st clare's catholic high school, hassall grove clare's catholic high school, hassall grove...

St Clare's Catholic High School, HassallGroveLocked Bag 1412, Plumpton 2761Principal: Mr Shane MorrisPhone: 9830 2400 Fax: 9835 2539Email: [email protected]://www.clarehassallgrove.catholic.edu.au

mailto: [email protected]

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

Introduction

About the Annual School ReportSt Clare's Catholic High School is registered by the New South Wales Education StandardsAuthority, 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 Clare's Catholic High School, Hassall Grove 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

PrincipalSt Clare's Catholic High School continues to provide quality Catholic education to our communityin the Greater Mt Druitt area. We live out our motto, Praise God by Your Life, as well as labelourselves as a Catholic school of excellence and improvement.

This is held up by four actions which we call the '4Ps':

Peacemakerpraise God by your lifebe respectfulsafe environmentlive a good (fulfilled) lifelive a Christian life - justice, compassion and hope

Passion for learninglearning is communicatinglearning means growing as a personlearning is critical thinkinglearning is being creativelearning is collaborating

Persistencenever give uplook for the positivesexamine all options

Prideuniformbe part of a communityparticipate in all aspects of what is on offer

Our school goals were to improve literacy and formation outcomes for all students and tostrengthen the community's understanding of the New Testament Scriptures.

We have continued to maximise our learning spaces. The spaces allow staff and students to havemore ready access to a greater range of technologies and to experiment with more cooperativeand creative learning opportunities.

ParentAccording to our Quality Catholic Schools (QCS) survey data our parents recognised the school'scapacity to provide a safe and protective learning environment for their children.

Parents are seen as very important partners in their children’s education and are encouraged tobe involved in all aspects of school life.

In 2016 regular information and parent/teacher evenings were offered and well-attended byparents. Parents were also welcome participants at liturgical and other school celebrations. AParent Advisory Group existed and met regularly to allow parents further opportunities to beinvolved in the school. This group assisted in the organisation of social activities for bothstudents and parents.


St Clare's Catholic High School also enjoyed good relationships with the broader community,particularly with the local Catholic parishes and schools.

The parent body was kept informed of school events and news via the school newsletter, TheClare Connection, Facebook, Skoolbag and through the school website.

StudentStudents have always had a strong voice at St Clare's Catholic High School. Multiple leadershipopportunities throughout the year enabled students to develop their skills in leadership andeffectively follow the school motto. Student leadership portfolios in the areas of house, eventsand communications allowed student participation in whole-school initiatives and celebrations.Through the Student Leadership Council the entire student body's voice was heard and actedupon.

There were numerous ways for students to make contributions to the school, includinginvolvement in school masses, liturgies, excursions, sporting events and participation in extra-curricular activities.


Who we are

History of the schoolSt Clare's Catholic High School was established in 1994 as Clare Catholic High School. It existed asa stand-alone school until 1999 when it combined with two other local Catholic schools, St AgnesCatholic High School and Loyola Senior High School, to form Christ Catholic College, a tri-campuscoeducational college. The name has since changed from Clare Catholic High School to St Clare'sCatholic High School in 2009. St Clare's Catholic High School is very well resourced and offers acoeducational Year 7 to Year 10 Catholic education. Upon completion of Year 10, many studentscontinue their Catholic education at Loyola Senior High School. St Clare's Catholic High School isvery proud of, and continues to build on, its Franciscan and Clarion heritages and offers qualityCatholic education to the local community of Hassall Grove.

