2017 annual report - stella maris...

2017 Annual Report

CONTENTS

1. A MESSAGE FROM KEY SCHOOL BODIES 2

2. CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY 5

3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACTY AND NUMERACY TESTING 6

4. SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT) 7

5. TEACHER PROFESSIONAL LEARNING, ACCREDITATION AND QUALIFICATIONS 10

6. WORKFORCE COMPOSITION 15

7. STUDENT ATTENDANCE, AND RETENTION RATES AND POST-SCHOOL DESTINATIONS IN SECONDARY SCHOOLS 16

8. ENROLMENT POLICIES 17

9. OTHER SCHOOL POLICIES 19

10. SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT 21

11. INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY 22

12. PARENT, STUDENT AND TEACHER SATISFACTION 23

13. SUMMARY FINANCIAL INFORMATION 24

14. PUBLICATION REQUIREMENTS 25

a: 52 Eurobin Avenue, Manly NSW 2095 t: +61 2 9977 5144 f: +61 2 9976 2753 e: [email protected] w: http://www.stellamaris.nsw.edu.au abn: 88 058 323 827 cricos: 03290E

2017 Annual Report | Stella Maris College

1. A MESSAGE FROM KEY SCHOOL BODIES

Message from the Principal Stella Maris is a Catholic girls’ college in the Good Samaritan tradition, operating under the governance of Good Samaritan Education. The College is committed to providing an inclusive education through a variety of learning experiences, which maximises students’ knowledge of the Benedictine tradition, their individual creativity and academic potential. Young women at Stella Maris College learn and live out our Benedictine values in the community through their actions and achievements. Our core values draw on the strength of the Good Samaritan Benedictine tradition where we value:

The dignity of each person;

The integration of faith and life;

A love of our academic tradition;

The ongoing development of the academic school environment;

A holistic view of education and an integrated curriculum that fosters the creativity, initiative and ability of each student;

Respect for individual differences so that ‘the strong have something to strive for and the weak nothing to run from’;

An appreciation of beauty and the diversity of cultural values;

Wise stewardship which reverences the earth and its resources;

A balance of work and prayer;

Hospitality of heart and place;

The seeking of peace. Each year there is a focus on one of these core values and 2017 was deemed the Year of Peace and Justice at the College with events and practices concentrating on making this relevant to the staff, students and parents. During 2017 a new Strategic Plan was put in place by the school that reflects the core values we espouse as well as identifying future educational planning at Stella Maris College. The three-year plan aims to:

Create a campus that is inspiring, inclusive and innovative, reflecting our Good Samaritan Benedictine identity;

Build a school-wide culture of improvement and achievement for staff and students;

Value all members of the Stella community and ensure they have an opportunity to speak and be heard.

Elizabeth Carnegie Principal 2017


Message from the Chair of the Board Stella Maris College has been part of the Manly community since 1931 and is committed to providing quality and holistic education for young women, built on the foundations of the Good Samaritan Benedictine tradition, at the centre of daily life. The role of the College Board is to offer guidance and support for the Principal who has overall responsibility for the operations of the College. The Board Directors are committed members with varied expertise in respective fields including business and strategic management, development and not-for-profit, law, building and engineering, investment banking, economics and education. The Board is committed to effective planning and currently we are working through the 2017-2019 Strategic Plan, which is based on our Mission, Vision and Values, to recognise and respect the individuality of each person who forms part of the College community. The Strategic Plan focuses on five priorities; to be Welcoming and Faithful, offer Engaged Learning, ensure Community Wellbeing and make sure there is Collaborative Leadership and Visionary Stewardship, all of which will ensure the College offers young women a contemporary and progressive education for this century. To ensure sustainable development and enriched learning opportunities, the Board is committed to rebuilding and refurbishing parts of the College. The College renewal commenced in 2012 with the Benedict campus, providing the students in Years 11 and 12 learning spaces that offer multi-purpose areas for both independent and collaborative learning experiences. Early in 2018, Stage 1 of the Master Plan was completed with the old D Block being replaced with the new, easily accessible, Scholastica building which now offers a bright and spacious new library with independent learning spaces and state-of-the-art science laboratories. Other improvements within the College include an improved decked playground space within the main campus, underground car parking, a new staff area and a new focus on our beautiful, historic Chapel. The aim is to create a campus that is inspiring, inclusive and innovative, reflecting our Good Samaritan Benedictine identity; building a school-wide culture of improvement and achievement for staff and students; ensuring all members of the Stella community are valued and that they have an opportunity to speak and be heard. The community should be assured that whilst there is a need to continue to improve the school facilities and offer increased resources, the Board is ever mindful of the pressures on families particularly in these financially challenging times and is therefore considerate of its school fee decisions. The Board understands there are challenges within families’ lives and encourages parents or guardians to discuss any matters of concern with the Principal. Over the next few years, the Board will be in a period of renewal and I take this opportunity to thank the outgoing Directors, for their many years of support and service to the College and welcome the new Directors and Committee members, who have joined the Stella Maris community. In closing, I would also like to acknowledge the loyal members of our broad community who contribute to the life of the College, including our Good Samaritan Sisters, Members of Good Samaritan Education, our Principal, the College Executive, staff, parents and guardians, each of whom are committed to ensuring that the young women of Stella Maris College are given every opportunity to reach their full potential, and be well equipped to make a difference in the world.

