St Patrick's Marist College, Dundas171 Kirby Street, Dundas 2117Principal: Mrs Angela HayPhone: 02 8841 7900 Fax: 02 8841 7999Email: stpatsdundas@parra.catholic.edu.auhttp://www.stpatsdundas.catholic.edu.au

Introduction

About the Annual School ReportSt Patrick's Marist 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 2018 and gives informationabout the 2019 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.

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for St Patrick's Marist College,Dundas. We have had a very successful year across all areas of college life.

The college is a family, focused on the formation of young people with strong minds and gentlehearts. We share the intuition that 'to bring up children properly, we must love them, and lovethem all equally'.

Our quality teaching and learning experiences nurture and challenge each student to become aninformed, thinking person who acts with the compassion of Jesus and the reflective heart ofMary in creating a more just world, and are underpinned by our college's Vision for Learning thatpromotes:

a culture of learninglearning that is student centredexemplifying excellencebuilding strong relationships

As a Catholic community we strive to develop, promote and sustain a dynamic and life-givingrelationship with God in Christ through knowledge and spiritual formation opportunities, in theMarist tradition. Faith formation in the Catholic tradition for staff and students is the foundationof our educational mission through intellectual and spiritual learning, experiences andcelebrations.

The environment in which students interact with other students, staff, parents and friends of thecollege is warm and friendly, yet ordered and disciplined, where relationships are characterisedby mutual respect.

At St Patrick's Marist College the students are our highest priority. Their safety, self-belief andsuccess drive everything that we do. The students are constantly challenged to do their best andto believe that they can continually grow and improve with hard work and persistence. This willonly occur in an environment that collaborates and that is conducive to high achievement forall.

ParentParent partnership is the key to a successful school experience for students. We are very blessedto have a strong and active Parents and Friends group.

In 2018 the parent group assisted the college in the refurbishment of the basketball courts andthe Technological and Applied Studies (TAS) space, CG12. The group was also very supportive ofour annual college walkathon that supported both the college and our sister school in Trichy,India.

In 2018 several avenues existed for parents to be involved in the college. These included:Parents and Friends Associationparent information eveningsparent learning forumsparent morning teasparent/teacher interview eveningsvolunteers for examination supervisionvolunteers for our college musicalparent surveysparent working beescommunication via newsletters, website and Skoolbag

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StudentThe defining features of the Marist school - family spirit, presence, simplicity, love of work, andthe way of Mary give St Patrick's Marist College its special values and culture as a genuinelyCatholic Marist school. The students at St Patrick's Marist College are provided with many andvaried opportunities that reflect these values and provide our students with opportunities togrow as young Christian men and women. Every opportunity is seen as a learning opportunityboth within and outside the classroom.

As staff at St Patrick's Marist College we were extremely proud of our students and in 2018 wewitnessed their ongoing development in all areas including their generosity of spirit and warmheartedness, always looking to be people for others while striving to build strong positiverelationships within our local and wider Marist communities.

Students, in 2018, were encouraged to become involved in activities in the college such as:social justice groups and programs formation opportunities which included a school-based Marist Youth Ministry programfor students in Years 10, 11 and 12 Marist Connectour Immersion programsportdebating and public speakingcreative and performing artscollaborative study nights for seniorshomework clubdesign club

Our students helped to lead the direction of the college through:the Student Representative Councilclass captains and class vice-captainscollege senior student leadership positionspeer support leadersstudent leaders facilitating groups at junior formation days and campsliturgy group

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Who we are

History of the schoolSt Patrick's Marist College, Dundas, has a proud history dating back to the colonial era ofAustralia and has the distinction of being the oldest school in Australia under the charge ofteaching brothers. St Patrick's Marist College was originally established in 1872 at The Rocks,Sydney, and in 1962 moved to its present site at Kirby Street, Dundas. During 2012 the Collegecelebrated 50 years on the Dundas site.

The secondary school, catering for boys in Years 7 to 10 was officially opened on 2 October, 1966.Nineteen eighty five marked another historic year for St Patrick's Marist College when, not onlywere its first Year 11 students enrolled, but co-education was introduced in the senior school.

