2017 annual report secondary template · 2018-05-31 · presentation college windsor, windsor 2017...

SCHOOL REGISTRATION NUMBER: E1013

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

2017

PRESENTATION COLLEGE WINDSOR

PRESENTATION COLLEGE WINDSOR, Windsor

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................................. 2

Minimum Standards Attestation ................................................................................................................................ 2

Our College Vision ....................................................................................................................................................... 3

College Overview ........................................................................................................................................................ 4

Principal’s Report ........................................................................................................................................................ 5

College Board Report .................................................................................................................................................. 7

Education in Faith ........................................................................................................................................................ 8

Learning & Teaching .................................................................................................................................................... 9

Student Wellbeing ...................................................................................................................................................... 13

Child Safe Standards .................................................................................................................................................. 15

Leadership & Management ........................................................................................................................................ 17

College Community .................................................................................................................................................... 19

VRQA Compliance Data .............................................................................................................................................. 21



Contact Details

ADDRESS 187 Dandenong Road, Windsor Victoria 3181

PRINCIPAL Ms Filina Virgato

PARISH PRIEST Father Joe Caddy

SCHOOL BOARD CHAIR Ms Lisa Deramond

TELEPHONE (03) 8517 2777

EMAIL [email protected]

WEBSITE www.pcw.vic.edu.au

ABN 76 199 089 780

E NUMBER E 1013

FEDERAL DET NUMBER 915

Minimum Standards Attestation

I, Filina Virgato attest that Presentation College Windsor is compliant with:

All of the requirements for the minimum standards and other requirements for the registration

of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education

and Training Reform Regulations 2007 (Vic), except where the school has been granted an

exemption from any of these requirements by the VRQA

Australian Government accountability requirements related to the 2017 school year under the

Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

25 May, 2018



Our College Vision



College Overview

Presentation College Windsor (PCW) is a Years 7-12 girls’ school owned by the Presentation Sisters Victoria (Members of the Company) and governed by an incorporated Board of Directors (Corporations Act). The College community is ethnically, socio-economically and religiously diverse, reflecting the contemporary Australia this generation of young people will lead - internationally connected, open and tolerant, interested in excellence and innovation. The College promotes respect for government and the rule of law and is guided by the Melbourne Declaration (2008) on the National Goals of Schooling. The College was founded in 1873 by a group of seven Irish Sisters who came to Melbourne from Limerick in response to a request from the local Parish Priest in the aftermath of the 1872 Education Act. It is the second oldest Catholic girls’ school in Victoria. The Presentation Sisters’ founder, Nano Nagle, known as ‘the woman of welcoming heart’, was a brave, innovative activist for social justice whose vision of education as the most powerful liberating force for the poor and powerless infuses the Congregation’s mission - now absorbed by the school. Both these elements of the school’s story provide a rich, enlivening context in which to offer education to girls and are central to PCW’s religious, cultural and social life. PCW is a Catholic school which celebrates our multi-cultural and multi-faith community and welcomes all to come together to rejoice in 'our presentation'. The pervasive educational energy at PCW is driven by outstanding staff and energetic students. However, this is only part of the picture which is complemented by integration with the wider community: parents and families, Stonnington Council, Melbourne, Monash and Swinburne Universities, the Sacred Heart Mission and many more. At PCW student learning, engagement and achievement drives all planning, programs and the commitment to learning for all is genuine. Students are offered a very wide range of studies and all are encouraged to complete six years of secondary school. This six year commitment to each student is reflected in the wide range of programs offered including 35 VCE studies (in conjunction with CBC St Kilda), a vibrant VCAL program, strong links with VET providers, an extensive learning support program, and targeted programs for high achievers. It is our goal at PCW for all students to find what they are good at and to have experiences of success. PCW is strongly committed to providing each student with the opportunity to experience success and to achieve to the best of her potential. Our 2017 VCE results were a testament to our dedicated staff, we are very proud of the efforts of our students. Overall, our students’ results were excellent: 24% of students attained an ATAR above 80, 11% of students attained an ATAR above 90. Congratulations to our VCAL students who all successfully completed their course. Course selection is also a crucial part of this process. The effectiveness of the Subject Selection and Careers Program at PCW is indicated by the percentage of students being offered their first preference and the range of courses adopted.