Kim Nass Chair, Board of Directors 2017


Message from College Captain 2017 has been a monumental year for Stella Maris College and all students, staff and community members who call it their home. Through the successes, in the classroom, on the sporting field and in other parts of the world, this school year has represented the determination of the young talented female students who walk the halls. As a leader, I have reflected on this year with utmost pride and gratitude for our community and the support that this offers us, and the Benedictine Values in which we centre our work around. 2017 has been the year of Peace and Justice and as a collective group, we have weaved this into all aspects of our calendar, by ensuring a peaceful and loving environment which in turn has created an atmosphere of justice, equality and unity. Our immersion programs are initiatives that promote our strong connection with our international Benedictine community. Stella Maris girls have visited Santa Teresa in Alice Springs as well as the Bacolod Kinder School in the Philippines which I was part of last year, both amazing experiences which has brought peace and beauty into the lives of our students. We continue to bring this alive within our own school community with our annual Sleep Out, which we sleep like the homeless as well as fundraisers to contribute to justice within our underprivileged parts of our strong community. In this way, we have brought a sense of peace into the lives of those around us and ourselves. Through our Duke of Edinburgh program, we have seen many hikes this year from Bronze Award junior participants to our Silver and Gold senior girls. I have had the privilege to participate in this group, where the dedication and resilience of our community fostered a stronger collective relationship between the years. The Silver and Bronze girls have travelled overseas to New Zealand and Cambodia this year, teaching them courage and teamwork and truly shaping their individual strength. These experiences have allowed us as young females to interact with our environment flourishing a serenity and peace in our hearts. Our volunteer work such as commitment to the Manly Women’s Shelter, Bear Cottage Christmas Wrapping, that I am a strong advocate for, as well as numerous personal projects aims to encourage justice and enrich the lives of those within our Manly community. The Stella Maris values run throughout each of us girls and these opportunities help to enhance realization of Benedictine faith in life. Our Stella Maris team in the 25th Pub to Pub local fun run, won the largest group again this year with many staff and students achieving great success. We raised an astounding amount of money for Cambodia Happy Days charity, run by Mike Pawley, an example of our annual commitment to the peace and justice of our community. We have a heightened passion for learning at Stella Maris College, seen through our academic success in our WINGS program, where our rising intellectual girls enter Decathlons, Writing competitions, Language competitions and science quizzes. We aim to encourage the younger years to grasp a love of science and math’s and effectively develop knowledge and passion throughout their time here. As a year 12 science student, I understand the significance of women in science and all it offers us for the future. Similarly, our musical success has taken us all the way to Hawaii this year, allowing the girls to perform globally and enhance confidence, skills and life experiences. Currently, our School renovations are progressing with flying colours and aim to be finished by 2018. The new building will create supportive environments and encourage our already thriving academic success, due to the vast new opportunities and resources. The structure of our school reflects very much the unity, peace and love that floats through the halls and that we carry with us into the community. Overall, Stella Maris college has exampled an enthusiastic, peaceful year of achievements and success, in which has contributed to a tremendous pride and esteem for our staff and students.

Molly Marr College Captain 2017


2. CONTEXTUAL INFORMATION ABOUT THE SCHOOL AND CHARACTERISTICS OF THE STUDENT BODY

Contextual Information about the School Stella Maris College (the College) is registered and accredited by the NSW Education Standards Authority (NESA). The College is a school of Good Samaritan Education (GSE), established in 1931 by the Sisters of the Good Samaritan in the Benedictine tradition. It is one of 10 schools under GSE governance in Australia. In 2017, the College celebrated 86 years as an Independent girls’ secondary school providing a Catholic education for girls on the Northern Peninsula of Sydney. Stella Maris College is located in Manly, in the Diocese of Broken Bay. The College has two campuses. The Main Campus is located at 52 Eurobin Avenue, Manly and the Benedict Campus, which became functional in 2012, is located at 270 Pittwater Road, Manly. Stella Maris College enjoys a positive profile within the Manly community because of its diverse and comprehensive curriculum, expanding emphasis on the integration of information technology across the curriculum, its nurturing pastoral care environment and the social justice initiatives undertaken by the students.

Characteristics of the Student Body In 2017, Stella Maris College had a total population of 897 students, of which:

844 were local students;

53 were international students;

12 were students with disabilities;

3 were Aboriginal/Torres Strait Islander (ATSI) students;

17 were students with Language Background Other Than English (LBOTE). The majority of students live within a radius of 15 kilometres of the College and come from Catholic, government and Independent schools.


3. STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACTY AND NUMERACY TESTING

National Assessment Program: Literacy and Numeracy (NAPLAN) The annual NAPLAN tests assess Years 3, 5, 7 and 9 students’ skills in reading, writing, spelling, grammar and punctuation and numeracy. Year 7 In 2017, 156 students in Year 7 participated in NAPLAN. Their test results indicate that the cohort was:

Above state average in top three bands in Reading, Writing, and Grammar and Punctuation and significantly below the state in terms of the percentage of students in the bottom three bands

Below the state average in the top Band in Spelling, but above state average in Band 7 & 8. Band 3 was at a similar level, but again the number students in Bands 4 & 5 were significantly lower that the stage average;

Minimally below state average in the top Band in Numeracy, but above state average in Band 7 & 8. Again, the cohort had levels significantly below the state in the bottom three Bands.

Percentage Achievement Levels for Year 7 2017 compared to State

Band Reading Writing Spelling

Grammar & Punctuation

Numeracy

SMC State SMC State SMC State SMC State SMC State

Band 9 21.8 11.8 13.9 5.4 9.5 14.3 20.9 12.7 16.0 17.1

Band 8 28.8 18.8 22.8 15.9 39.2 27.0 22.8 17.3 28.2 17.8

Band 7 29.6 28.9 32.3 21.6 28.5 26.9 38.6 30.2 33.3 29.0

Band 6 23.5 19.2 22.8 27.3 17.1 17.3 13.3 21.5 16.0 22.2

Band 5 1.9 11.1 6.3 21.1 5.1 9.8 2.5 10.5 6.4 11.6

Band 4 0.0 5.2 1.9 8.7 0.6 4.7 1.9 7.8 0.0 2.4

Year 9 In 2017, 144 students in Year 9 participated in NAPLAN. Their test results indicate that the cohort was:

Above the state average in the top three bands in Reading and Writing and significantly below the state in terms of the percentage of students in the bottom three bands;

Minimally below the state average in the top 2 bands for Spelling, above the state average in Bands 7 & 8 and below the state in terms of the percentage of students in the bottom two bands;

Equal to or above the state in the top three bands in Grammar and Punctuation, and significantly below the state in terms of the percentage of students in the bottom three bands;

Below state average in the top band in Numeracy, above state average in Bands 8 & 9 and significantly below the state in terms of the percentage of students in the bottom three bands.

Percentage Achievement Levels for Year 9 2017 compared to State

Band Reading Writing Spelling

Grammar & Punctuation

Numeracy

SMC State SMC State SMC State SMC State SMC State

Band 10 9.0 7.6 9.7 7.3 9.0 9.1 11.1 11.1 9.7 12.1

Band 9 28.5 17.1 21.5 10.7 20.8 22.0 20.1 13.7 22.2 17.7

Band 8 36.1 33.7 36.1 27.2 27.8 24.0 39.6 26.7 36.8 28.7

Band 7 21.5 21.1 20.8 20.0 31.9 25.8 20.1 24.6 22.9 25.9

Band 6 4.9 14.9 9.7 18.7 9.0 12.8 7.6 15.3 7.6 14.6

Band 5 0.0 5.6 2.1 16.1 1.4 6.2 1.4 8.5 0.7 1.0


4. SENIOR SECONDARY OUTCOMES (STUDENT ACHIEVEMENT)

Record of School Achievement (RoSA) In 2017, the College had two students who were nominated to receive a RoSA. These students left during Year 11 to pursue courses at TAFE and join the workforce.

