st andrews college, marayong - catholic education in the ... · pdf filei am proud to present...

St Andrews College, MarayongPO Box 4056, Marayong 2148Principal: Mr Nicholas VidotPhone: 9626 4000 Fax: 9831 6526Email: [email protected]://www.standrewscmarayong.catholic.edu.au

mailto: [email protected]

http://www.standrewscmarayong.catholic.edu.au

Introduction

About the Annual School ReportSt Andrews College is registered by the New South Wales Education Standards Authority, NESA,as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2016 and gives informationabout the 2017 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

St Andrews College, Marayong Page 1

http://www.comlaw.gov.au/Details/C2008A00153/

http://www.parliament.nsw.gov.au/prod/PARLMENT/NSWBills.nsf/0/024AF2E5E17C7B88CA256E3D0031FC35?Open&shownotes

Key Messages

PrincipalI am proud to present to you the 2016 Annual School Report for St Andrews College, Marayong.

St Andrews College offers our community a quality and learning focused environment wherestudents’ needs and aspirations are central. St Andrews College is offering a contemporarylearning environment within a vibrant faith community. We are blessed to have a richlysupportive parish community led by the parish priest at St Andrew the Apostle parish.

The college cares for each student and looks to provide an atmosphere of hope, love and faithwhere students can soar with their strengths and test out their talents and skills. The college is afocused learning community which demonstrated great learning gain as measured in NationalAssessment Program - Literacy and Numeracy (NAPLAN) and Higher School Certificate (HSC)results. We evaluate constantly a full range of learning data to inform our great practice.

ParentParent forums were held once a term and were reasonably attended. A major initiative during2016 was the continuation of the Literacy and Formation programs. Parents showed theirinterest in this initiative through feedback to the college, particularly when their daughters andsons had learning growth. Furthermore, the intervention program initiative to assist students toreach national benchmarks in literacy and numeracy was well received.

In addition we had parent meetings, dealing specifically with each Year group’s curriculum for thefollowing year, which typically had an 80 per cent attendance.

Parents demonstrated an appreciation for the ongoing focus on the learning culture which isbecoming a hallmark of the college in the greater Blacktown local government area. Furthermore,parents enrolling children for the first time have readily commented on the learning culture asone of the main reasons for wanting to enrol their children at St Andrews College.

StudentStudents contributed greatly to the life of the college through many opportunities and activities.Students were involved in many leadership opportunities where they represented the college atcommunity events such as the annual schools' ANZAC ceremony in Sydney.

They provided leadership through education, and fund raising for many charities includingCaritas Australia, sponsoring East Timor teachers, and many more. The college had a strongStudent Representative Council (SRC); a house student leadership structure and furtherleadership opportunities through sport and learning groups. Students endeavoured to live out akey principle of the college: mutual respect, 'doing more, going beyond' and 'being a person forothers'.

Each term all student leaders attended a student forum. This forum listened to 'student voice'about their learning, their faith involvement, and ideas and initiatives students wished toimplement and promote. These meetings were excellent opportunities for students to exercisesolution focused actions.

In 2016 the college offered Year 11 students, again, the opportunity to participate in a culturalimmersion trip to Thailand where the students taught English in a small, rural school in Danok inNorth Eastern Thailand.

Students also participated in the Creative Arts Night (CAN) - the tenth anniversary show, Night ofExcellence, and High Achievers Coaching.

On graduation each Year 12 student received a personalised copy of a study version of the Biblefor them to use throughout their post-school lives.


Who we are

History of the schoolSt Andrews College was established in 1998. Its historical foundations were from two significantreligious congregations: Patrician Brothers (1981 - John Paul II Senior High School) and the Sistersof the Holy Family of Nazareth (1967 - Holy Family High School).The dual campus high school tookits name from the local parish, St Andrew the Apostle. The college serves the broader Catholiccommunity with excellence in quality Catholic education. Each year the end of schoolingoutcomes have been outstanding with each student entering their preference of universitystudies, other tertiary studies, traineeships and apprenticeships. No student leaves the collegewithout being well prepared for a planned post-school option.