Location/drawing areaThe school is located in Hassall Grove and draws on students from: Good Shepherd PrimarySchool, Plumpton; St Francis of Assisi Primary School, Glendenning; Holy Family Primary School,Emerton; and other schools in the local area. Students come from the Plumpton Parish, HolyFamily Parish and other parishes within the greater Mt Druitt 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

45

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

45

Number of teachers accreditated to teach Religious Education 17

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 12

Percentage of teachers who are indigenous 0

The average teacher attendance for 2016 93.5

Percentage of 2016 teaching staff who were retained from 2015 75

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesSt Clare’s Catholic High School staff and students participated in a number of prayer forms in2016. Each morning began in the learning groups with prayer. The daily mass readings wereprovided to learning groups to be used for prayer from Mondays to Thursdays. On Fridaystudents chose a Scripture passage from the prayer box provided for every learning group. Thesepassages throughout the week examined, using a version of St Clare’s practice of Lectio Divina,the following questions: What does the passage say? What is the hidden message of thispassage? How can we apply this passage to life?

Students had the opportunity to pray the Rosary during May.

Whole-school masses included Ash Wednesday, Mary Help of Christians, St Clare’s Feast Day,Graduation Day as well as Staff Development Day and Last Day for Teachers. Students had theopportunity for weekly mass or Reconciliation.

St Clare’s Catholic High School Religious Education (RE) staff and 50 student catechists andhelpers assisted in running Student Reflection days. The principal and RE staff ran the StaffFormation Day based on St Francis and St Clare.

The Religious Education coordinator (REC) and student catechists ran classes in Hassall GrovePrimary. Some students created a drama group and presented a religious play for staff, studentsas well as Primary school students at Good Shepherd Primary School. St Clare’s Catholic HighSchool staff presented two workshops to staff and students at Good Shepherd Primary School.

Social JusticeThere were many social justice initiatives organised and run by the Social Justice group in 2016.Sixty members met once a week throughout the year and raised awareness of issues and/orfunds for various charitable organisations. The school community responded with greatgenerosity in their support of our local and global community that required food and financialaid.

Over $10,000 was raised for Caritas Australia during Project Compassion and St Vincent de Paulappeals. The school donated 70 baskets of non-perishable food items for the St Vincent de PaulWinter Appeal and held a Winter Sleep Out on the school premises where 100 studentsattended. A guest speaker led the group in some activities as well as having talks from our SocialJustice leaders and teachers. They ran school discos, mufti days, a movie night, Pancake ShroveTuesday, the Valentine’s Day Chocolate Flower Stall and an Easter raffle.

The Social Justice group organised participation in the 40 Hour Famine as well as the WinterSleep Out.

School home and parish partnershipsThe partnership we have with our Good Shepherd Parish and parish priests, and the students'families, is very important at St Clare's Catholic High School.

Parents were encouraged to attend all our liturgical celebrations and we encouraged parents andguardians to be actively involved in the religious education of their children at home. Parentsand students were encouraged to email staff with concerns about Religious Education.

The parish priest and assistant priest continued to be a part of our community, presiding atschool masses and celebrating the Sacrament of Reconciliation here at the school on a weeklybasis.

The celebration of Catholic Schools Week highlighted the centrality of the school, parent andparish relationships to the success of Catholic Education.

Religious EducationReligious Education saw a consolidation of changes which had been established in previousyears. We have had a stronger focus on Scripture and prayer life in our school community.St Clare's Catholic High School, Hassall Grove Page 6

All the programs included the specific teaching of the catechism of the Catholic church and werein keeping with the school’s focus on literacy. We have been influenced especially by the literacystrategies of ‘three tiered vocabulary’, ‘thinking notes’, as well as the ‘three level guide’. Wedeveloped prayer boxes which were based on unpacking Scripture using a Clarian method ofLectio Divina which also related to the ‘three level guide’. We used the following questions aftereach Scripture passage: What does the passage say? What is the hidden message of this passage?How can we apply this passage to life?

To supplement teaching, teachers developed resource booklets for all of the units. This aidedstudents’ learning and embedded quality practice. Also, in making sure that Scripture was beingaccessed by our students, most of the programs and assessment tasks allowed different modesof presentation, especially the use of tactile learning strategies such as role play, freezes anddrama. We had a focus on the Gospel of Matthew in the Student Reflection Days while on ourStaff Development Day we investigated the Gospel of Luke in preparation for 2016.