Higher School Certificate (HSC) Stella Maris College is a non-selective, all girls, Catholic high school, providing a broad range of courses to engage and challenge HSC students. In 2017, 142 students completed Year 12 at Stella Maris College, of which:

128 were local students;

14 were International students. Additionally, the HSC cohort had:

9 external students, who studied the VET course: Certificate III Entertainment Industry;

1 HSC Pathways student, completing the VET course: Hospitality - Certificate II Kitchen Operations. She has four years to complete the rest of her HSC but has now chosen to transition into the workforce with this VET qualification;

0 Life Skills HSC students;

1 Year 11 student who accelerated to complete the HSC Swedish Continuers course;

133 students receive an ATAR and the 9 non-ATAR candidates completed extra VET courses providing a pathway to TAFE.

A summary of the results in 2017 is as follows:

100% of the students who completed Year 12 attained a Higher School Certificate;

Generally, student results were at or above state level, a consistent trend over the past 7 years;

The College performed above the State mean in 32 of the 41 courses conducted;

In total, 90% of candidates across all courses achieved marks in the highest three bands.

Of the 37 candidates who sat for a 1-unit extension course, 75% achieved a Band E3 or E4.

33 out of the 142 Stella Maris College students participated in one or more VET courses as part of their HSC pattern of study. This represented 23% of the College candidature.

The VET courses studied were:

Certificate II in Hospitality - Kitchen Operations and Cookery - 18 students

Certificate III in Tourism, Travel and Events - 8 students

Certificate III in Entertainment Industry - 9 students. 8 students achieved a Certificate of Attainment.

Community Services - Introduction to Children’s Services – 2 students

Hair and Beauty Services – 1 student Individual Student Performance Data:

Distinguished Achievers: 45 students achieved a Band 6 in one course, 17 students achieved a Band 6 in more than one course, including one student who achieved a Band 6 in 6 of her subjects;

No students appeared on the All-Rounders, First in a Course or Top Achievers lists.


College vs State Mean

2017 Course Results in Percentage Bands

2012-2016 Comparative Performance Over Time

Course Results in Bands 4-6

Course

2017

2017 2016 2015 2014 2013 2012

Band 4-6 Band 1-3 Band 4-6 Band 4-6 Band 4-6 Band 4-6 Band 4-6

College State College State College State College State College State College State College State Aboriginal Studies n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 100 46 n/a n/a

Ancient History 8.1 96 62 4 38 83 59 87 61 100 62 73 62 81 54

Biology 5.25 88 69 12 31 100 65 88 60 88 62 84 68 83 63

Business Studies 6.77 87 66 13 34 73 64 68 67 90 68 92 66 94 68

Chemistry 2.57 100 71 0 29 100 74 100 74 76 76 96 74 79 71

Community and Family Studies

4.06 83 68 17 32 86 65 84 66 84 71 44 67 62 68

Dance 9.75 100 82 0 18 100 78 100 78 100 77 80 71 100 71

Design and Technology 10.48 100 77 0 23 100 77 81 79 90 75 100 78 100 78

Drama 2.75 100 84 0 16 100 83 100 82 88 84 65 84 50 83

Earth and Environmental Science

5.69 86 74 14 26 100 69 n/a n/a 100 73 86 73 n/a n/a

Economics 0.64 80 74 20 26 100 74 50 75 80 73 100 68 100 72

English (Standard) 8.74 92 55 8 45 93 50 83 42 82 43 57 34 85 52 English (Advanced) 1.11 96 92 4 8 100 91 96 91 100 92 99 86 96 89

English as a Second Language

6.27 73 56 27 44 92 59 57 61 57 66 70 60 59 65

Food Technology 6.77 85 60 15 40 67 59 69 57 88 56 82 57 100 68

Geography n/a n/a n/a n/a n/a 100 71 100 67 n/a n/a 88 65 50 67

Information Processes and Technology

n/a n/a n/a n/a n/a 100 64 100 66 100 68 100 69 100 61

Legal Studies 3.44 80 75 20 25 100 71 88 69 83 66 82 70 91 70

Mathematics General 7.55 78 51 22 49 94 52 75 51 92 51 68 43 87 51

Mathematics 0.27 100 75 0 25 93 77 85 81 82 82 91 77 81 79

Modern History 7.21 94 71 6 29 93 73 95 73 100 75 95 77 97 75

Music 1 4.1 100 90 0 10 100 89 100 91 94 89 100 89 100 91

Music 2 -1.45 100 100 0 0 100 100 100 100 100 99 100 100 100 100

PD/H/PE 8.32 90 60 10 40 87 63 95 63 79 63 79 59 82 64

Physics -5.58 50 68 50 32 67 66 89 66 100 67 100 66 73 67

Senior Science 8.49 100 60 0 40 n/a n/a 75 61 100 70 100 69 92 72 Society and Culture 2.67 79 79 21 21 100 79 100 81 100 78 80 79 85 75

Studies of Religion I 4.05 100 82 0 18 93 76 100 78 94 76 100 78 100 72

Studies of Religion II 0.38 81 78 19 22 80 71 70 71 75 74 71 75 81 72


Textiles and Design 6.69 100 77 0 23 100 78 100 80 94 72 100 66 100 79

Visual Arts 4.46 100 90 0 10 100 88 98 88 100 85 97 89 95 89

Chinese and Literature 0.85 100 96 0 4 n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a

Chinese Background Speakers

n/a n/a n/a n/a n/a 100 97 92 96 100 99 100 95 100 95

Entertainment Industry 2.18 77 76 23 24 100 80 100 57 100 60 50 53 80 49

French Beginners n/a n/a n/a n/a n/a 100 72 100 71 n/a n/a n/a n/a n/a n/a

French Continuers 8.25 100 90 0 10 100 89 100 87 100 89 100 90 75 88

German Beginners n/a n/a n/a n/a n/a n/a n/a n/a n/a 100 87 n/a n/a n/a n/a

Hospitality 3.43 91 70 9 30 96 67 80 77 74 73 93 76 100 75

Indonesian Background Speakers

n/a n/a n/a n/a n/a 100 94 n/a n/a n/a n/a n/a n/a n/a n/a

Italian Continuers n/a n/a n/a n/a n/a 0 83 50 78 0 82 75 82 60 76

Japanese Background Speakers

n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 100 100 n/a n/a

Japanese Beginners 8.66 100 66 0 34 88 65 80 61 43 67 86 59 62 65

Japanese Continuers -13.49 50 82 50 18 100 80 n/a n/a n/a n/a 100 77 n/a n/a

Modern Greek Beginners n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a n/a 100 72 n/a n/a