In 2017 we were very excited to expand our college to include Wiyanga, an outstandingcontemporary learning space for our high support class.

Many changes have taken place since 1872 but the college has valued and preserved the Maristtraditions which are still associated with the name St Patrick, and strong connections to theMarist family Australia wide still exist today.

Location/drawing areaSt Patrick's Marist College is a co-educational school located in Dundas and draws from a widearea with many of our students from localities surrounding Dundas. It serves the parishes ofRydalmere, Dundas and North Rocks. There are approximately 1,020 students enrolled at StPatrick's Marist College.

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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

80

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

0

Number of teachers accreditated to teach Religious Education 30

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 19

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 94

Percentage of 2018 teaching staff who were retained from 2017 90

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesAt St Patrick's Marist College we endeavour to help our young people engage in their ownspiritual journey, to learn Christian discipleship and to find meaning and purpose in life.Prayer, liturgy and faith in action are tangible ways that express our Catholic Maristidentity, leading students in the way of Mary, to know God and to strive to make Gospel values areality in their lives.

Key events in the liturgical and college calendars were celebrated by sharing the Eucharist andliturgies. The college had several whole-school liturgies during the year. These included theCommencement Mass, retreats, the St Patrick's Day liturgy, Ash Wednesday liturgy, Easter liturgy,Mothers and Fathers Day liturgies, Graduation Mass and Advent Mass.

In 2018, as always, the college celebrated the feast days of St Marcellin Champagnat and StPatrick.

Prayer was central to, and a daily part in, the life in the college. Daily prayer was part ofhomeroom each day, the Angelus was prayed by the community each day at midday togetherand there were regular opportunities for students and staff to come together to pray the Rosary.

All students in Years 11 and 12 attended a retreat. These retreats were held away from theschool and focused on the students' spiritual development.

Formation days were conducted for Years 7, 8, 9 and 10. Staff also contributed and participatedin the liturgical life of the college with opportunities that included weekly prayer, Lentenprograms and a reflection day where staff could reflect on their own spiritual journey.

In 2018 our newly developed Youth Group met on Friday afternoons and engaged in a series offormation activities.

Social JusticeThe college had an active social justice committee that responded to various needs in thecommunity. Our newly formed student led social justice group, Chance for Change, did anoutstanding job of leading social justice through education and action:

Students were active in fund raising for people in need.All classes were involved in the Lenten Appeal which raised money for ProjectCompassion.In term 2 students continued to work on raising money for Australian Marist Solidarity(AMS), which included projects in Papua New Guinea, the Solomon Islands and southernAsia.The college had an ongoing relationship with a sister Marist School in Trichy, India. As acommunity we raised funds to assist students in one of the poorest areas of India. Students in Year 11 travelled on an Immersion to Trichy program with the brothers in theprimary school. This will continue in 2019.In term 4 all students were actively involved in the collection of Christmas hampers. Thehampers were given to the St Vincent de Paul Society to distribute to the localcommunity.Parramatta Mission was supported each month.There was an environment group.The Jesuit Refugee Service was supported with a foodbank drive each term.The Marist Ministry Group focused on social justice activities.

School home and parish partnershipsSt Patrick's Marist College, Dundas Page 6

The college had active partnerships with the local parishes by assisting with youth groups andbeing involved in parish liturgies. The college also collected items to be included in hampers thatwere given to the local St Vincent de Paul groups.

The college regularly communicated with our three local parishes. Our parish priests visited thecollege and assisted with our Formation program.

Parents were invited to, and welcomed at, all major college liturgies and celebrations. OurParents and Friends group met regularly and had the opportunity to get and give feedback,organised parent events, assisted at Open Day and contributed to the improvement of ourcollege facilities through Saturday working bees.

Other areas that provided opportunities for parent involvement included:Parents and Friends Associationparent information eveningsparent learning forumsparent/teacher interview eveningsbeing a volunteer for examination supervisionbeing a volunteer for our college musicalparent surveysparent working beescommunication via newsletters, website and Skoolbag

Religious EducationSt Patrick's Marist College Religious Education program was based on the Parramatta Diocesansyllabus, Sharing Our Story, and the NSW Education Standards Authority (NESA) course, Studies ofReligion. The articulation of outcomes for each teaching unit in the program, coupled with thefollow-up student assessment tasks, challenged the teacher and student alike to become morefamiliar with a sound knowledge of our Catholic tradition.