Principal’s Report

Welcome to the Annual Report for Presentation College Windsor (PCW) for 2017. The Annual Report is a requirement of the Victorian Registration and Qualifications Authority (VRQA). The report incorporates all of the Australian and Victorian Government compliance items and is placed on the Victorian State Register. The Annual Report also fulfils requirements of the Catholic Education Office Melbourne (CEOM) to report on the School Improvement Framework (SIF). The 2017 school year was full of new initiatives and outstanding achievements which you will find details of in this report. All Presentation people here at PCW are inspired by the courage and vision of our founders and pray that, like them, we might be stirred by 'life's insistent cry, the Spirit's voice'. There is evidence of this everywhere in the work of staff and students. An increased focus on our international links in 2017 saw the continued growth of our International student program, an improved Advanced Academic Study Tour to Singapore, and an immersion trip with a strong language and cultural focus to Italy. At a local level, links with our neighbouring primary schools continued with the Bright Sparks program where Year 4, 5 and 6 students from local schools worked with Year 9 students in a Girls in Sport project. The Report is presented in five sections consistent with the SIF: • Education in Faith • Learning and Teaching • Student Wellbeing • Leadership and Management • College Community The goals set by the College in each of those areas for 2017 are listed and a summary of achievements in each area is provided. Federal and State Government compliance reporting is provided as follows: Federal Government • Staff attendance • Staff retention • Teacher qualifications • Expenditure and teacher participation in professional learning • Student attendance • Proportion of students meeting national minimum standards at Years 7 and 9 • Changes in national minimum standard results at Years 7 and 9 • Value added • Median NAPLAN results for Year 9 • Senior secondary outcomes • Year 9–Year 12 student retention • Post-school destinations • Parent, teacher and student satisfaction



Victorian Government Information about a school’s performance must be provided to the school community including those as identified by the Australian Government as well as: • A description and analysis of student learning outcomes on state wide tests for the current year and for the previous two years • A report of the school’s financial activities The Annual Report for Presentation College Windsor for 2017 indicates that the College continues to perform at a high standard on SIF measures. Notable achievements include:

A new POL Structure for 2018- 2020 better reflecting the College’s priorities and strategic planning.

The rewriting of all Year 7 and 8 curriculum documentation in line with the MYP descriptors continuing our progress towards IB Authorisation in 2020

A strategic partnership and MOU formed with the Republic Polytechnique in Singapore which allows for students attending the Singapore Advanced Academic Tour to participate and complete an entire problem based learning project

Students were given a head start on VCE units with all subjects starting on the learning for their first outcome next year and students in Years 7 to 9 also commenced work on their 2018 studies. This whole school a program set the tone for a productive and engaging start to the girls’ studies and is a positive step forward in improving our learning and teaching.

Completion of the refurbishment of the Rahilly Building

Success in our application and in receiving a $1,000,000 grant under the Victorian Government Capital Funding Program for Non-Government Schools for the refurbishment of the Nagle Building. This grant gives us with the opportunity to plan and complete another refurbishment which will provide more innovative and contemporary learning spaces and continue to enhance our learning and teaching environment.

The Report also includes information on a range of new programs and continued success in a number of areas of school development. The range of data and information provided in the Report reflects the variety of measures of achievement and improvement which apply to contemporary schooling and these are consistent with the mission of the College and of the Presentation Sisters as well as the Goals of the Melbourne Declaration, 2008. I hope that you find the Annual Report informative and interesting. Please do not hesitate to contact the College regarding any aspect of the Report.