Retail Services n/a n/a n/a n/a n/a 100 69 n/a n/a n/a n/a n/a n/a n/a n/a

Spanish Continuers n/a n/a n/a n/a n/a 100 79 14 73 100 79 100 80 100 87

Tourism 5.24 100 70 0 30 100 55 100 74 100 78 74 66 88 76

College vs State Mean

Extension Course Results in

Percentage Bands

Comparative Performance Over Time 2016-2012 Course Results in Bands E3-4

Extension Course

2017

2017 2016 2015 2014 2013 2012

Band E3-4 Band E1-2 Band E3-4 Band E3-4 Band E3-4 Band E3-4 Band E3-4

College State College State College State College State College State College State College State English Extension 1 -1.29 92 94 8 6 100 100 100 94 100 93 100 88 94 87

English Extension 2 -2.63 100 78 0 22 n/a n/a 100 83 100 78 100 78 100 78

Mathematics Extension 1 -3.38 71 82 29 18 100 97 100 84 84 85 94 84 92 85

Mathematics Extension 2 -10.19 58 84 42 16 100 98 63 86 20 86 88 87 86 89

Music Extension -4.69 100 95 0 5 100 100 25 93 100 99 100 98 100 99

History Extension -1.8 60 80 40 20 100 99 100 78 89 78 100 74 89 66

French Extension n/a n/a n/a n/a n/a 100 100 n/a n/a n/a n/a n/a n/a n/a n/a

Spanish Extension n/a n/a n/a n/a n/a n/a n/a n/a n/a 100 100 n/a n/a n/a n/a


5. TEACHER PROFESSIONAL LEARNING, ACCREDITATION AND QUALIFICATIONS

Professional Learning The College is committed to the ongoing professional learning for all teachers to build capacity and foster improved learning outcomes for all students. Professional learning refers to the growth of teacher expertise that includes, but is not limited to, professional development (PD). In order to meet our TAA requirements with teachers, PD events are recorded in the College’s administration system as per the NESA PD Type. Teachers are able to generate individual reports that categorise their PD completion as shown in the table below.

NESA Professional Development Types

PD Type Number of Staff Participating

NESA Registered PD – External Accredited through an External Provider.

626

Teacher Identified PD – External Completed off-site with colleagues outside the College.

75

Teacher Identified PD – Internal Completed on-site with colleagues through lesson observation, department meetings and full staff meetings.

409

Total Number for Individual Teacher Involvement 1110

The details in the table below use the convention for an Event Name for both NESA Accredited (NESA-A) and Teacher Identified (TI) PD activities.

Professional Learning

Professional Learning Activity Number of Staff Participating

NESA Registered PD - External

05/08/2017 PD NESA-A AIS Workshop SCa Attending 1

05/08/2017 PD NESA-A NSW CSSA Forum LYE LCA 2

05/08/2017 PD NESA-A Online Course TPa completing 1

05/11/2017 PD NESA-A SOR Prelim workshop KFe Attending 1

06/01/2017 PD NESA-A AIS History Extension SHa Attending 1

06/06/2017 PD NESA-A HSC Food Tech LGa Attending 2 Days 1

06/09/2017 PD NESA-A Enhance Musical Mindset JMa Attending 1

06/09/2017 PD NESA-A Pedagogy Workshop AOb Attending 1

07/03/2017 PD NESA-A AIS ICT Program Lead CMa Attending 1

08/02/2017 PD NESA-A LTS 1 Maths Coached Proficient 9

08/02/2017 PD NESA-A LTS 1 Maths CPa Coaching 1

08/04/2017 PD NESA-A History Syllabus workshop SMe Attending 1

08/04/2017 PD NESA-A Revised Stage 6 History SHa Attending 1

08/04/2017 PD NESA-A Wellbeing Workshop SCa ASm BPa KFe MHe 5

08/10/2017 PD NESA-A LTS 1 English Coached Proficient 10

08/10/2017 PD NESA-A LTS 1 English CPa Coaching 1

08/11/2017 PD NESA-A Society & Culture CKa Attending 1

09/01/2017 PD NESA-A LTS 1 Performing Arts Coached Proficient 4

09/01/2017 PD NESA-A LTS 1 ScienceB &PerformArts CPa Coaching 1

09/01/2017 PD NESA-A LTS 1 ScienceB Coached Proficient 4

09/04/2017 PD NESA-A Conference Assessment ATe KNa Attending 2

09/04/2017 PD NESA-A LTS 1 RE ALL Coach 8

09/04/2017 PD NESA-A LTS 1 RE CPa Coaching 1

09/05/2017 PD NESA-A LTS 1 PDHPE Coached Proficient 4

09/05/2017 PD NESA-A LTS 1 PDHPE CPa Coaching 1

http://educationstandards.nsw.edu.au/wps/portal/nesa/teacher-accreditation/maintaining-accreditation/professional-development/types-of-pd