Professional Learning of staff in Religious EducationIn 2016, Religious Education staff have participated in a two hour professional learning with afocus on the Three Senses approach to understanding Scripture. Teachers have also participatedin professional learning focused on differentiation in the Religious Education classroom.


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 46 54

Literacy 91 93 44 50

Reading 91 95 38 54

Writing 91 90 36 41

Spelling 93 93 56 56

Numeracy 93 96 38 59

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 89 91 31 41

Literacy 92 89 35 42

Reading 92 93 42 47

Writing 86 83 26 32

Spelling 92 91 62 49

Numeracy 95 96 33 50

In 2016, ninety three percent (93%) of Year 7 students performed on par with students at, orabove, the National Minimum Standard in both grammar and punctuation. In 2016, we recordeda greater percentage of students in Year 9 at, or above, the national minimum standard inliteracy and writing compared to the nation.St Clare's Catholic High School, Hassall Grove Page 8

We will be working to improve the percentage of students at or above the national minimumstandard in Year 7 and Year 9 in Literacy with an increased focus on targeted intervention at theclassroom level to improve student reading comprehension and decoding skills.

Record of School Achievement (RoSA)In 2016, 175 students in Year 10 requested a Record of school achievement (RoSA) from theBoard of Studies Teaching and Educational Standards (BOSTES).

School curriculumWe offered a wide range of electives so that students at the school could diversify and enrichtheir learning experience. These electives included:

CommerceFood TechnologyGraphics TechnologyDramaVisual ArtsTextilesDanceItalianElective HistoryPhysical Activities and Sports StudiesMusicIndustrial Technology – Timber

Stage 5 Vocational Education Courses in Business Studies and Information Technology was alsooffered.

At St Clare’s Catholic High School we had a clear focus on enhancing the reading comprehensionskills of students at various levels. Learning interventions ensured all students made progressand reached their potential. We also offered Extending Mathematical Understanding (EMU) inYear 7 and 8 which utilised small group exercises and individual challenges to enhance numeracyand mathematical skills.

As part of our science program, our school was involved in the Qubrider program, a program runby National Aeronautics and Space Administration (NASA) in the United States of America. Wehad 15 students involved in this program which enabled them to prepare scientific codes anddata that was sent into space to measure scientific data as part of various experiments.

In the Creative and Performing Arts area we had 16 students participate in the Captivateprogram run by the Catholic Education Office, Diocese of Parramatta (CEDP). Studentsparticipated in various music ensembles and in drama and vocal performance. We also had ateam make it the NSW Sport for Jov drama performance as part of the Shakespeare Carnivalinitiative. Our students performed a mashup of Romeo and Juliet.

Our Diversity program offered students support in reading through the various modes ofintervention. We offered small group reading support as part of our program supporting studentto accelerate their reading skills. We resourced and supported a Targeted Learning Partnership(TLP) to support students requiring a personalised reading intervention tailored to meet theirneeds.

Initiatives to promote respect and responsibilityAs part of our community engagement strategy we had twenty students participate in the CleanUp Australia Day organised by Blacktown council. We also supported environmental awarenesscampaigns in collaboration with our local council to promote recycling and sustainability.

In Year 9 our students took part in a community service experience program, and visited localSt Clare's Catholic High School, Hassall Grove Page 9

In Year 9 our students took part in a community service experience program, and visited localnursing homes to support elderly residents and learn more about their life experiences. TheReligious Education staff supported students to access this service learning opportunity.

As a school community we celebrated Harmony Day, which is a nationally recognised celebration.Harmony Day is a day of cultural respect for everyone who calls Australia home – from thetraditional owners of this land to those who have come from many countries around the world.By celebrating Harmony Day, we can learn and understand how all Australians from diversebackgrounds equally belong to this nation and, most importantly, enrich it. This is particularlyimportant at St Clare’s Catholic High School as we are a diverse multicultural community, with anarray of cultures which all contribute to our identity.