Location/drawing areaThe college has two campuses about a kilometre apart in the suburb of Marayong. The juniorcampus (Years 7 to 10) is situated on Quakers Road and the senior campus (Year 11 and 12) issituated on Breakfast Road. The college draws enrolments from the surrounding areas locallyknown as the City of Blacktown greater local government area.


Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

87

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

1

Number of teachers accreditated to teach Religious Education 16

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 33

Percentage of teachers who are indigenous 0

The average teacher attendance for 2016 94.02

Percentage of 2016 teaching staff who were retained from 2015 92

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesThe college is located in the heart of the Parish of St Andrew the Apostle, and is very wellsupported by the parish priest.

Students contributed to the liturgical life of St Andrews College through involvement in theliturgy committee, Bible study groups, Young Christian Students (YCS) groups, as special ministersof Communion, and as catechists in our local parish Sacramental programs and in governmentprimary schools.

We celebrated college liturgies to mark the beginning of each year; major feast days such as AshWednesday, the Assumption, and St Andrew the Apostle feast day; reflection days and retreatsfor each Year group; and Year group masses and end of year masses. Every week a class fromeach campus joined parishioners for the 9:00 am mass at St Andrew the Apostle Church. Everystudent in the college was given the opportunity to celebrate in the Sacrament of Reconciliation.

Staff had the opportunity to reflect on the Sunday's gospel readings during briefings eachmorning. At the college's professional learning meetings staff had time for reflection on theformation goal which is the focus of the Formation Day in June.

Social JusticeSt Andrews College has a proud history in both education of, and action for, social justice.In 2016 $11,463.00 was raised for Project Compassion and over $5,804.70 for St Vincent de Paul.The college was involved in many other appeals such as the East Timor Group which raised over$3018.70 to sponsor three students in teacher training; social action on major global justiceissues; St Vincent de Paul Door Knock appeal and the making up of St Vincent de Paul hampers.

The senior students led social justice seminars to create awareness and knowledge about someof the major areas of local, national and global injustice.

The three pronged approach of awareness, advocacy and action successfully engaged students inthe development of their commitment to social justice.

School home and parish partnershipsThe college worked closely with the families of the students and the parish regarding Catholicidentity. It offered a comprehensive Sacramental program in partnership with the parish andparents. The college also offered a Catechist program and Extraordinary Minister of the Eucharistprogram, which a number of students took up as their call in ministry. Student-led liturgies of theWord gave gospel reflections that linked historical content to the current meaning. Peer ministryhas developed over a number of years, with senior students leading retreats for the juniorstudents. Young Christian Students (YCS) group has been very active in 2016, gaining moreawareness and engagement within the college.

Religious EducationEvery student in the college undertakes a course in Religious Education. For Years 7 to 10, allstudents follow the Parramatta Diocesan program, Sharing Our Story.

In Years 11 and 12, students choose one course, from either the Board of Studies Teaching andEducational Standards (BOSTES) courses (Studies of Religion I or II), or the BOSTES endorsedcourse Catholic Studies, based on the Sharing Our Story program. While our students followBOSTES courses in Studies of Religion, teachers have taken the opportunity to integrate faith andprayer into the whole learning experience.

Professional Learning of staff in Religious EducationFormation Goal: To know and understand the person of Jesus through God's mercy.

Staff were led through professional learning and formation sessions whereby staff unpacked thetheme of mercy in the Year of Mercy. Staff were provided with professional reading to stimulateconversations and to deepen their understanding of the person of Jesus through God's mercy,St Andrews College, Marayong Page 5

conversations and to deepen their understanding of the person of Jesus through God's mercy,thereby building their capacity to enhance student understanding of this goal.


Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2016. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 93 93 54 54

Literacy 93 93 50 50

Reading 94 95 46 54

Writing 87 90 41 41

Spelling 92 93 68 56

Numeracy 94 96 54 59

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 90 91 29 41

Literacy 94 89 38 42

Reading 96 93 44 47

Writing 86 83 30 32

Spelling 92 91 58 49

Numeracy 96 96 46 50

The majority of students continued to be placed at, or above, the national minimum standardand a writing focus was continuing to address the needs of the college. This writing focus becameevident in the results of our Year 9 students with a slight increase in those students achieving at,or above, the national standard. It is pleasing to note the significant percentage increase inSt Andrews College, Marayong Page 7

or above, the national standard. It is pleasing to note the significant percentage increase inNumeracy for those students achieving in the top three bands. The college will continue toevaluate how students are challenged and extended in class, so that further gains are made inthe top bands. Our writing focus has become evident in the results of our students with a slightincrease in those students at, or above, the national minimum standard in Year 9.

The college provided literacy and numeracy intervention programs such as ExtendingMathematical Understanding (EMU), Levelled Literacy Intervention (LLI) and Making up lost timein Literature (MultiLit) to those students in need. Our learning centre ran on Wednesdayafternoons to provide extra support for students. The strategies of the English, MathematicsStage 4 (EM4) project were continuing to be implemented and developed.

Record of School Achievement (RoSA)From 2012, eligible students who leave school before receiving their Higher School Certificate(HSC) will receive the NSW RoSA if required. While the availability of RoSA was promoted withstudents, parents and carers, only three students requested a RoSA in 2016.

Higher School Certificate (HSC)Percentage of students in performance bands 4, 5 and 6 compared to the state.

Higher SchoolCer ficate

Percentage of students in top 3 bands

2016

School State

Studies of Religion I 69 76

English Standard 35 49

English Advanced 90 90

Community and Family St 86 65

Food Technology 85 58

St Andrews College experienced outstanding results in a variety of subjects. Chemistry;Community and Family Studies; Food Technology; Mathematics Extension 1; PersonalDevelopment, Health and Physical Education; Physics; Music 1 and Studies of Religion 1 achievedsome excellent results. Ten percent of our students earned an Australian Tertiary AdmissionRank (ATAR) over 90. One student received an all-round achiever award for achieving a band 6 inall their courses.

The college continued to produce excellent major works with student nominations in Music,Design and Technology and Industrial Technology-Multimedia. One student received sixth in thestate for Music 1. Nineteen students were listed on the 2016 HSC Distinguished Achievers List.Other students gained entry to other tertiary education, traineeships, apprenticeships or usefulemployment.

Learning gain was very evident in the school's overall results. All Key Learning Area (KLA) leadersof learning analysed the HSC data available to them and devised an action plan to address areasthat might need improvement and to refine strategies that had been proving successful.Opportunity was given in staff professional learning afternoons to collaborate in faculty teamsaround the HSC data.

School curriculumThe college continued to offer a wide range of subjects across each Key Learning Area for allstudents in Years 7 to 12. Subject selection for Years 9 and 11 students was comprised ofinformation evenings, subject booklets and student/parent interviews so that the bestpackage of subjects was picked according to student needs.

Year 10 students participated in a transition program at the end of the year that aimed to helpstudents meet the demands of senior studies. The Elevate program supported students withSt Andrews College, Marayong Page 8

students meet the demands of senior studies. The Elevate program supported students withstudy skills for the final years of school and helped students in achieving their personal best ranin pastoral care. A mentoring and coaching program was also available for selected students inYear 12.

Vocational Education and Training (VET) programs continued to be popular. In 2016 a studentwas awarded the 2016 VET in Schools Student of the Year New South Wales in EntertainmentIndustry. Students also accessed courses at Technical and Further Education (TAFE) and SaturdaySchool of Community Languages.

The college has a strong learning support program and has a specialist satellite class for studentswith Autism Spectrum Disorder (ASD). The program aimed to support the diverse needs of ourstudents including learning difficulties and those who had English as a second language. PeerSupport was run as part of the Transition program from Year 6 to Year 7.