09/06/2017 PD NESA-A LTS 2 Languages Coached Proficient 5

09/06/2017 PD NESA-A LTS 2 Languages CPa Coaching 1

09/07/2017 PD NESA-A HSC CAFS LKe Attending 1

09/07/2017 PD NESA-A LTS 1 Visual Arts Coached Proficient 5

09/07/2017 PD NESA-A LTS 1 Visual Arts PDHPE CPa Coaching 1



09/12/2017 PD NESA-A LTS 1 DigT & VET Coached Proficient 4

09/12/2017 PD NESA-A LTS 1 HSIE Coached Proficient 6

09/12/2017 PD NESA-A LTS 1 HSIE TAS DigT & VET CPa Coaching 1

09/12/2017 PD NESA-A LTS 1 TAS Coached Proficient 4

09/12/2017 PD NESA-A LTS 2 Performing Arts Coached Proficient 5

09/12/2017 PD NESA-A LTS 2 Performing Arts CPa Coaching 1

10/10/2017 PD NESA-A LTS 3 Languages ALL Coached Proficient 6



11/02/2017 PD NESA-A LTS 3 Visual Arts CPa Coaching 1

11/04/2017 PD NESA-A Music Composition RSu JMa Attending 2

11/06/2017 PD NESA-A LTS 3 History Coached Proficient 5

11/06/2017 PD NESA-A LTS 3 History CPa Coaching 1

11/07/2017 PD NESA-A LTS 3 DigT&VET Perform Arts CPa Coach 8

11/07/2017 PD NESA-A LTS 3 DigTVET PerfArts CoachedProficient 1


11/07/2017 PD NESA-A LTS 3 TAS CPa Coaching 1

11/09/2017 PD NESA-A LTS 3 D&T CoachedProficient 1

11/09/2017 PD NESA-A LTS 3 D&T CPa Coach 3

11/11/2017 PD NESA-A History Extension SHa Attending 1

12/07/2017 PD NESA-A AIS ISTAA & SMC Growth Plans Teachers 36

13/06/2017 PD NESA-A LTS Intro All T&L CPa Leading 1

13/06/2017 PD NESA-A LTS Intro All T&L Staff Attending 81

13/06/2017 PD NESA-A LTS Intro NOT all ONLY 2hrs Attendee 1

13/06/2017 PD NESA-A LTS Intro NOT All ONLY 3hrs Attendee 1



14/09/2017 PD NESA-A LTS 2 DigT & VET Coached Proficient 4

14/09/2017 PD NESA-A LTS 2 Sci TAS PDHPE DigT&VET CPa Coach 1

14/09/2017 PD NESA-A LTS 2 Science PDHPE Coached Proficient 12




15/09/2017 PD NESA-A LTS 2 HSIE PDHPE Coached Proficient 7

15/09/2017 PD NESA-A LTS 2 HSIE PDHPE CPa Coaching 1

16/05/2017 PD NESA-A AIS Stage 6 Syllabus ALa Attending 1



17/07/2017 PD NESA-A LTS Learning Clarity All T&L Attending 77

17/07/2017 PD NESA-A LTS Learning Clarity All T&L CPa Leading 1

17/07/2017 PD NESA-A LTS Learning Clarity ONLY 3.5hr Attendee 2

17/10/2017 PD NESA-A LTS Intro NOT All ONLY 3hrs 4

17/10/2017 PD NESA-A LTS Intro NOT All ONLY 3hrs CPa Leading 1


18/09/2017 PD NESA-A LTS 2 RE PDHPE Coached Proficient 9

18/10/2017 PD NESA-A LTS 3 PDHPE Coached Proficient 7

18/10/2017 PD NESA-A LTS 3 PDHPE CPa Coaching 1


19/05/2017 PD NESA-A English new Stage 6 ATe ARi EHa attend 3



19/10/2017 PD NESA-A LTS Intro NOT All ONLY 2hrs 8


20/10/2017 PD NESA-A AIS Research Symposium CPa Attending 1

20/11/2017 PD NESA-A Reading Work Skills KKi 1

21/03/2017 PD NESA-A Workshop ROSA/HSC LYe attending 1

21/06/2017 PD NESA-A LTS Intro NOT All ONLY 3hrs Attendees 6



21/09/2017 PD NESA-A LTS 2 Visual Arts CPa Coaching 1

21/10/2017 PD NESA-A NAFT Annual Conference JMu Attending 1

22/03/2017 PD NESA-A Curriculum Workshop SHan Attending 1

22/09/2017 PD NESA-A LTS 2 D&T Coached Proficient 3

22/09/2017 PD NESA-A LTS 2 D&T CPa Coaching 1

23/05/2017 PD NESA-A syllabus workshop TCh DFo Attending 2

23/08/2017 PD NESA-A LTS 1 ScienceA Coached Proficient 3

23/08/2017 PD NESA-A LTS 1 ScienceA CPa Coaching 1

23/08/2017 PD NESA-A New Syllabus Yr 11 AOb attending 1

23/10/2017 PD NESA-A LTS Learning Clarity ONLY 1.5 hr 1

23/10/2017 PD NESA-A LTS Learning Clarity ONLY 3hr 13

23/10/2017 PD NESA-A LTS Learning Clarity ONLY 3hr Leading 1

24/10/2017 PD NESA-A LTS 3 HSIE Coached Proficient 6

24/10/2017 PD NESA-A LTS 3 HSIE CPa Coaching 1



24/10/2017 PD NESA-A Studio Recording Techniques EBr RSu 2

25/07/2017 PD NESA-A ETA Day1 Y11 Modules CCO Attending 1

25/08/2017 PD NESA-A Legal Studies Commerce JNe MHe Attending 2

25/08/2017 PD NESA-A LTS 1 D&T Coached Proficient 3

25/08/2017 PD NESA-A LTS 1 D&T CPa Coaching 1

25/10/2017 PD NESA-A In-school PL Session All Teachers Meet 63



26/10/2017 PD NESA-A LTS 3 Science Coached Proficient 8

26/10/2017 PD NESA-A LTS 3 Science CPa Coaching 1

26/10/2017 PD NESA-A LTS Learning Clarity ONLY 1.5 hr 1

26/10/2017 PD NESA-A LTS Learning Clarity ONLY 2hr 12

26/10/2017 PD NESA-A LTS Learning Clarity ONLY 2hr Leading 1

28/07/2017 PD NESA-A 2017 HTA State Conference DFo Attending 1

28/07/2017 PD NESA-A 2017 HTA State Conference SHa Attending 1

28/08/2017 PD NESA-A ETA Day2 Y11 Programming CCO Attending 1



31/03/2017 PD NESA Legal Studies State Conference MHe attends 1

31/08/2017 PD NESA-A Curriculum Workshop KSl 1

31/10/2017 PD NESA-A LTS 3 RE Coached Proficient 7


Teacher Identified PD - External

03/02/2017 PD TI HSC Workshop LYe Attending 1

04/06/2017 PD TI TAA Renew Rego CPa Attending 1

05/05/2017 PD TI Curric Networking LYe CPa Attending 2

05/08/2017 PD TI NESA-A NSW CSSA Forum JMu attending 1


06/02/2017 PD TI Society and Culture HSC CKa Attending 1

06/07/2017 PD TI Share Course Learning Meeting CEC DHa 1

06/09/2017 PD TI EduTech Demonstration Floor SCa RSu SMe 3

09/05/2017 PD TI School Sports Law RKe JWi Attending 2