Year 7 participated in the Peer Support program in term 1 in which specially trained Year10 students worked with small groups of Year 7 students to assist in their orientation andtransition to high school. Student evaluation of the program was very positive.

Professional LearningThe main focus of professional learning in 2016 was on improving teacher instructional practiceto maximise student learning outcomes. Underpinning this was the recognition from data,including NAPLAN and Progressive Achievement Tests in Reading (PAT-R), that improving studentreading comprehension became a major focus. The implementation of key strategies includingthinking note keys, three level guide and three tiered vocabulary formed an important part ofteacher learning so that content was not simply driving student learning; it was how teachersmindfully employed reading comprehension strategies to ultimately allow for studentmetacognition.

Upon reflection, there were too many competing frameworks for instruction. While mostteachers agreed that the introduction of a version of Problem Based Learning allowed studentsto develop authentic skills in collaboration and communication, programs became tooconvoluted and wordy, with little choice for teacher led direction.

One pleasing aspect of professional learning was teachers' increased ability to read and trackstudent data. The use of three formative tasks that reflected the outcomes to be assessed in thesummative tasks allowed for teachers to create authentic tasks. Much of our professionallearning was a result of our participation in the Extending Mathematics Stage 4 (EM4) project,with the teacher experts among us leading the learning. The use of Cycle of Inquiry ensured wemaintained a direction to drive the next steps and our use of professional learning teams,ensuring that our inquiry questions were supported with valid testing and data.

Therefore, reflecting on the teaching and learning in 2016, will certainly set the scene for thedirection to be taken in 2017.


School Improvement

Annual school prioritiesPriority 1 Improving reading comprehension for our vulnerable students

Reason for priority 1 The PAT-R data identified that a significant number of students wereachieving significantly below their age/Stage benchmarks for readingcomprehension. As a result we decided to invest in teacherprofessional learning and support to enable teachers to address thispoint of need as part of their teaching.

Steps taken to achievepriority 1

These priorities were achieved by investing in purposeful and timelyprofessional learning incorporating 10 hours of literacy coaching toenable teachers to be successful in embedding targeted strategies.

We also employed two specialist literacy coaches to support theimplementation and incorporation of the gradual release ofresponsibility to build student confidence and independence.

Status of priority 1 Achieved

Priority 2 To improve student achievement for our vulnerable students in thedomains of multiplication and division

Reason for priority 2 Data was collected and analysed from NAPLAN numeracy assessments,the Years 7 and 8 Progressive Achievement Tests in Mathematics (PAT-M) and Mathematics Assessment Interviews (MAI). Mathematicsteachers found that there were larger numbers of students beginningStage 4 whose mathematical knowledge, understanding and skill levelshad not developed sufficiently to achieve the Stage 4 syllabusoutcomes successfully from the beginning of Year 7.


These priorities were addressed by providing professional learning forteachers of Mathematics to support them to embed targeted strategieswithin their learning spaces. We employed two specialist numeracycoaches to support the implementation and incorporation of thegradual release of responsibility to build student confidence andindependence through Extending Mathematical Understanding (EMU),small groups and support in the classroom.



Priority 3 To interpret and apply the Gospel of Luke with a particular focus onmercy and social justice

Reason for priority 3 This goal was established to build on the 2015 formation goals, whichfocused on prayer and Scripture, as well as highlighting the Year ofMercy which enables compassion and love. This goal was establishedby working with the Religious Education teachers.


These included:Religious Education (RE) staff and teachers examined the Gospelof Luke and created and presented lessons for staff formationand reflection days.Social justice staff members engaged students with social justiceissues and empowered students leaders to engage studentsduring learning groups.The leadership team supported the development, planning andimplementation of a social justice wall to engage students torespond through action and deed in responding to these issues.