The Religious Education (RE) dimension of the college was further enhanced by the teaching ofCatholic gospel values across the curriculum which complemented the Marist charism in thecollege in the formation of our students, and challenged each to become an informed, thinkingperson who acted with the compassion of Jesus and the reflective heart of Mary in creating amore just world.

Professional Learning of staff in Religious EducationAll teachers of Religious Education had the opportunity to attend a variety of professionallearning opportunities in addition to whole-school professional learning and staff twilights.Professional learning was provided at designated team meetings throughout the year and staffwere invited to attend various courses offered by the Catholic Education Office and the MaristMinistries Office. As part of the curriculum, guest speakers regularly visited the college and thisprovided further opportunities for staff learning.

There was a focus on deeper learning about contemporary pedagogies for teachers. Staffteaching Studies of Religion attended courses run by the Board of Jewish Educators and theIslamic Sciences and Research Academy of Australia (ISRA) to support their teaching on Judaismand Islam.

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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 2018. 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 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 98 92 66 58

Literacy 98 91 60 50

Reading 97 94 66 56

Writing 99 87 48 36

Spelling 98 93 70 59

Numeracy 99 95 68 58

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 97 92 72 49

Literacy 95 88 63 44

Reading 98 94 66 51

Writing 90 80 53 32

Spelling 97 90 66 52

Numeracy 100 96 72 56

The NAPLAN data indicated that the college was achieving well above the national average forthe percentage of students in the top three bands across all areas.

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The college has a targeted intervention program and the NAPLAN data assisted, along with otherdata, in determining our literacy and numeracy goals.

Record of School Achievement (RoSA)From 2012, eligible students who leave school before receiving their Higher School Certificate(HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulativecredential that allows students to accumulate their academic results until they leave school. In2018 six students in Year 11 applied for a RoSA.

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

2018

School State

Studies of Religion I 81 70

English Standard 87 51

English Advanced 100 90

Ancient History 100 63

Chemistry 92 70

Students at the college achieved highly commendable results in 2018. Ninety-three percent of allsubjects were above the state average. Strong performances were again evident in all subjectsand these results reflected the college's and staff's ongoing commitment to the learningoutcomes of all students to maintain and continue to improve on the achievement of excellentHSC results. The college was ranked 88 in the state, with 24% of students achieving an AustralianTertiary Admission Rank (ATAR) over 90. We also recognise the outstanding success of the wholecohort, with 89% bands 5 and 6; one student 12th in the state; four 'all-rounders' and 52% ofstudents (55) whose names were on the merit list.

School curriculumThe college offered a comprehensive curriculum that was underpinned by our Vision forLearning.

Working with precision and purpose we continued to be flexible and responsive in ourapproaches to learning. We have been moving towards inquiry learning which empowered ourstudents to not only do the work, but to reflect on the work, build deeper understanding,develop skills, and connect existing knowledge with new thinking, real life and relevantexperiences.

Our senior students engaged in a blended approach to learning including flipped learning, whichreverses traditional approaches to instruction, encouraging deeper engagement, synthesis andanalysis with content by ensuring rich and rigorous discussions.

The following were additional teaching and learning programs:Extension students were identified and placed in advanced classes.There were accelerated programs in Mathematics.Extra classes were held for students studying extension subjects.Teachers held additional special supervised study sessions each week.All Year 12 students participated in the HSC revision program held in term 3.A senior study night and homework support were held weekly after school for studentswho required extra support.

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Learning enrichment operated to support those students who experienced learningdifficulties.Literacy and numeracy teams operated to coordinate and implement literacy andnumeracy programs within the college.

Initiatives to promote respect and responsibilityRespect and responsibility underpinned all of our actions and interactions with one another hereat St Patrick's Marist College. We had a number of initiatives help to promote these:

Learning to Learning programgrowth mindsetAnti-bullying program ANZAC Day and Remembrance ceremonies pastoral care programs student leadership structure and program St Vincent de Paul Christmas Appeal Lenten collections for Project Compassion Peer Support program Social Justice Committee Marist Youth programlearning awardsImmersion program

Professional LearningProfessional learning was an important activity in the College and was a blend of internal andexternal opportunities.