09/07/2017 PD TI Accreditation HALT CPa Attending 1

10/11/2017 PD TI SoR In-Service Islam AHa attending 1

11/02/2017 PD TI Teacher Librarian JCh Attending 1

11/06/2017 PD TI NESA TAA Maintenance CPa Attending 1

12/05/2017 PD TI Logos for Schools HSC Prelim Philosophy 1

12/07/2017 PD TI First Aid CPR Compliance Selected Teachers 4

13/03/2017 PD TI Careers Network Meeting JFe attending 1

13/03/2017 PD TI Tourism Conference SAd Attending 1

14/11/2017 PD TI Body Esteem Training for PC ASm Attending 1

16/03/2017 PD TI Bus Studies Conf. JNe MEy Attending 2

16/06/2017 PD TI Curriculum network LYe JMu Attending 2

16/06/2017 PD TI New HSC Programming KSl Attending 1

17/02/2017 PD TI Discuss Conference KSl attending 1

17/05/2017 PD TI New HSC Programming KSl Attending 1

17/11/2017 PD TI Preliminary PDHPE MFi Attending 1

18/05/2017 PD TI Conference LYE attending 1

18/05/2017 PD TI GSE T&L MCa EGa Attending 2

18/05/2017 PD TI HAT LT Info Session CPa Attending 1

19/05/2017 PD TI Making Literacy Visible CPa Attending 1

19/06/2017 PD TI GSE lecture JMo DSt AHa attending 3

19/07/2017 PD TI Mathletics updates Maths teachers attending 9

19/10/2017 PD TI VET Exam Committee MSm Attending 1

19/11/2017 PD TI Chinese and Literature Course SJo Attending 1

21/03/2017 PD TI Judaism Seminar KFe attending 1

22/05/2017 PD TI NAPLAN Online Briefing JMo CMa attending 2

22/10/2017 PD TI AHISA Conference LYe Attending 1

23/10/2017 PD TI PDHPE RE Controversial Issues CDo Attending 1

24/07/2017 PD TI Maths Assess Learning KDe MCr Attending 2

24/08/2017 PD TI GIS in Geography KSt Attending 1

25/02/2017 PD TI 12 French Trials exam JMu Reviewing 1

25/08/2017 PD TI NCN Meeting LYe Attending 1

27/07/2017 PD TI RE Conference NCh RRo Attending 2

27/10/2017 PD TI Careers Advisors Conference JFe Attending 1

28/11/2017 PD TI NESA Entertainment Exam Committee MSm Attend 1

29/03/2017 PD TI ICMS SA1 networking SAd attending 1

29/11/2017 PD TI Duke of Ed Admin Training LSi Attend 1

31/03/2017 PD TI Curriculum Network Meeting MCh Attending 1

31/03/2017 PD TI iWise Webinar JMo, CMa, JCh participating 3

31/03/2017 PD TI NCN Meeting LYa KNa Attending 2

31/03/2017 PD TI VET Hospitality EGa NBo Attending 2

Teacher Identified PD - Internal

02/09/2017 PD TI Using Data English Faculty Dept. Meeting 12

02/10/2017 PD TI Observation JWi MFis Teaching 2

03/01/2017 PD TI Maintenance NESA NCa JWi JFer Mentoring 3

03/01/2017 PD TI Maintenance NESA SMo JFer Mentoring 2

03/06/2017 PD TI Observation RKe and LMe Teaching 2

05/09/2017 PD IT Observation KDe RWh SMo Teaching 3

06/06/2017 PD TI Observation AGo JMu SJo LBa MSe teaching 4

08/10/2017 PD TI In-school PL Session All Teacher CPa Leading 1

08/10/2017 PD TI In-school PL Session All Teachers Meeting 67


08/10/2017 PD TI MathsOnline MCr BPa KNa SMo KDe GGr EBu RWh 9

08/11/2017 PD TI Reporting on Pre-service Teacher KDe SMo CPa 3


15/02/2017 PD TI Using Data Mathematics Faculty Dept. Meeting 9

15/11/2017 PD TI KNa Observe SMo Teaching 2

16/03/2017 PD TI Observation MSm CPa GCa Teaching 3

16/05/2017 PD TI Post-Observation KDe RWh SMo CPa Discussing 4

17/03/2017 PD TI Observation AGo JMu LBa Teaching 3

20/06/2017 PD TI LBa AGo MSe JMu Observing SJo teaching 5

20/11/2017 PD TI 2018 NESA TAA Policy CPa LYe Meet 2

21/03/2017 PD TI Workshop Ext Provider CPa Co-facilitating 1



27/11/2017 PD TI Accreditation review CPa Leading 1

27/11/2017 PD TI Accreditation SMo NCa JWi KDe Attending 6

28/11/2017 PD TI NESA Accreditation policy JFe CPa 2

29/03/2017 PD TI Post Schools Assessment MCh DHa attending 2





31/05/2017 PD TI Observation ATe DHa MCh teaching 3

Teacher Accreditation

Teacher Accreditation Status of Teaching Staff

Level of Accreditation Number of Teachers

Pre-2004 teachers (Accreditation not required in 2017) 64

Conditional 0

Provisional 7

Proficient Teacher 26

Highly Accomplished Teacher (voluntary accreditation) 0

Lead Teacher (voluntary accreditation) 0

Total Number of Teachers 97

Teacher Qualifications

Qualifications of Teaching Staff

Category Number of Teachers

Teachers having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines

97

Teachers having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications.

0

Note: The number of teachers falling within these two categories may not sum to the total number of teachers as reported in the previous accreditation table as some teachers with

Conditional accreditation may not be included.


6. WORKFORCE COMPOSITION

Our Staff

School Staff

Category Number of Staff

Teaching staff 79

Full-time equivalent teaching staff 68.3

Non-teaching staff 41

Full-time equivalent non-teaching staff 31.5

Of the 120 people on staff at the College in 2017, none are known as Aboriginal and/or Torres Strait Islander.


7. STUDENT ATTENDANCE, AND RETENTION RATES AND POST-SCHOOL DESTINATIONS IN SECONDARY SCHOOLS

Student Attendance On average, 94.95% of students attended school each school day in 2017, similar to the 2016 attendance rate.