Filina Virgato Principal



College Board Report

The College is an incorporated company limited by guarantee (Corporations Act). In 2017, The College Board comprised 10 Directors including one Presentation Sister. The Presentation Sisters’ role in the life of the school continues to be critical to its ongoing health and wellbeing. The Sisters own the school and the Leadership Team of the Congregation are the Members of the Company. The school is governed by the Board of Directors on their behalf. The presence of the Sisters and Directors at many College events means a great deal to staff and especially to students. All Directors bring specialised expertise which they contribute generously: spiritual, legal, financial, marketing, educational, corporate, building and planning. Without this, much of what has been achieved in recent years would not have been possible and the College is extremely grateful and appreciative of the time and energy these busy people devote to our school. The personal support provided by the Board to the Principal and the Leadership Team is also greatly appreciated. The contribution of all Board members in 2017 was outstanding with additional involvement by all Directors outside the monthly meetings. Directors participated in many College events such as the Music Festival, Welcome Mass, Simply Sharing Mass and Presentation Day celebrations. The College Board of Directors in 2017 is as follows:

Michaela Moloney (Chair) Ms Regina Crameri (Vice Chair) Joan Marshall pbvm (retired June 2017) Mr Bert Quan Ms Victoria Myers Ms Lisa Deramond Mr David Alcock Ms Amanda Francis Ms Elizabeth Maguire (joined October 2017) Stewart Humphreys-Grey (joined November 2017) Executive Board Members: Filina Virgato, CEO (Principal) Stephen O’Shea, Company Secretary Trish Chester, Board Secretary



Education in Faith

Goals & Intended Outcomes To strengthen Presentation College Windsor as a faith community, grounded in the Catholic traditions and guided by the charism of the Presentation Sisters and the teachings of Nano Nagle.

Intended Outcomes

That students will recognise the importance of faith and how it is lived out in their everyday lives.

That students and staff will have more opportunities for expressions of faith.

That students and staff will value more strongly working / learning in a Catholic community.

Achievements

During 2017 the College Mission Team has continued to understand and explore the recommendations of the Enhancing Catholic Schools Identity Project conducted by the Catholic University of Leuven. One of the main directions from this data was to explicitly link our Presentation charism to that of the mission of the Gospel and to continue to form students enriched in their own tradition and their encounter and share their world with others. Our focus for 2017 was connecting the Mission of the Gospel to the Social Justice and Community Service area of the school. A Nagle Service policy regarding student involvement faith life and social justice was presented to the Leadership Team and endorsed to be implemented in 2018. A student and staff group also worked towards formulating a reconciliation covenant as part of the requirements of becoming a FIRE Carrier school for 2018. Community Service placement was introduced at Year 7 with the hope of continuing this as a permanent placement for all Year 7 students in 2018 and beyond. A Student Leadership position of Faith and Mission was established for 2018, incorporating faith life and Social Justice. VALUE ADDED A whole school celebration for Nano Nagle’s memorial day NEAA Nagle Prize Competition on the life of Nano Nagle Social Justice focused Retreats for Years 7-12 Community Service at Amberley Food Van Community Service at Sacred Heart Kitchen FIRE Carrier Committee Meeting with Sherry Balcombe Draft of Reconciliation Covenant as a FIRE Carrier School Written Nagle Service Program proposal presented to Leadership Team Completion of the ECSIP Survey Staff Formation on Eucharist and Christian Meditation Welcome Mass Easter Liturgy – the Hope of the Resurrection Presentation Day Mass Simply Sharing Mass Cross Campus Year 12 CBC and PCW Mass Graduation Mass Social Justice Conference for Students Caritas Just Leadership Day for Students CAPSA Refugee Workshop for Students



St. Vinnies Just Art Competition All Saints and All Soul’s Day Prayer Service Remembrance Day Prayer Service ANZAC Day Service National Sorry Day Prayer Service Staff Chapel prayer led by students Student Eucharistic Ministers Ash Wednesday Liturgy which was led by the students Mass at St Patrick’s Cathedral for St Patrick’s Day Year 9 Community Service Year 7 Community Service at Collingwood Cottage Project Compassion for Caritas during Lent Sacred Heart Mission cans appeal Reconciliation Week activities Refugee Week activities St. Vinnies Winter Sleepout St. Vinnies Winter Appeal St. Vinnies Christmas Appeal Whole School Christmas Liturgy



Learning & Teaching

Goals & Intended Outcomes

PCW is proud to offer an inclusive, future-inspired and engaging curriculum that ensures we develop our students as global citizens who are ready to embrace the social, economic and technological challenges of the 21st century. The 2017 goals for learning and teaching included:

• Development of curriculum and assessment for MYP • Whole school approach to improving VCE/NAPLAN results • Purposeful teaching: seamless integration of digital technology across the curriculum • Raising the profile of faculty areas

Faculty Leaders developed an annual action plan that reflected the College’s goals for learning and teaching.

