is mapped and recognised through the Serviam Community Service program that aims to develop an understanding of justice issues and heighten students' sensitivity and awareness to the needs of others living within situations of poverty and disadvantage. Awards are made for student achievement in this area. In 2015, a group of staff and student participated in an indigenous immersion to central Australia. This experience inspired students to return to the College and advocate for the needs of indigenous people in our community. This year Year 10 students participated in the Pilot Religious Education test scoring a mean of Annual School Report to the Community 2015
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31.2 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
32.49
Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Catholic Education Office Sydney website.
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S ECTION S IX : CURRICULUM The College follows the Board of Studies syllabus for each course offered as required for Registration and Accreditation under the Education Act 1990 (NSW) and implements the curriculum requirements of the Catholic Education Office Sydney. The curriculum and the teaching and learning processes are informed by the document How Effective is our Catholic School? Indicators of Effectiveness for Catholic Schools in particular: Key Area 2 (Students and their Learning) and Key Area 3 (Pedagogy). Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum. The College offers a broad and relevant curriculum that caters to all types of learners. In Years 7 & 8 students study Catholic Studies, English, Mathematics, Science, Geography, History, Japanese, Technology Mandatory, PDHPE, Music and Visual Arts In Years 9 & 10 students study a mandatory core curriculum of Catholic Studies, English, Mathematics, Science, Geography / History and PDHPE. Electives include: Commerce, Japanese, Design & Technology, Food Technology, Information and Software Technology, Textiles Technology, Drama, Music and Visual Arts. In Years 11 & 12 the following courses are available for study: Catholic Studies, Studies of Religion I, Studies of Religion II, English (Standard), English (Advanced), English Fundamentals, English Extension 1, English Extension 2, Mathematics General 2, Mathematics, Mathematics Extension 1, Mathematics Extension 2, Biology, Chemistry, Physics, Senior Science, Ancient History, Business Studies, Economics, Geography, History Extension, Legal Studies, Modern History, Society and Culture, Japanese, Design and Technology, Food Technology, Information Processes and Technology, Textiles Technology, PDHPE, Community and Family Studies, Drama, Music 1, Music 2, Music Extension, Photography, Video and Digital Imaging, Visual Arts, Business Services, Entertainment Industry and Hospitality. A number of students in Stage 5 and 6 also study languages through Saturday School of Community Languages or Open High. Particular features of the College curriculum include: Access to further courses through Technical Vocation Education and Training (T-VET) Learning support intervention programs delivered by specialist teachers in literacy/ESL, numeracy, gifted and talented and special needs. Learning Programs that address particular student needs at various transition points: Annual School Report to the Community 2015
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Year 7 - 'L@U' an ICT skills program, Year 9 - 'Girls 9 Unite' a literacy based program with a social justice focus, Year 10 - 'Act10n' a career guidance and community service program, Year 11 - 'EMPOWER' a program focused on study and 'learning to learn' skills, career guidance and essay writing. A whole school approach to catering for gifted learners through curriculum differentiation and participation in the Newman Stream Research and Development Project that includes top classes in all core subjects. A Year 7 to 12 laptop leasing program. An optional Bring Your Own Device (BYOD) program for students in Years 10, 11 and 12. Extra-curricular programs: debating, public speaking, mock trial, music ensembles, instrumental and vocal tuition program, Theatresports, Catholic Girls Secondary Sports Association (CGSSSA) representative sport, Tournament of the Minds, Japanese sister school visit, European tour and Thailand immersion experience with other Ursuline schools. In 2015 the College went on an Indigenous Immersion to Central Australia - 17 students and 5 staff participated in this experience.