Student Attendance Rates

Year Level Attendance Rate %

Year 7 94.5

Year 8 94.3

Year 9 94.4

Year 10 94.3

Year 11 96.0

Year 12 96.2

Whole school 94.95

Management of Non-attendance The College acknowledges that regular attendance at school is essential in order to maximise the potential of students. In partnership with parents, it is a core responsibility of the College to promote the regular attendance of students. The College procedure to manage non-attendance is:

Clear information is made available to both students and parents regarding attendance requirements and the consequences of unsatisfactory attendance;

An electronic roll is marked at the start of each day. In addition, a roll is taken during each lesson in order to capture any partial absence. Teachers simply mark students as absent. This absence remains as unexplained until an explanation is received by Student Reception at which point the appropriate absence code is entered against this student. The codes used are those designated by the government;

All reasonable measures are taken to contact parents promptly of an unexplained absence occurring (via SMS by 12pm on the day of absence);

Families are encouraged to holiday or travel during school vacations.

Exemption from the compulsory education requirements of the Education Act may be granted by the Principal when it has been clearly demonstrated by the applicant that an exemption is in the student’s best interests in the short and long term and that alternatives to exemption have been considered. Exemptions granted by the Principal cannot total more than 100 days in a 12-month period. Exemptions of more than 100 days must be referred to the Minister. Procedural fairness must be accorded to an applicant for an exemption. Exceptions are granted for students engaged in employment in approved entertainment industry activities, in elite arts or sporting events (national and international);

Records are kept to ensure that ‘leave granted’ does not exceed that which is allowable.

Student Retention Rates of Year 10 to Year 12 Of the 185 students who completed Year 10 at the College in 2015, 147 (79.5%) remained to pursue their HSC at Stella Maris College in 2017. The retention rate has increased from 72% in 2016. Based on the information provided to the College when students leave it appears that they do so because of family circumstances or to pursue vocational training, employment or their HSC studies in a different educational setting.

Post School Destinations Following the completion of the HSC, most students continued on to further study. According to UAC and Notre Dame, 102 (75.6%) of the 135 students eligible for an ATAR were offered a place at university. Statistics regarding the number of students offered a place at interstate/international universities is unknown. Alternatively, students elected to take a Gap year, pursue full-time employment or details are unknown.


8. ENROLMENT POLICIES In 2017, the College Enrolment Policy was reviewed. The Enrolment (Local Students) Policy is included below. A separate Enrolment (International Students) Policy was drafted in 2017 and will become effective in 2018.


9. OTHER SCHOOL POLICIES

Summary of College Policies

Student Welfare Policy Changes in 2017 Access to full text

The College seeks to provide a safe and supportive environment to support the mental, physical and emotional wellbeing of students as outlined in the College Wellbeing Policy. Throughout 2017 a Project Team led by the Deputy Principal investigated and reviewed the role of Pastoral Care Teacher at Stella and all policies contained in the Pastoral Care Policy Suite. A recommendation was put to the Principal and accepted to be rolled out in 2018/19. By the end of 2019 Pastoral Care Teachers, who follow their PC class through from Year 7 to Year 12, will have 2 planning and catch up periods in their load per cycle. This time will allow them to get to know their students well, communicate with parents and plan PC Lessons in line with the programing led by Heads of Year. Pastoral Care Teachers commenced further professional learning in particular areas uncovered by the PC Project Team which will continue into 2018 and beyond. Areas for training include: mindfulness, restorative practice, positive education principles and teenage mental health. The College Counsellor is an integral member of the Wellbeing Team and works closely with the Heads of Year, Social Justice Coordinator and Deputy Principal. The College Counsellor has been particularly supportive in working with Heads of Years and the families of girls who are finding anxiety and school attendance difficult. The College Counsellor is a leader in local school counselling networks and endeavours to work in a case management scenario with external psychologists/psychiatrists who are supporting Stella girls and their families. The College Counsellor supports the development of Pastoral Programming via counselling statistics which have clearly demonstrated trends and patterns in the girls’ mental health and wellbeing concerns. These statistics have then been used as evidence in planning the pastoral care program to be unveiled in 2018.

Under review in 2017, with changes implemented throughout 2017.

This policy was available on request.

Anti-Bullying Policy Changes in 2017 Access to full text

The College acknowledges that all students have a right to an education that is free from discrimination, harassment and bullying. The Anti-Bullying Policy provides processes for responding and managing allegations of bullying including the contact information for the Police School Liaison Officer and Youth Liaison Officer. Anti-Bullying policies have been explicitly covered at College assemblies, Pastoral Care lessons and in Heads of Year Meetings throughout 2017. The College Student Leadership Team has also worked with students to ensure an understanding of what bullying is and isn’t. The Deputy Principal has written a number of articles for the College Newsletter about what bullying is and isn’t as well as many hints and tips on how to protect the students from cyber bullying. This information has also been shared in the fortnightly updates sent out by Heads of Year. The eSafety Commission has been consistently promoted to help parents and students understand the pitfalls of the online world and protection measures that are available to families. This was backed up by a family showing of the film Screenagers as a part of the Parent Seminar Series.

There were no changes to this policy during 2017. Under review in 2017, with changes effective 2018.

This policy was available on the College website or on request.


Counselling data has shown the Wellbeing Team that friendship concerns are the number one issue for younger girls at the College and the Stella Sisters Program has been introduced to deal with that, and bullying concerns. Stella Sisters are mentors and supports to Stella girls who are having a hard time with their friendship groups. Stella Sisters are always available to spend time with these girls as they either transition to a new group or have some time out from their friendship group. Stella Sisters are leaders and model good friendship behaviour. They are a sounding board for students in their year level about friendships and help them access teachers and the counsellor for help. The first group of Stella Sisters was selected and trained ready for leadership towards the end of 2017.

Discipline Policy Changes in 2017 Access to full text

The College Discipline Policy clearly specifies that use of any form of corporal punishment is never permitted. In addition, Stella Maris College does not explicitly or implicitly sanction the administering of corporal punishment by non-school persons, including parents, to enforce discipline at school. The policy is based on principles of procedural fairness and involves parents in the processes of procedural fairness for suspension and expulsion.

There were no changes to this policy during 2017. Under review in 2017, with it being incorporated into the new Student Management and Engagement Policy effective 2018.

This policy was available on request.

Concerns and Complaints Policy (Complaints and Grievances Policy) Changes in 2017 Access to full text

The College uses procedural fairness in all aspects of complaint handling. Initially, issues should be directed verbally or in writing to the relevant staff member. If the issue remains unresolved then either party may make a complaint to the next level of management, detailed within the Communications Structure noted in the policy, until the issue is resolved. Issues are to be dealt with as swiftly as possible, in a courteous and respectful manner. Some issues require mediation or an interview and parties must be open to resolution, dismissal of the complaint or an apology given. A support person may be offered to the respondent to a complaint.