Achievements

Data Informed Practice – Improving VCE/NAPLAN results The College is proud to be an inclusive community that supports students in their desired VCE or VCAL pathway. Data is used to inform teaching practice, and meetings were held with senior teachers to reflect on their VCE results from 2016. Faculty leaders also provided a summary of the results for their learning area. A group of staff engaged in action research projects in semester 1 focusing on improving VCE and NAPLAN results. An action research cycle was followed and the results of individual projects were shared with the staff. International Baccalaureate (IB) Middle Years Program In 2017 the College continued work towards authorisation to deliver the International Baccalaureate (IB) Middle Years Program (MYP). Professional learning time was devoted to teams of teachers working collaboratively in designing units of work in line with this curriculum framework. In semester 2, the MYP was launched to Year 7 students. The College is committed to ongoing professional learning and a group of faculty leaders were supported to attend MYP training workshops in Adelaide and Sydney. Professional learning time was used to introduce staff to the pedagogy behind the MYP. Use of Technology Students and teachers continue to use technology to support learning and teaching. This includes the use of online feedback tools and the Google Suite of products. The seamless integration of digital technology across the curriculum is being achieved through the Choose Your Own Device (CYOD) program. The College believes that the devices students use at home should form a part of their learning at school.



Assessment and Reporting The College portal continues to be the main vehicle through which feedback on assessment tasks is communicated to students and parents. The real time nature of the assessment features on the portal allows feedback to be communicated instantly. In Semester 2, student achievement in Year 7 was reported using rubrics created under the MYP framework. The interim report template was revised in semester 2, and a rubric developed to report against students’ learning dispositions. This rubric provided greater clarity around the interim reports. Recognising Student Achievement The College’s internal process for recognising academic excellence is through the Grade Point Average (GPA). The GPA is calculated based on grades received for assessment tasks. Students who achieved a high GPA were recognised and received a Principal’s Award at a College assembly in semester 1 and 2. Engaging professionally with the community Our staff are committed to engaging professionally with the community. Teachers presented at conferences, completed senior exam assessing with the Victorian Curriculum and Assessment Authority (VCAA), developed curriculum resources for external providers and had roles in subject specific associations. Student Destinations The top three tertiary institutions the 2017 Year 12 cohort were accepted into were: RMIT (21%), Monash University (12%) and Swinburne University of Technology (12%). The top three tertiary courses of study were: society and culture (26%), management and commerce (20%) and health (19%). 49% of students received their first preference. Value Adding Experiences At PCW we believe in developing global citizens who engage in learning both within and outside of the classroom. In 2017, students were involved in a range of activities across faculty areas including:

Annual Music Festival at Hamer Hall

Year 9 EACHTRA Program and Presentation Evening

Homework Club for Years 7 to 9 students

Interschool debating

Engineering at Work

UN Youth Conference

Music Camp and Music Showcase

Faculty specific weeks

Science Expo

Trash Puppets Workshops

Mini Archibald Competition

Annual Art Show

MUMA Pop Up Art Show

PCW Short Film Festival



‘Living in a digital environment – from prevention to cure’ Learning Forum

English and Art Awards Assemblies

Annual Sportswoman’s Night

Year 8 Languages Festival

Year 9 Leadership Training Day

Bright Sparks Girls in Sport Program Singapore Study Tour – A unique experience where a group of Year 10 students’ complete problem based learning tasks at the Republic Polytechnic in Singapore. Italy Study Tour – This tour was combined with Christian Brothers’ College and involved senior students studying Italian and Art. Student Digital Technologies Group - We are aware of the importance of listening to student voice to guide us in the work that we do. We recognise that digital technologies play an important role in the lives of our young learners and want to hear from our girls what technologies work best to support their learning. The Digital Technologies Group met once a week and the purpose of the group was for the girls to trial various digital tools and report back as to whether they were useful in supporting their learning.