In 2018 these opportunities included:literacy and numeracy courses attended by staffassessment as/for/of learning building a Project Based Learning (PBL) cultureProject Based Learning co-teaching analysing and using data to inform practicetechnology as a tool in the classroom, Google applicationsstaff spirituality opportunitiesfirst aid courses Work Health and Safety (WHS)Self Administered Legal Training (SALT)developing personalised plansHSC and NSW Teaching and Educational Standards (NESA) Results Analysis Package (RAP) national curriculumvarious administration coursesKey Learning Area (KLA) related coursesvision for learning development - clarity, challenge and culture

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emerging leaders programsprofessional learning communities - action research projectsEnglish Mathematics Stage 4 (EM4)

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School Improvement

Annual school prioritiesPriority 1 To improve Stage 4 and Stage 5 students’ achievement in writing (band

8 NAPLAN) through explicit teaching of the Purpose Audience LearningStructure (PALS) strategy, measured by a common teacher writing rubric(peer and self rubric) for pre and post informal tasks

Reason for priority 1 NAPLAN data reflected a trend that some students in Stages 4 and 5were not reaching their expected growth. This trend was particularlyevident in the top two bands in both Stages 4 and 5.

Steps taken to achievepriority 1

These were:to engage in various types of writing in each learning area asoutlined in PALS:

explore tier 2 language – deliberate use of words forimpactmodel mentor texts using PALSembed the verbparagraph structure/signposting - Topic Sentence,Explain, Evidence and Example, Link (TEEL) link ideas - cohesiongrammar rules - complex punctuationreference sourcesediting, planning, peer editingquality feedback

to support teacher professional learning

Status of priority 1 Achieved

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Priority 2 To improve Stage 4 students’ achievement in higher order problemsolving skills and word problems through the use of a balanced dietprogram, facilitated by ‘Student accountable talk’ which was to bemeasured using pre and post tests across Stage 4

Reason for priority 2 School data (NAPLAN, summative and formative assessments) indicateda need to address problem solving skills related to multi-step, multi-strand and word-based numeracy problems. The school-based inquiryproject about student accountable talk showed that there was positivegrowth on students' achievement in numeracy when itwas implemented along with a balanced program.

Steps taken to achievepriority 2

These were for students to:develop the ability to solve word problems by using Polya’sproblem solving processin Stage 4, participate in completing word walls in class andwriting these words in their workbooksundertake NAPLAN style warm-up activities regularlybe engaged in open-ended challenging tasks for a minimum ofone or more per topicbe engaged in finding best strategies when playing purposefulgames and puzzlesbe involved in English Mathematics Stage 4 (EM4)

Status of priority 2 Achieved

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Priority 3 In the Year of Youth, to build the capacity of students and staff todeepen their connection with the person of Jesus through theexperience of reflection

Reason for priority 3 We strive together with a reflective heart, constant and persevering inour daily work as Mary reflected her experience of her Son, Jesus, inher heart.

Marists are to be a people who are Christ-centred, mission driven andcommunity orientated; and to be this presence in the life of the churchin Mary’s way.

Therefore it was important for our students and staff to understandthe Marist way of being Christian is to share in the ways of Marist lifeand mission, inspired by St Marcellin.

Steps taken to achievepriority 3

We took steps to understanding who we are through the use ofreflection by:

using the Values in Actions survey for students to reflect on theirindividual strength eg deepening the connection within theperson and Jesus through reflectionexplicit use of three senses in the Religious Education (RE)curriculum - eg participation in student led prayer groupsexploring ourselves and our relationship with God and others -eg connecting reflection to all areas of learning within thecollege

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 To improve and maintain students’ achievement in the top two bands

in reading and writing (as well as grammar and punctuation) throughthe explicit teaching of the PALS strategy, measured by a commonstudent friendly writing rubric (peer and self rubric) for pre and postformative tasks

Reason for Priority 1 In literacy, the 2018 writing strategy, Peer-Assisted Learning Strategy(PALS), has focused on modelling the high expectation and sharing thesuccess criteria of quality writing. Peer and self-reflection using thestudent rubric against mentor texts (exemplars) have been a part ofthis process, as has formalised opportunities for feedback, in order forstudent growth to be tracked on the Stage 4 data wall and effect size tobe calculated using pre and post samples marking to measure impact.