Students had opportunities in various sports including progression to Parramatta DiocesanSecondary Sports Council, Combined Catholic Colleges, state and national levels. Otheropportunities included vocal tuition, choir, music bands, debating, public speaking, social justiceprograms and community leadership programs such as Blacktown Youth Ambassador. A CreativeArts Night (CAN) continued to be a highlight of the year and 'A Night of Excellence' providedstudents who were completing a Major Work as part of their HSC, the opportunity to showcasetheir talents.

Initiatives to promote respect and responsibilityA formal Pastoral Care program occurred during 2016. Fortnightly lessons were conducted inlearning groups, focusing on topics such as leadership, personal development, time management,bullying, and developing and maintaining positive relationships.Each Year group had a drama performance which focused on an age appropriate topic:

Year 7 – bullyingYear 8 – cyber bullyingYear 9 – reckless behaviour and drugsYear 10 – mental health and stress

These topics are linked to Key Learning Area (KLA) topics.

Years 7, 9 and 10 students attended a camp which focused on self-confidence and esteem, teamwork, and building identity.

Each year St Andrews College supports an overseas aid project through fundraising andawareness. In 2016 the project raised $11,463 to assist Caritas Australia projects such as ProjectCompassion. Furthermore, over $3,018.70 was raised to assist teacher training in East Timor. Thestudents funded at least three teachers through Teachers' College.

In 2016 the college continued to provide the opportunity for students to attend a culturalimmersion experience in Thailand where a group of Year 11 students assisted in a village schoolteaching English language lessons, sports and music. The students learned about the localculture, religion, history and local industries, including textiles and ceramics.

Furthermore, our sister school relationship with Isahaya Commercial Senior High School inNagasaki continued to develop through our biennial Japanese Cultural Study Tour. Japaneseculture was a hallmark of our language program which focused on Australian-Japanese relations.

Professional LearningThe college is committed to providing quality professional learning opportunities to supportteachers in their ongoing growth and development. The aim of the professional learning is tocontinuously build staff capacity to provide engaging learning opportunities to maximise studentlearning growth.

Professional learning undertaken by the staff took place in a number of contexts in 2016. Staffengaged in professional learning in small professional learning groups and in KLAs focusingSt Andrews College, Marayong Page 9

engaged in professional learning in small professional learning groups and in KLAs focusingon key areas of literacy, numeracy, and formation. Teachers developed their understanding andcapacity in developing the writing skills of students. Other areas of learning included: iPadtechnology, contemporary learning pedagogies, differentiated learning, Work Health and Safety,student management, coaching, administration and management, national curriculum, project-based learning, child protection and first aid. The college placed a focus on buildingteacher capacity with data analysis as a tool for teacher reflection and to inform practice andenhance student learning outcomes. The college provided a thorough induction program for allnew staff and had an ongoing program for beginning teachers at the college.

Leaders of learning KLA focused their professional learning on curriculum and learning designusing Understanding by Design and deepening their practice in using the Gradual Release ofResponsibility pedagogical model. They were engaged in building the capacity of their staff tomeet the diverse learning needs of the students in their classes.

The college implemented high yield strategies to build the capacity of teachers and increaseacademic outcomes for all students. These high yield strategies were: learning walks, data wallsand case management. To assist these strategies each lesson had a learning intention andcollaboratively developed success criteria and accountable talk. This enabled our college to bemore precise in its pedagogical practice.


School Improvement

Annual school prioritiesPriority 1 Our first priority was literacy development, in particular in writing and

reading comprehension.

Reason for priority 1 Analysis of the range of available data, from national testing, internaltesting and school assessment demonstrated the need for interventionand a whole-of-school approach to address our students' literacyissues.

Steps taken to achievepriority 1

In 2016 we focused on:use of collaborative teaching strategiesfurther developing the gradual release of responsibility modeluse of learning intentions in each lesson: going deeper withthree tier vocabulary and thinking note keysproviding greater opportunities for staff to work collaborativelyin and across KLAsdeepening the implementation of strategies for EnglishMathematics Stage 4 (EM4)co-constructing success criteriaproviding descriptive feedback to enhance student learning

Status of priority 1 Ongoing

Priority 2 Our second priority was religious formation through a study of thetheological virtue of mercy.