STUDENT LEARNING OUTCOMES

In 2017 students in Year 7 achieved higher than the national and state mean in the reading, writing, spelling, grammar and punctuation and numeracy tests. Students in the Year 9 cohort achieved higher than the national and state mean in the reading, writing, spelling, grammar and punctuation and numeracy tests.

POST-SCHOOL DESTINATIONS

TERTIARY STUDY 74%

TAFE / VET 2%

APPRENTICESHIP / TRAINEESHIP 0%

DEFERRED 10%

EMPLOYMENT 14%



Student Wellbeing


To continue to develop a school wide approach to student wellbeing that entails high expectations for students, staff and parents. To ensure student empowerment, as well as responsibility, resilience and satisfaction through a safe and productive learning environment for all.

The improvement of student involvement and investment in learning

The maintenance of a healthy, satisfied and engaged student, staff and parent cohort

That growth of student participation in the school community, through the engagement of student voice and action

Achievements

PCW supports the engagement and wellbeing of our students through a number of programs and structures. This year, we have established a vertical homeroom system that sees girls across all year levels connect, share experiences and support each other. We have also changed the Student Leadership structure, to ensure that student voice and participation is as strong as possible. At PCW, our learning environment is supportive, safe and flexible, accommodating the varied needs of our student cohort. We operate in a manner that is responsive to student need, and we work to ensure the very best outcomes for our girls. Students are supported at PCW by a team of staff, including classroom teachers, homeroom teachers, Heads of House, Psychologists, the Learning Diversity Team and the Director of Student Wellbeing. The Positive Education Program at PCW works to support our young women to face the challenges of life in 2018. The program facilitates the girls in developing skills in the areas of growth mindset, resilience, gratitude and mindfulness. Positive Education is a proactive program, that aims to help maintain and grow students’ wellbeing. The program is tailored to the girls here at PCW, and is regularly reviewed and updated to ensure that we support our students in the most effective and meaningful manner. The score for student behaviour (SIF student survey) continues to be strong. This is consistent for staff and parent scores. Student connectedness, learning confidence and motivation, as well as classroom behaviour and student safety are strengths in the data. The Creating Positive Behaviours for Effective Learning document provides clear expectations and consequences that are clear, effective and realistic. The Child Safety Policy ensures that all students are able to learn and participate in a safe environment that recognises, values, and acts on, student input.

A description of how non-attendance is managed by the school.

Parents are expected to inform the College regard the absence of their daughter, either via phone or email.

Girls are expected to bring a note from their parents or a doctor’s certificate to confirm the reason for their absence, upon their return to school.

Parents who have not contacted the College regarding their daughter’s absence will receive a College generated SMS message.

Homeroom teachers contact home if the student is absent for a more than one day in a row and there has been no contact from home.

Homeroom teachers also contact home if a student has frequent absences without parent contact.



Students who are late to school on three occasions receive an afternoon detention. Parents are notified.

The College Portal alerts teachers as soon as a student has missed three classes.

The College Portal also provides a report to parents, students and teachers on attendance patterns.

Students who begin to demonstrate a pattern of non‐attendance are highlighted and parent meetings scheduled.

A range of supports are offered to students that have attendance issues, such as counselling and support from their Head of House, psychologist or Director of Wellbeing.