Steps to be taken toachieve Priority 1

We will:engage in various types of reading and writing in each learningarea as outlined in PALSincorporate PALS strategy into students' lessons - reading andwritingengage in professional learning in multiple settings (wholeschool, English faculty and small group) focused on:

developing a PALS language focusexplicit teaching and linking of PALS strategyuse of the PALS rubricuse of the student targetsgrammar and punctuation skills - English Faculty specific

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Priority 2 To improve Stage 4 students’ achievement in number theory givingemphasis on fractions and the WHY, leading to decimals, percentages,ratios and rates through explicit teaching of the different strategies likethe counting techniques, bar model method, unitary method which willbe measured using pre/post tests

Reason for Priority 2 In 2017 and 2018 the school-based inquiry project about studentaccountable talk has shown that there is positive growth in students'achievement in numeracy when it is implemented along with abalanced program. Extensive work in item analysis revealed that thesewere key areas that required focus.

Steps to be taken toachieve Priority 2

We will:use pre/post tests across Stage 4 to collect data and planlessonsprovide feedback to students on their next steps in theirlearningensure teachers collaboratively develop the surface, deep andtransfer questions and use them in the pre/post testshelp students distinguish between the surface, deep ortransfer questionsinstruct students on how to write reflections based on theirlearning

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Priority 3 'We are called to be holy by living our lives with love and by bearingwitness today.' (Gaudete Et Exsulate). Our goal is a call to holiness in apractical way (mission) for our own time, with all its risks, challengesand opportunities. The invitation is to all of our community toexperience opportunities for spiritual formation and learning. This isthe second year of our three year formation plan, with 2018 focusingon reflection which leads us into mission in 2019.

Reason for Priority 3 The mission of Marists is born of the experience of being loved by Godand of our desire to actively participate in the mission of Jesus. God ispassionate about the world and its people, and Jesus expresses thislove by a ministry of teaching and healing: 'I came that you may havelife, and have it abundantly.' (John 10:10). Like Jesus, we recognise theurgings of the Spirit within, calling us to witness to this good news.

Steps to be taken toachieve Priority 3

We will:cultivate an inner awareness of the mission of the churchchallenge young people to pay attention to life and to liveinherent with each othernurture a Catholic sacramental faithinvite students and staff to get in touch with our inner selves tobe able to discover a God of love who is revealed in theordinary events of our livesexplore key skills that cultivate awareness and attentiveness tothe presence of God in everyday life

Community Satisfaction

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Community Satisfaction

Parent satisfactionAs part of our focus on school effectiveness, St Patrick’s Marist College, participated in an onlinesurvey – Tell Them From Me (TTFM). Schools in Australia and around the world have used theTell Them From Me survey to help them improve. This survey and other parent surveys collectedthroughout the year and reported showed that parents were very positive about our school andthe Catholic culture within the school. They felt we continued to have a very strong focus onstudent learning, with high expectations for all and provided a consistently safe environment forour students, where they had good connections and strong peer relationships. Parents were veryhappy with the reporting and curriculum processes and felt our communication processes wereexcellent.

They would have liked, however, to see better reporting on social and emotional wellbeing, andmore discussion about future opportunities for their children.

Student satisfactionThe TTFM data showed our students continued to feel very safe and connected to their peers atschool and believed that the college had a strong focus on learning and positive studentbehaviours They felt that they had a high level of motivation and confidence in their learning butthey would have liked to be more intellectually engaged in their learning experiences.

Students feel there were extensive opportunities to engage in extra-curricular activities rangingfrom sport to social justice.

Students reported that they would have liked to see a greater presence of student voice acrossthe college.

Teacher satisfactionThe TTFM and other data for teachers indicated that teachers believed we had a very strong,positive and inclusive learning culture, with high expectations and clarity for students in theirlearning.

Staff identified the strong and effective use of data to inform their practice, ensuringappropriately challenging learning opportunities for all.