Reason for priority 2 This was part of the continuing recognition of the need to build apersonal relationship with, and knowledge of, Jesus Christ. This was thesixth year of our Formation program.


We focused on the exposition of the concepts and themes boththeological and meditative of mercy, particularly examining the writingsof Pope Francis.

Staff and students participated in a number of seminars, retreats,prayer reflection and formation days to deepen this relationship withthe person of Jesus Christ.

Status of priority 2 Achieved


Priority 3 Our third priority was to focus on numeracy to understand themeaning of underlying mathematical concepts.

Reason for priority 3 Our data across a number of sources clearly indicated that our studentsrequired a deeper appreciation of the language and meaning ofMathematics.


In 2016 we focused on:use of collaborative teaching strategiesfurther development of the gradual release of responsibilitymodeluse of learning intentions in each lesson; going deeper withproblem solving and working within a state of 'chaos andconfusion' to force mathematical thinkingproviding greater opportunities for staff to work collaborativelyin, and across, KLAsdeepening the implementation of EM4using lesson study as a method to enhance mathematicallearning

Status of priority 3 Ongoing


Projected school prioritiesPriority 1 Our first priority will be continuing with the literacy project with a focus

on reading and writing.

Reason for Priority 1 Our students continue to enter the college with lower competencies inliteracy. The college's ongoing testing and external test resultscontinues to demonstarte the need to provide explicit interventionprograms for these students.

Steps to be taken toachieve Priority 1

We plan to:develop a comprehensive intervention planimplement specific high yield learning strategiescontinue to embed last year's strategies with greater precisionensure deeper implementation of the EM4 program

Priority 2 Our second priority is religious formation focused on to know andunderstand the person of Jesus Christ as the fulfilment of the HebrewScripture prophecies.

Reason for Priority 2 To develop a deeper understanding of the Hebrew Scripture propheciesas fulfilled in the Christian Scriptures and building a personalrelationship with Jesus Christ. This is a continuation of our Formationprogram over seven years in coming to know and understand theperson of Jesus Christ.


In 2017 we will:provide seminars for staff regarding the prophets and theirrelationship to the person of Jesus Christprovide learning opportunities for students to deepentheir understandings of the prophets in the HebrewScripture through prayer, assemblies and the ReligiousEducation programintegrate the ministry of Jesus in all aspects of college life

Priority 3 Our third priority is to focus on numeracy through a deeperappreciation of the language of Mathematics.

Reason for Priority 3 Our students continue to enter the college with lower competencies innumeracy. The college's ongoing testing and external test resultscontinues to inform us of the need to provide explicit interventionprograms for these students.


In 2017 we will:develop a comprehensive intervention planimplement specific high yield learning strategiescontinue to embed last year's strategies with greater precisionensure deeper implementation of the EM4 programimplement comprehensive pedagogies Year 7 through to Year 12

Community SatisfactionSt Andrews College, Marayong Page 13

Community Satisfaction

Parent satisfactionDuring 2016, Catholic Education Diocese of Parramatta engaged Insight SRC to conduct theQuality Catholic Schooling (QCS) survey to provide feedback from parents, students and staffabout our school. This survey will be conducted annually.

The QCS data collected and reported showed that parents had high regard for the staff andbelieved the students learnt in a safe and caring environment where good learning washappening. Parents were appreciative of the reporting process and for the range of extra-curricular activities offered at St Andrews College.

Student satisfactionThe QCS data showed that students on the whole were motivated to do well but not alwaysconfident in their ability. However, students felt understood and that, on the whole, teachingwas delivered in a planned and purposeful way. Students felt safe and comfortable at schoolwhich contributed to their quality of learning and marked improvement in summative testoutcomes. The learning growth as measured at NAPLAN and HSC was immense, building on theliteracy and pedagogical initiatives introduced over the year.