VALUE ADDED

At PCW, students are able to participate in a wide range of programs that foster engagement, wellbeing and belonging. The high level of involvement in school life is a key contributor to our students’ connectedness and sense of belonging, which works as a protective and preventative factor in regard to mental health and other issues. The results from the SIF student surveys on these measures for PCW are the broad scope of activities offered to students, which provide opportunities for students to engage their interests and passions in a range of areas. Assemblies are regularly held to acknowledge and celebrate student achievement. These events allow the College community to come together and share College-wide and individual student accomplishment in a range of areas. These take the form of whole school assemblies, year level assemblies and in House groups. These events ensure that our students have a strong sense of worth, belonging and recognition. Students at PCW have the opportunity to participate in a wide range of sporting activities throughout the year, accommodating those from beginning level all the way through to elite athletes. Competition occurs at the school level – inter house (Swimming, Athletics) inter class, staff/students etc. – and at inter school level where many sports are offered through the SCSA. Key events which extend the classroom program and give individual students with particular skills and talents deeper learning experiences include:

The Annual Art Show in September showcasing the work completed in classes throughout the year and includes the judging of the Annual Art prize.

The Writers Collective provides additional opportunities for keen writers along with the biennial Writer in Residence program and annual contribution to the Shared Stories project

DAV Debating, the Social Justice Group, the Environmental Group, and the Windsor Primary School volunteer programs give students interests in engaging with others and their world additional opportunities

Leadership is prominent throughout the school with class, year level and House leadership roles as well as Peer Support and Music, Sports and Faith and Mission roles.

roles. All are supported with training and mentoring throughout the year.

The Student-led SRC ensures that student voice plays a key role in the decision-making process at the College. Girls are encouraged to take initiative and run projects and other activities throughout the year.

Students are able to participate in overseas trips to Italy, Japan, Singapore and India. Each trip runs every two years and extends the study of language, art and social justice.



A number of events are run during the school year to provide parents and students with information about issues faced by young people, such as Cyber Safety and Mental Health. Events are run for the student cohort that assist in these areas also, and information is provided via the College newsletter and email.

STUDENT SATISFACTION

Feedback from parents, students and staff indicate that the students at PCW feel happy, safe and supported. This feedback is collected in a variety of ways, such as informal conversations, and more formally through Parent Teacher Interviews, meetings, forums and surveys. In regard to the School Improvement Survey, the scores for Student Morale and Connectedness to school show that we have some room for improvement, which we will continue to focus on. Teacher feedback on student behaviour is pleasing, but again, there is room for growth. Parent responses show Student Safety and Connectedness to Peers as being particularly high at PCW.



Child Safe Standards

Goals and Intended Outcomes

In 2017, Child Safety was a key focus in the life and work of PCW. Our goal is for this focus to be maintained, and for PCW to continue to implement best practice policy and practice in the care and safety of our students. Our College Child Safe Policy states that: At Presentation College Windsor the Child Safety Policy is grounded in the philosophy of student wellbeing and the College Mission whereby there is an unequivocal commitment to fostering the dignity, self-esteem and integrity of children and young people and providing them with a safe, supportive and enriching environment to develop spiritually, physically, intellectually, emotionally and socially. This highlights that the contribution, voice, and safety of all students is paramount. As a community, we work to ensure that all students feel safe, connected and valued at PCW. This is achieved through the embedding of child safety in our culture and practices, such as our leadership arrangements – a Director of Wellbeing, Heads of House – as well as policies that make expectations of staff clear, human resources practices which support child safety, and clear processes and professional learning around responding to and reporting child abuse. Our students are empowered and given a voice through the school’s Positive Education program, Respectful Relationships program, the Student Leadership structure and the SRC. Students with diverse needs are included as we work with the principles of inclusion to support the needs of Aboriginal children, children from culturally and linguistically diverse backgrounds, children with disabilities, and children who are vulnerable inside and outside of the classroom.