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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
51.58%
28.79%
4.74%
19.23%
Reading
34.74%
28.99%
5.79%
15.56%
Year Writing 7 Spelling
34.74%
15.87%
9.47%
29.70%
50.53%
31.23%
5.26%
16.48%
30.48%
26.07%
9.63%
16.70%
NAPLAN RESULTS 2015
Numeracy
% of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
26.70%
17.11%
16.75%
29.53%
Reading
27.89%
21.59%
12.63%
23.32%
Year Writing 9 Spelling
32.98%
13.65%
7.85%
39.92%
42.93%
24.11%
5.24%
22.58%
38.42%
24.42%
4.74%
17.60%
NAPLAN RESULTS 2015
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
2013
2014
2015
School
State
School
State
School
State
Studies of Religion I
81%
49%
84%
49%
79%
51%
English (Standard)
36%
7%
36%
8%
34%
8%
English (Advanced)
98%
53%
96%
59%
95%
58%
General Mathematics
55%
21%
0%
0%
0%
0%
Mathematics General 2 BDC
0%
0%
49%
25%
75%
26%
Mathematics
50%
49%
93%
54%
68%
52%
English Extension 1
100%
88%
100%
93%
100%
94%
English Extension 2
100%
78%
100%
78%
100%
83%
Food Technology
52%
28%
57%
29%
72%
29%
Mathematics Extension 1
82%
84%
100%
85%
100%
84%
Mathematics Extension 2
80%
87%
100%
87%
100%
86%
Modern History
61%
47%
76%
43%
81%
44%
Physics
40%
33%
43%
31%
67%
29%
Studies of Religion II
89%
46%
75%
44%
85%
40%
St Ursula's had 92% of courses above the state mean with 67% of all 2 unit course results being either a Band 5 or 6. All Extension course results were in the top two bands. Three courses achieved in the State's top ten: Croatian Continuers (Saturday School) - 1st, Legal Studies - 4th, and English Advanced - 9th. There were a total of 171 Band 6 / E4 results (20.60%), placing the College 63 in the top 100 schools. 43 students (30%) achieved an ATAR above 90, with 22 students (15%) achieving an ATAR above 95. Top ATAR score was 99.8. In 2015 the number of students issued with a RoSA
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2
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The pastoral care policy is designed to create and harmonious and supportive environment. It is founded on Gospel values and the vision of St Angela Merici, who encourages a knowledge and love of each student and a deep respect for the dignity of every person. Every staff member in the College is responsible for monitoring student wellbeing. At the beginning of a school year every student is assigned to a pastoral care teacher who is primarily responsible for their day to day wellbeing and for addressing issues of concern with parents. The pastoral teacher is part of a team managed by a Year Coordinator and supported by an Assistant Year Coordinator (Years 7,8,9 only), College Counsellor, Family Liaison Officer and members of the College Executive. The team approach builds a network of quality relationships between staff and students and is based on respect for the dignity of each person which ensures a participatory style of caring where every student is treated as an individual with specific pastoral needs. The pastoral care policy is reviewed annually to reflect minor changes to the Behaviour Management Plan and contact numbers for outside agencies. 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 policy is designed to enhance positive behaviour and to minimise behaviours that detract from the community. It acknowledges the rights and responsibilities of each student and places an emphasis on affirming the good qualities of each student by encouraging them to grow and assume responsibility for their own personal development. The pastoral leadership team is primarily responsible for overseeing the discipline policy and as a matter of course, parents are informed in a timely manner (via note, phone call or interview) when their daughters are involved in inappropriate behaviours .The Student Management Plan, which is arranged into five levels of increasing severity, clearly outlines for students the consequences of inappropriate behaviour. Bullying in any form is treated very seriously. Annual School Report to the Community 2015
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To provide balance, the students are also provided with strategies for positive behaviour that are built around our Ursuline values of Accept, Respect, Unite, Act, Empower and Serve. Students are rewarded through the Principal Award system for positive behaviours and contributions that build community spirit. The policy is reviewed and updated annually to reflect minor changes. 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. The Catholic Education Office (CEO) monitors the implementation of this policy. The policy was approved in December 2013 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 CEO 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. The Catholic Education Office (CEO) monitors the implementation of this policy. The policy was approved in September 2012 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 CEO website at this link. Initiatives Promoting Respect and Responsibility
Banners and posters of our Ursuline values of Accept, Respect, Unite, Act, Empower and Serve are located in strategic places around the College for example prayer spaces, assembly Annual School Report to the Community 2015
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hall, pastoral care rooms and large meeting places. The values are embedded into everyday life at the College and provide a foundation for assemblies, liturgies, policies and programs. The student rights and responsibilities document is based on respect for self, others, the community and the environment and is found in the student diary and also located in every classroom. Students are encouraged to take responsibility for their own behaviour and for developing and maintaining respectful relationships with their teachers and peers. Respect and responsibility are two of the core ideals developed in many of the activities in the pastoral care program. The community service program expects all students to live out the College motto of Serviam by completing a minimum number of hours of service each year. This program compliments the well developed social justice program that involves all members of the community. The big sister/little sister peer mentoring program, the homework club and vertical student committee structure provides opportunities for students to gain a greater respect and responsibility for students of different age groups.