Projected school prioritiesPriority 1 To improve the reading comprehension skills of each student in Stage

4, by exceeding Pat-R norms, within the October 2016 - October 2017PAT-R testing periods

Reason for Priority 1 The PAT-R data identified that a significant number of students wereachieving significantly below their age/Stage benchmarks for readingcomprehension. As a result we decided to invest in teacherprofessional learning and support to enable teachers to address thispoint of need as part of their teaching.

Steps to be taken toachieve Priority 1

These priorities will be achieved by investing in purposeful and timelyprofessional learning incorporating 10 hours of professional learningeach term to enable teachers to be successful in embedding targetedreading comprehension strategies.

We will also expand our diversity specialist team to support theimplementation and incorporation of the gradual release ofresponsibility. We will also build teacher confidence and independenceby introducing Professional Learning Teams.

Priority 2 To increase Years 7 and 8 students’ mathematical understanding andcompetence, particularly in the domain of multiplication and division.

Reason for Priority 2 Data collected and analysed from NAPLAN numeracy assessments andthe Years 7 and 8 Progressive Achievement Tests in Mathematics (PAT-M), along with MAI data suggest that there are larger numbers ofstudents beginning Stage 4 whose mathematical knowledge,understanding and skill levels have not developed sufficiently from thebeginning of Year 7 to achieve the Stage 4 syllabus outcomessuccessfully.


These priorities will be achieved by providing professional learning forteachers of Mathematics to support them to embed targeted strategieswithin their learning spaces. We will also employ a specialist numeracyteacher to support the implementation of the gradual release ofresponsibility to build student confidence and independence throughsmall groups and support in the classroom.

We will also incorporate two numeracy workshops each term as part ofour professional learning plan.


Priority 3 For students to develop a deeper understanding of Scripture byintegrating St Clare’s Catholic High School's practice, ‘to gaze,contemplate and imitate’ as part of the instructional practice of theunit

Reason for Priority 3 This goal has been established to build on the 2016 formation goal,which focused on prayer and Scripture, as well as highlighting the Yearof Mercy which enables compassion and love. We also identified, inconsultation with our mission educator, that we needed to make ourevidence more visible using student data sets.


RE staff and teachers will examine the three senses program and willpresent a series of lessons as part of the critical friends process.

Social justice staff members will engage students with social justiceissues and empower students leaders to engage students duringlearning groups.

The leadership team will support the development, planning andimplementation of a social justice wall to engage students to respondthrough action and deed in responding to these issues.

Community Satisfaction


Community Satisfaction

Parent satisfactionDuring 2016, Catholic Education Diocese of Parramatta engaged Insight SRC to conductthe Quality Catholic Schooling (QCS) survey to provide feedback from parents, students andstaff about our school. This survey will be conducted annually.

The survey data acknowledged the obvious Catholic culture of St Clare's Catholic High School andthe opportunities provided for faith development. Parents appreciated the way theschool catered for the diversity of learning styles, cultural background and emotional needs oftheir sons or daughters. Parents commented specifically on the stimulating teaching andbehaviour management structures utilised.

Parents would still like further opportunities to engage with the school community. Someparents would like to see students further engaged in the classroom and improve their personalbehaviours. Parents appreciated that their sons or daughters were motivated to do well anddeveloped sound social relationships with their peers in an environment where they wereprovided with many opportunities to excel.

Student satisfactionThe QCS data collected and reported to our parents, staff and students showed that studentconfidence overall could be higher, yet they felt connected to the school and they wereexperiencing stimulating learning experiences. Students indicated that safety was high within theschool

Teacher satisfactionThe QCS data showed staff were pleased with engagement and role clarity. Staff indicated thaton-going professional learning opportunities over the year allowed for greater access to qualityteaching and learning.