Achievements

At PCW, we have ensured that staff have all completed the required professional learning on the Child Safety Standards and Protect Protocol, including the Four Critical Actions for Schools. We have ensured that all staff have completed the required training on Mandatory reporting. We have provided staff with training on their responsibilities, including the Reportable Conduct Scheme. We have ensured that our Human Resources practices meet the Child Safe Standards, and that our PCW Code of Conduct makes explicit the requirements and responsibilities for staff concerning Child Safety. In creating policies and procedures for maintaining a safe learning environment, we have consulted both our student and parent body. We have communicated these policies with them in person, via email, via the PCW Lantern newsletter, and via our college website, and sought feedback from the community on these key documents. We have acted on this feedback to ensure that students and their families have a voice in the embedding of Child Safety in the school. We have a range of opportunities for student participation, empowerment and voice at PCW. Students may participate in the College Student Representative Council, through the Social Justice Committee, and communicate their ideas and views through their Student Leadership structure and via their teachers, Heads of House and the College leadership structure. PCW takes measures to ensure the state of the premises will not expose students or other persons to injury or damage.



Leadership & Management


As a Catholic school, in the tradition and charism of the Presentation Sisters, PCW seeks to grow and develop leadership and management based on responsibility, empowerment and mutual respect. The focus of work in the area of Leadership and Management has been to model excellence in leadership, learning and teaching and sustainable and ethical resource management. Key goals in 2017 which were achieved included:

Achievements

Building on the culture of collaboration, creativity and innovative practice, characterised by accountable and active leaders and teachers who empower each other and their colleagues

Providing responsible resource management to ensure a positive learning environment for our staff and students

Continuing the Bright Sparks program with a focus on Years 4 and 5

Extending and deepening primary school partnerships

Continuing our links with tertiary providers

The refurbishment of the Rahilly Building

The planning of our Sustainable Paddock to Plate Garden following attaining a $7000 grant from Danihers.

Success in our application and in receiving a $1,000,000 grant under the Victorian Government Capital Funding Program for Non-Government Schools for the refurbishment of the Nagle Building.

Ensuring teacher accountability Staff participated in a number of Professional Learning opportunities locally, nationally and internationally. As part of our Professional Learning Program, all teaching staff participated in professional observation and feedback. This continues to address the AITSL standards and to provide a foundation for the ARM process.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2017

Whole School Curriculum Development Faculty Leadership Student Learning & Wellbeing Health & Safety Professional Memberships Faith Development Organisational & Admin Interstate Conferences

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 56

AVERAGE EXPENDITURE PER TEACHER FOR PL $1,352.73

TEACHER SATISFACTION

Responses to the SIF surveys on staff climate indicate very positive responses in terms of teacher satisfaction and engagement with their work. Role Clarity and Supportive Leadership are in alignment. The data indicates that staff enjoy their work and feel confident about what is expected of them. They are affirming of appraisal and recognitions processes and opportunities for professional growth. They are very positive about Student Behaviour and demonstrate a very high respect for students. Student Motivation is an area that remains at the forefront of our professional learning and curriculum development.



College Community


To ensure Presentation College Windsor is a school of choice.

Achievements

That enrolments increase across both domestic and international students.

Key goals which were set in the 2017 Annual Action Plan and achieved included:

Realignment of the goals of the 2015 – 2018 Strategic Statement. This work in our faith and the Presentation charism, the statement calls us to Mission, Stewardship, Learning and Citizenship has clarified key priorities for the College.

Increased participation of parents in the Parent Association and past students in the Alumnae.

VALUE ADDED

The College provides students with a very wide range of opportunities both in and out of the classroom as part of the commitment to creating bright futures for all students. In 2017, the Music Festival at Hamer Hall was once again a spectacular success involving a very high numbers of students. This event is superbly led by our student Music Captains. Our international students presented a poignant cultural. Many students were also involved in the PCW / CBC production of Godspell in August. Other Music events during the year included the annual Music Camp in Daylesford which was well attended. This culminated in the Music Showcase which was held in the College Hall. The standard of music at this event is excellent and gives our students the opportunity to perform to a high level for the College community. Art, like the Music Department has a wide range of activities for students. Our Year 11 and 12 Art students travelled to Tasmania and work from all areas of the Art curriculum was displayed in the annual Art Show in September – wonderful to see so much of our student work displayed. The academic and cultural immersion trips to Singapore and Italy took place in August and November/December. Year 10 and 11 students travelled to Singapore and engaged in a whole Problem Based Learning Project, contributing to achieving some of their Unit 1&2 VCE outcomes, whilst our Year 10 and 11 PCW/CBC students undertook Art and Language immersion classes in Italy. 2017 also saw the Year 9 Winter Sleepout raise funds and awareness for the underprivileged in our society. The Year 9 Academic year ended with a showcase of the Eachtra Program and Year 9 Awards.