Staff collaboration was strong and continued to improve across all areas in the college. Stafffeedback on the support and learning in developing co-teaching practices, inquiry learning andassessment was very positive.

They indicated, however, that they needed to continue to work on developing challenginglearning goals and more effective parent partnerships in learning. They would have also likedbetter feedback on their own practices.

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Student Profile

Enrolment PolicySt Patrick's Marist College follows the Catholic Education Diocese of Parramatta (CEDP) EnrolmentPolicy and Procedures. The full text or a link to the full text of the school’s enrolment policies,including all prerequisites for continuing enrolment can be obtained from the school office orcan be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures andGuidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 510 481 991

2017 513 480 993

2018 490 483 973

The college continues to have strong enrolments, with a predicted increase in enrolments for2019.

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

Year 7 96

Year 8 94

Year 9 94

Year 10 94

Year 11 95

Year 12 96

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) 58

Students with disablities (SWD) 33

Indigenous 2

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.

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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 78%.

The college continues to maintain strong retention rates. Students exiting the college weresupported in their transition to work or further study. Students who left secured destinationsincluding Technical and Further Education (TAFE), apprenticeships and full-time employment.

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 19

Percentage of Year 12 students who undertook training in a trade while at school 1

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

100

Post school destinationsEach year St Patrick's Marist College collects destination data relating to the Year 12 studentcohort. The table below sets out the percentages of students for the various categories.

Destination of students leaving Year 12 %

University 73

Technical, and Further Education (TAFE) 14

Workforce 10

Other/Unknown 3

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral carePastoral care is central to our ethos and identity and has a high priority in the college. It is basedon a deep respect for the dignity and uniqueness of the individual person.

We aimed to provide a strong sense of wellbeing, belonging and safety, that affirmed students intheir dignity and worth, assisting students to achieve their full potential as a human personphysically, socially, intellectually, emotionally and spiritually.

Welfare and student management policies of St Patrick's Marist College are stated in the collegestudent diary and on the college website. The principles of natural justice and proceduralfairness underpin all levels of the college Student Management policies and processes. TheCollege endeavoured to work with students and families to reach outcomes beneficial to allconcerned.

The college prohibits the use of corporal punishment in any situation.

In every instance these policies are included in the college student diary and the college website.

The policies covered relate to: attendance at school punctuality medications security banned items uniform expectations including hair and grooming acceptable use of technology use of mobile phones and mobile devices anti-bullying code of conduct at representative sport complaints handling

The college diary also outlined information concerning the following: the stages and procedures of discipline the election of student leaders the merit award scheme the procedures for examinations and assessments the conditions for enrolment

The college takes any report of bullying very seriously. Below is a summary of the six stepprocedure for addressing incidents of bullying:

1. Report of bullying is made.

2. Incident report is completed.

3. Report is referred to Year leaders of learning and the assistant principal mission and wellbeing.

4. Any criminal matter must be reported immediately to the principal, police and relevantdirector.

5. An investigation will take place ensuring procedural fairness and natural justice occur.

6. An outcome will be determined and a plan including ongoing monitoring will be put in place.

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The full text of student management/welfare/anti-bullying policies can be obtained by referringto the student diary. The student diary is issued to all students at the beginning of each year, orcan be obtained by contacting the college office on 8841 7900. Students and parents areexpected to read and sign the diary each year to indicate they have read and understood thepolicies.

The policies stated in the diary and on the website were updated at the end of 2018 and willcontinue to be reviewed annually.

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 and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central

The college policy was reviewed and updated in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (54.7%)Capital (0%)State (16.6%)Fees (26.4%)Other (2.2%)

Capital (13.2%)Salary (62.5%)Non-Salary (24.3%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$8,786,668

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,672,196

Fees and Private Income 4 $4,240,034

Other Capital Income 5 $360,475

Total Income $16,059,373

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $2,266,186

Salaries and Related Expenses 7 $10,752,444

Non-Salary Expenses 8 $4,172,855

Total Expenditure $17,191,485

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.

26.4%

16.6%

54.7%

■■■■■

13.2%24.3%

62.5%

■■■

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

St Patrick's Marist College, Dundas Page 24