Teachers felt they had ownership of the school professional learning agenda and felt thatstudents were generally well behaved both within classrooms and the school environment.Teachers continued to feel a need for greater feedback on their performance and recognition oftheir work within a busy secondary school environment. Teachers indicated that they stillrequired greater professional learning experiences to continue to build student achievement andto sharpen the focus of discussion on student learning outcomes.


Student Profile

Enrolment PolicySt Clare's Catholic High School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. This document can be obtained from the school office or can beaccessed on the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2014 295 295 590

2015 338 359 697

2016 306 326 632

Our enrolments over the 12 month period have decreased from 2015 to 2016. A significantnumbers of students have transferred to Kindergarten to Year 12 schools as parents were seekinga continuity of a schooling experience for their children.

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

Year 7 92

Year 8 91.1

Year 9 90.9

Year 10 88.1

Year 11 0

Year 12 0

School average 90.5

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

Language background other than English (LBOTE) 399

Students with disablities (SWD) 33

Indigenous 37

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 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 absencesSt Clare's Catholic High School, Hassall Grove Page 16

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

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 58%.

Of the students who finished Year 10 in 2016, 58% continued on to senior study at Loyola SeniorHigh School. The remaining 42% enrolled in either alternative high schools or in Technical andFurther Education (TAFE) courses.

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 0

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

0

Student wellbeing


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe Student Management policy St Clare’s Catholic High School affirmed that all members of theschool community had the right to be treated with respect and dignity and to learn and work in asafe and supportive environment. The policy incorporated the school motto, Praise God By YourLife, as an underlying core principle.

As a school, we have been committed to the development of the whole person for all ourstudents. This policy aimed to develop positive relationships between all members of the Schoolcommunity and to promote high standards of behaviour and personal responsibility. All studentswere expected to show respect at all times and display behaviour that reflects well onthemselves, their families and the school. This could be summarised into four basic actions:peacemaker, pride, persistence and passion for learning.

In preparation for the 2016 school year, there was a review of the Student Management policy.This resulted in a more cohesive, up-to-date policy that was based on current research intowellbeing and fostering positive learning relationships between teachers and students.

As a school, we strove to be a learning community based on the Catholic values of St Clare. Westrove to be respectful and inclusive. This commitment was firmly grounded in the principles ofjustice, self-discipline and reconciliation and it acknowledged that any consequence that loweredthe dignity of the person was totally inappropriate.

At St Clare’s Catholic High School, corporal punishment is never to be used by any anyone. This isa child protection issue and is supported by Catholic Education, Diocese of Parramatta (CEDP).

St Clare’s Catholic High School practised procedural fairness. This was seen as a basic right of allwhen dealing with authorities. In this way, a student had the right to:

know the allegations being made against them and any other information which would betaken into account in considering the matterknow the process by which the matter would be consideredrespond to allegationsknow how to seek a review of the decision made in response to the allegationsknow that an unbiased decision included the right to impartiality in an investigation anddecision-making and an absence of bias by a decision-maker

In 2016, the school supported the transition of the incoming Year 7 cohort through a PeerSupport program. The Year 10 peer support leaders were trained in the program and conductedsessions with their group.

A full copy of the St Clare’s Catholic High School Student Management policy can be obtained viathe school office by phoning: 98302400.

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 (CEDP) 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 (58.9%)Capital (0%)State (17.7%)Fees (22.5%)Other (0.9%)

Capital (1.4%)Salary (77.4%)Non-Salary (21.2%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $5,379,041

Government Capital Grants 2 $0

State Recurrent Grants 3 $1,612,056

Fees and Private Income 4 $2,058,529

Other Capital Income 5 $82,048

Total Income $9,131,674

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $125,108

Salaries and Related Expenses 7 $6,842,532

Non-Salary Expenses 8 $1,875,821

Total Expenditure $8,843,461

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

22.5%

17.7%58.9%

■■■■■

21.2%

77.4%

■■■


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