There were Science and Engineering projects, language competitions, Maths, spelling and public speaking contests, dramatic performances, rosters at the Sacred Heart Mission, Ballroom and Latin dancing. At the end of the year, a combined Christmas Carols concert was held in the College Hall with students and families from St Mary's Primary School, CBC St Kilda and PCW.

PARENT SATISFACTION

Parents are a vital part of the College community. The annual Trivia Night is a great success that welcomes all parents into the College in an informal and welcoming manner. The parent SIF data is strong and is affirming of the school’s performance which is heartening to see.

Parents were asked to respond to questions relating to learning, extra-curricular, homework, connectedness to school, student motivation, social skills, student safety, approachability with teachers, reporting, classroom behaviour amongst others.

Responses included:

85.42% of parents felt that staff were very approachable and easy to communicate with and committed to teaching. 88.19% commented on our learning focus and the variety of activities to suit students of all levels. 88.89% of parents felt connected to the school. 90.65% said the school environment was safe and supportive of our students. These statistics are in line with previous years and are affirming of our work with the parent community.



School Data

E1013 Presentation College Windsor, Windsor

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015

%

2016

%

2015–2016 Changes

%

2017

%

2016–2017 Changes

%

YR 07 Reading 96.9 98.5 1.6 97.0 -1.5

YR 07 Writing 99.0 98.5 -0.5 97.0 -1.5

YR 07 Spelling 96.0 94.1 -1.9 97.0 2.9

YR 07 Grammar & Punctuation

97.0 98.5 1.5 94.0 -4.5

YR 07 Numeracy 100.0 97.0 -3.0 98.5 1.5

YR 09 Reading 96.4 100.0 3.6 100.0 0.0

YR 09 Writing 95.3 98.9 3.6 94.1 -4.8

YR 09 Spelling 95.6 95.6 0.0 96.5 0.9

YR 09 Grammar & Punctuation

97.8 96.7 -1.1 96.5 -0.2

YR 09 Numeracy 97.7 100.0 2.3 100.0 0.0



YEARS 9–12 STUDENT RETENTION RATE

Years 9–12 Student Retention Rate 105.38%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y07 96.99

Y08 94.93

Y09 95.52

Y10 96.25

Overall average attendance 95.92

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 81.89%

STAFF RETENTION RATE

Staff Retention Rate 70.49%

TEACHER QUALIFICATIONS

Doctorate 1%

Masters 10.89%

Graduate 28.87%

Certificate Graduate 4.44%

Degree Bachelor 57.78%

Diploma Advanced 33.2%

No Qualifications Listed 0%



STAFF COMPOSITION

Principal Class 3

Teaching Staff (Head Count)

78

FTE Teaching Staff

58.460

Non-Teaching Staff (Head Count)

38

FTE Non-Teaching Staff

31.020

Indigenous Teaching Staff

0

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Reading 590.00

Year 9 Writing 570.30

Year 9 Spelling 579.30

Year 9 Grammar & Punctuation 589.70

Year 9 Numeracy 589.70

SENIOR SECONDARY OUTCOMES

VCE Median Score 30

VCE Completion Rate

99%

VCAL Completion Rate

100%

POST-SCHOOL DESTINATIONS AT AS 2017

Tertiary Study 69.0%

TAFE / VET 18.0%

Apprenticeship / Traineeship 2.0%

Deferred 4.0%

Employment 4.0%



NOTE:

The School’s financial performance information has been provided to the Australian Charities and

Not-for-profits Commission (ACNC) and will be available for the community to access from their

website at http://www.acnc.gov.au

http://www.acnc.gov.au/

2017 annual report secondary template · 2018-05-31 · presentation college windsor, windsor 2017...

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