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S ECTION N INE : S CHOOL R EVIEW AND IMPROVEMENT The College implements the Catholic Education Office Sydney 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 How Effective is our Catholic School? Indicators of Effectiveness for Catholic Schools. 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 2015 Key improvements achieved this year are: The College expanded Immersion experiences in 2015 with the inaugural Immersion to Central Australia. 17 students and 5 staff engaged with indigenous communities at Santa Teresa and Uluru. Teacher capacity in the CloudShare platform has been enhanced through significant professional learning with the CEO CloudShare officers. This learning is reflected in increased use of the tool in transformative learning experiences and streamlined faculty communication. The consolidation of differentiated assessment across all Key Learning Areas and the reporting of extension learning outcomes in junior reports. The continued embedding of the Ursuline Learning Framework with the first year of a three year professional learning model based on peer collaboration, observation and feedback, reflection and goal setting. The College has completed its third year in the Newman research and Development Project for gifted learners and has undertaken the accreditation process to become a Newman Accredited School. Priority Key Improvements for 2016 Key improvement areas identified are: To develop a cohesive and integrated framework for staff and student formation in line with the Ursuline Ministry Plan The continued implementation of the Ursuline Learning Framework by bringing onboard four additional Key Learning areas in the project. Annual School Report to the Community 2015
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To further develop strategic responses to the wellbeing of staff and students using the MindMatters framework.
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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 opinions and ideas of parents are valued and used as a regular component of annual planning discussions which are centred on achieving improved outcomes for our students. This year the College collected quantitative and qualitative data using a range of techniques including surveys, information evenings, parent -teacher interviews and P & F meetings. There is a high level of satisfaction for the high quality of teaching and learning for all students, range of subjects offered, the students' academic achievement, the integration of technology in the classroom and for the improved flexible learning facilities created in the new Ursula building. Parents were also impressed with the quality and dedication of staff in the delivery of pastoral care, information nights, parent teacher interviews and student reports. All parents were invited to complete an electronic survey about the types of food and beverages sold in the College canteen and about their preferences for student electronic devices for 2016 and beyond. The P&F were also involved in ongoing consultation around the redesign of the junior uniform, student diary and the size of the student backpack for 2016.
Student Satisfaction
The opinions and ideas of our students are valued and used to improve students outcomes. This year the College collected quantitative and qualitative data using a range of techniques including surveys, discussion forums and questionnaires. The four student committees met fortnightly throughout the year. These meetings provided a forum for student voice and generated many ideas that were implementation in the College community. A year 12 exit survey indicated that the students felt a strong connection to the College and left with many good memories. Regular student surveys of academic and pastoral programs indicate a high degree of satisfaction with teaching and learning. Annual School Report to the Community 2015
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All students were invited to complete an electronic survey about the types of food and beverages sold in the College canteen. The data collected was used in conjunction with the results of the parent survey to prepare a revised menu. Students from different year groups were involved in designing and trialling a new junior uniform and trialling and providing feedback about the introduction of a smaller backpack for 2016. Their opinions were also sought on the design of the student diary and the Principal's medal.
Teacher Satisfaction
It is custom and practice to consult teachers regularly throughout the year on a range of issues that impact on their day to day experiences in the classroom through to the Annual Development Plan. The quantitative and qualitative data is collected using a range of techniques including electronic surveys, workshops and discussion forums on staff development days, whole staff and departmental meetings and SRI ratings. The data indicated that the staff were very satisfied with the quality and delivery of professional development days, ongoing support in differentiated teaching and learning, range of subjects offered, the students' academic achievement, the integration of technology in the classroom and increased opportunities for professional conversations. The teachers were also very affirming of the spiritual development offered in the College and for the many opportunities to be involved in extracurricular activities and committees. Staff have verbalised, on numerous occasions, a great appreciation for the flexible learning spaces, improved technology and ambience of the facilities in the new Ursula building.
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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 2015 year is detailed below: RECURRENT and CAPITAL INCOME
RECURRENT and CAPITAL EXPENDITURE
Commonwealth Recurrent Grants 1
$8,456,540
Government Capital Grants 2
$1,781,442
Non-Salary Expenses 8
State Recurrent Grants
$2,598,564
Total Expenditure
3
Fees and Private Income Other Capital Income 5 Total Income
4
Capital Expenditure 6
$3,813,502
Salaries and Related Expenses 7 $10,205,211 $3,129,823 $17,148,536
$4,317,164 $439,865 $17,593,575
For the 2015 year the St Ursula's College received $44,083 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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