Teacher satisfactionSt Andrews College continued on its re-culturing process as a learning community. The QCSresults showed greater alignment of student and teacher with the learning. Moreover, staff felt agreater connection and ownership with the process of improving students' learning. The externalmeasures of students' success was clearly evident in the major tests, culminating in outstandinglearning growth at the Higher School Certificate level. QCS showed a strong movement forward inteacher satisfaction which was especially celebrated with the outstanding learning outcomes thisyear.


Student Profile

Enrolment PolicySt Andrews College follows the Catholic Education Diocese of Parramatta (CEDP) Enrolment Policyand Procedures. This document can be obtained from the school office or can be accessed on theCEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2014 528 479 1007

2015 535 485 1020

2016 541 498 1039

St Andrews College continued to be the first choice of families in the local government area fortheir children. Enrolments followed a slight seasonal pattern owing to families moving in and outof the geographical area.

Whilst there was a seasonal pattern, our enrolments are increasing, particularly in Year 11, owingto the success of outstanding learning and teaching in Higher School Certificate examinations.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Year 7 95

Year 8 94

Year 9 93

Year 10 93

Year 11 94

Year 12 94

School average 94

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 369

Students with disablities (SWD) 45

Indigenous 10

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingSt Andrews College, Marayong Page 15

http://www.parra.catholic.edu.au/policy-central

within several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

Student retention ratesThe retention rate of students for Year 10 to Year 12 was 87%.

At the end of year Year 10 students have moved to other Catholic schools or sought otherlearning environments to complete their secondary education. Historically, at the college we loseup to 25% from Year 10, but enrol new students from other schools into Year 11 which tends tobalance the loss. In 2016 this trend was arrested amounting to a greater retention for Year 11.

Senior secondary outcomesThe following table shows the percentage of Year 12 students who undertook vocational trainingor training in a trade while at school, and the percentage that attained a Year 12 certificate orequivalent vocational education and training qualification.

Percentage of Year 12 students who undertook vocational training while at school 20

Percentage of Year 12 students who undertook training in a trade while at school 0

Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocationaleducation and training qualification

100

Post school destinationsEach year St Andrews College collects destination data relating to the Year 12 student cohort. The table below sets out the percentages of students for the various categories.

Destination of students leaving Year 12 %

University 80

Technical, and Further Education (TAFE) 17

Workforce 3

Other/Unknown 0

Student wellbeing


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careAs a school within the Parramatta Diocese system of schools, St Andrews College is governed bythe Catholic Education, Diocese of Parramatta (CEDP) policies on student welfare andmanagement, which can be obtained from the website http://www.parra.catholic.edu.au/.Students are informed of their responsibilities and rights in the student learning planner which isissued to each student at the start of the year.

The focus in all aspects of student welfare, management and discipline within the college was onstudent learning. We worked on an approach that aimed to 'catch the student doing it right'. Thepersonal best philosophy challenged each student to be the best person he or she could be and,in all endeavours, to seek to do better than he or she had done previously.

The college has a clear anti-bullying policy stating that it is not tolerated. This policy resides inthe student management and welfare policy and is publicised to students and parents. ThePastoral program educates students about anti-bullying within the college. There were nochanges to these policies during 2016.

The full text of student management/welfare, anti-bullying and discipline policies can beobtained through the college office.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta, ComplaintHandling policy. A copy of the school policy is available from the school office or is available onthe CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy in 2016.


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (57.2%)Capital (0%)State (17.2%)Fees (24.8%)Other (0.8%)

Capital (3.2%)Salary (73.4%)Non-Salary (23.4%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$9,023,366

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,708,435

Fees and Private Income 4 $3,908,618

Other Capital Income 5 $132,247

Total Income $15,772,666

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $493,929

Salaries and Related Expenses 7 $11,457,088

Non-Salary Expenses 8 $3,659,095

Total Expenditure $15,610,112

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.

24.8%

17.2%

57.2%

■■■■■

23.4%

73.4%

■■■


8. Non-Salary refers to all other Non-Salary Recurrent Expenses.


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