There were no changes to this policy during 2017.

This policy was available on the College website or on request.


10. SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT

Achievement Priorities Identified for Achievement in 2017

Area Priorities Achievements

College Building Master Plan

Build the Science, Library and Administration building (Stage 1)

Construction work commenced in 2017 and completed in early 2018. Enabling works were undertaken, including a move of Visual Arts and Design and Technology to E block and relocation of teaching staff to the Convent building and Benedict Campus in 2017.

Professional Learning Teacher professional learning was focused on the development of collaborative learning communities. Staff explored the use of professional teaching rounds and were involved in a review of current pedagogical practice.

The SCHMIC program was introduced to teaching staff and the first modules were completed in 2017. This program offers professional learning which is accredited by NESA.

Improving Academic Standards

The College explored new ways of analysing data focusing on providing feedback to students and improving the educational outcomes of girls at the College.

While HSC and NAPLAN results are satisfactory and improving each year, teachers concentrated on lifting students’ results into higher bands through a focus on academic rigour and setting high expectations. PAT data was also collected to start a tracking program that could be used to assess individual learning growth over time.

International Students Ensure the pastoral support for International student by working with their homestay and guardians to create strong connections with the College through the Head of Community and Social Justice and the International Marketing Officer.

The College acquired its own CRICOS registration in 2012 and is working with the homestay and guardians to offer good pastoral support for the students who come mostly from China. Good supervisory practices are in place to support the students at the College.

Communication with the College community

Improve our communication with the College community through the use of social media platforms, website, portal and email.

The Communications and Marketing Officers are increasing our use of social media to connect with students and their families.


11. INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY The College endeavours to ensure that all students recognise that they are a valuable part of the College community. The College works with staff, students and parents to promote learning experiences that promote self-esteem, mutual respect and responsibility.

Initiatives Promoting Respect and Responsibility in 2017

Area Summary of Actions or Events

Positive Education Principles

After a year of research, the Wellbeing Team, alongside the College Leadership Team, has taken the decision to work towards Stella Maris College fully embracing Positive Education Principles. The Wellbeing Team has spent 2017 reviewing all policy against the positive education model, engaging in professional learning and redeveloping the pastoral care program. The Wellbeing Team has created a program for launch in 2018 based on our key graduate outcomes – Stella girls are Inclusive, Innovative and Inspiring. Each learning stage will focus on one of these areas with different character strengths underpinning pastoral care program. Doctor Justin Coulson was engaged to work closely with the Wellbeing Team in construction of the Pastoral Care Program. Dr Coulson was also engaged to speak with parents of Year 7 and 8 girls as a part of the Parent Seminar Series introducing positive education principles, education and parenting concepts.

Student Representative Council (SRC) and Year 12 Leadership Team

These groups offer forums where student voice can contribute to the College community. Students have opportunity to bring concerns to the College Leadership through these forums which have been useful in obtaining student feedback on our new building with suggestions for inclusions and testing of chairs and desks for learning spaces.

Co-curricular and Extra-curricular Activities

Students are encouraged to be actively involved in the co-curricular and extra-curricular activities offered at the College in order to satisfy their interests, develop their talents and improve academic skills or contribute to the community. The College offers a large range of activities which include:

Dance, Drama and Music Ensembles;

SPECTRA Science Club;

Stellamatics Maths Club;

Art Club;

Writers’ Group;

MAD-Make a Difference Social Justice Club;

Debating;

Sporting teams.

Duke of Edinburgh Award

The College offers the opportunity for students to be involved in the Duke of Edinburgh Award scheme with many students from Years 9-11 completing their Bronze, Silver and Gold Awards. International experiences featured, with students travelling to Cambodia for the Gold Duke of Edinburgh expedition and to New Zealand for the Silver Award expedition.


12. PARENT, STUDENT AND TEACHER SATISFACTION

The Embedding Excellence Survey was conducted during September and October 2017. The survey was made available to all students with 514 students taking the opportunity to respond. Likewise, all parents and staff had the opportunity to respond to the survey with 76 parents and 34 staff members returning responses. The data indicates a number of successes at the College and with College life:

1. All three groups agree that the school’s image in the community is of a good school has a caring and respectful environment for all, describing the College as caring, inclusive and supportive.

2. Staff and parents are positive about the College’s approach to student well-being. 3. Staff and students agree that teachers hold high expectations for student achievement; 4. Teaching staff recognise that the College has a clear commitment to improving the learning outcomes of

students. 5. All three groups know the school values and staff and parents agree that the Leadership Team promote

the school vision, values and programs as well as the school’s successes in the community. The data indicates some challenges:

1. Staff and parents indicate that teachers could be more involved in school educational decision making; 2. Students believe the school buildings and grounds could be aesthetically more pleasing; 3. Staff indicate there could be an improvement in collective responsibility by parents, students and staff

for individual student progress and needs; 4. Teaching staff would like to see an improvement in the physical resources available to teachers.


13. SUMMARY FINANCIAL INFORMATION Financial income and expenditure for the College is shown below.

Recurrent/Capital Income The following percentages represent specific dollar amounts aggregated from the financial information submitted via the Commonwealth’s financial questionnaire:

56.8% Fees and private income

11.6% State recurrent grants

31.6% Commonwealth recurrent grants

0% Government capital grants

0% Other capital income

Recurrent/Capital Expenditure The following percentages represent specific dollar amounts aggregated from the financial information submitted via the Commonwealth’s financial questionnaire:

41.3% Salaries, allowances and related expenses

17.6% Non-salary expenses

41.1% Capital expenditure


14. PUBLICATION REQUIREMENTS The Annual Report provides reliable and objective information to the College community about school performance measures and policies as determined by the NSW Government and Australian Government legislation. The Annual Report is provided to NESA and made available on the College website by the 30th June in the year following the reporting year. Printed versions are also available, on request, to persons who are responsible for a student and are unable to access it online. Further information about the contents of this report may be obtained by contacting the College, visiting the College website or visiting the MySchool website.

a: 52 Eurobin Avenue, Manly NSW 2095 t: +61 2 9977 5144 f: +61 2 9976 2753 e: [email protected] w: http://www.stellamaris.nsw.edu.au abn: 88 058 323 827 cricos: 03290E

http://stellamaris.nsw.edu.au/

http://stellamaris.nsw.edu.au/

https://myschool.edu.au/

2017 annual report - stella maris...

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