URSULA FRAYNE CATHOLIC COLLEGE

2018 ANNUAL

COMPLIANCE REPORT

15 Duncan St, Victoria Park WA 6100

Phone: 08 9470 0900 | Email: admin@ufcc.wa.edu.au | Web: www.ufcc.wa.edu.au

Contextual Information Ursula Frayne Catholic College is a metropolitan coeducational College catering for approximately 1357 students and operates on two campuses situated in Victoria Park (Years 7-12) and East Victoria Park (K-Year 6). The College places a strong emphasis on pastoral care. The needs of students are catered for by comprehensive academic and vocational courses. The College operates an Education Support Unit (Years 7-12) that provides for the needs of educationally or physically disabled students. The addition of sporting activities, music, drama and the fine arts provides for rounded personal development. A significant commitment has been made to collaborative learning and the College has developed an innovative Middle School structure. Ursula Frayne Catholic College has a unique structure, spanning both campuses of the College. The College is divided into four sub schools, each led by a Head of School. The Head of School is supported by one or more Cluster Leader(s). The Cluster Leader has a particular focus on the care of students and their pastoral well-being. Further support is available on the Duncan Street Campus from the various Learning Area Co-ordinators. Across-campus leadership falls to the Principal, Vice Principal, Campus Minister and the Business Manager.

Teacher Standards and Qualifications In 2018, Ursula Frayne Catholic College employed 91 teaching staff, comprising full-time and part-time staff. Members of staff have their qualifications summarised as follows:

Qualification No. held by teaching staff

Certificates 31 Grad. Certificates 9 Diplomas 26 Bachelor Degrees 109 Graduate Diplomas 28 Masters Degrees 27 PhD 0

Workforce Composition According to the 2018 Census (August) Ursula Frayne Catholic College personnel included the following:

• 70 Full-time Teaching staff. Includes: 30 males and 40 females.

• 26 Full-time Non-teaching staff. Includes: 9 males and 17 females.

• 21 Part-time Teaching staff. Includes: 2 males and 19 females.

• 39 Part-time Non-Teaching staff. Includes: 3 males and 36 females.

• 1 Aboriginal and Torres Strait Islander staff. Includes 0 males and 1 female.

Student Attendance at School Ursula Frayne Catholic College had a student attendance record of 93.7% for 2018, as shown below:

PP Y01 Y02 Y03 Y04 Y05 Y06 Y07 Y08 Y09 Y10 Y11 Y12 94.1% 94.6% 94.5% 94.9% 93.9% 94.3% 95.2% 94.6% 94.5% 94.8% 91.5% 92.8% 89.1%

Parents/Guardians are requested to inform the College of any student absences by contacting the College via the Absentee Email or by speaking with Student Services staff or leaving a message. Form/Class teachers monitor and follow up all student absence within their Form or Class Group. Student patterns of attendance are closely monitored through a computerised attendance system and are closely monitored by the Form/Class Teachers, Subject Teachers, Cluster Leaders and Heads of School. Parents/Guardians are contacted by Student Services on the day of absence when students have been marked as absent and no notification has been received confirming this.

Senior Secondary Outcomes Results for the 2018 Year 12 cohort were as follows: 97.3% of our Year 12 students achieved the Western Australian Certificate of Education. The College’s median Australian Tertiary Admission Rank (ATAR) of 87.85 was above the State median of 81.80. Based on the median ATAR score for students who enrolled in four or more ATAR courses, the College ranked fifteenth in the State in relation to 188 eligible schools. Of the students eligible to obtain an ATAR:

• 13 (18.6%) students achieved an ATAR greater than 95 • 29 (41.4%) students achieved an ATAR greater than 90 • 40 (57.2%) students achieved an ATAR greater than 85 • 49 (70.0%) students achieved an ATAR greater than 80

The College was placed in the top schools in the State for the following subjects:

• English • Physical Education Studies

In 2018, there were 108 students from Years 11-12 participating in VET. Out of those 47 students completed a Certificate III or higher with 14 students achieving a Certificate IV.

More detailed information in relation to the senior secondary has been reported in the parent Newsletter and the College website at https://www.ufcc.wa.edu.au/images/pdf/2018_Year_12_Results.pdf

Post School Destinations (Year 12 2018)

In 2018, 66 students were accepted for direct entry into an undergraduate degree, having studied either a traditional ATAR pathway or reduced number of ATAR combined with a university recognised Certificate IV. The most popular areas of study were psychology, nursing, education and business.

There was an increase in students seeking a Nursing career with many choosing to study a Diploma of Enrolled Nursing (18 months) and then articulating into a Bachelor of Registered Nursing, so that they would have the advantage of two qualifications and being able to commence work part-time while completing their degree at university.

While apprenticeships have remained steady, there were increased opportunities for graduating students to secure full time employment with many being offered the bonus of a traineeship which provides them with on-the-job training whilst being paid. The completion of school-based VET certificates and experience in the workplace has and continues to make our students very competitive.

National Assessment Program Literacy and Numeracy (NAPLAN) Information The National Assessment Program – Literacy and Numeracy (NAPLAN) tests are administered by the Ministerial Council for Education, Early Childhood and Youth Affairs (MCEECDYA). The information from different NAPLAN tests can be used to monitor student progress over time. The data from these test results give schools and systems the ability to compare students’ achievements against national standards and with student achievement in other States and Territories. The results are reported using a scale that has an average score of 500 across all students. The spread of scores has been set so that just over two thirds of the students’ scores lie between 400 and 600. The data shows the percentage of students at or above the benchmark.

The table below shows state and school averages and the percentage of Years 3, 5, 7 and 9 students at Ursula Frayne Catholic College who achieved the National Reading, Writing, Language Conventions (Spelling; Punctuation & Grammar) and Numeracy Benchmarks.

Year 3 – 2018 All Australian Schools’ Average

Ursula Frayne Catholic College

Average

% of students who achieved at or

above the National Standard

Numeracy 407.7 397.5 100% Reading 433.8 421.6 96.7% Writing 407.2 402.9 98.3% Spelling 417.8 424.7 98.3% Punctuation/Grammar 431.7 431.2 95.0%

Year 5 - 2018 All Australian Schools’ Average

Ursula Frayne Catholic College

Average

% of students who achieved at or above

the National Standard

Numeracy 494.2 521.9 100% Reading 509.0 547.6 100% Writing 464.6 465.1 100% Spelling 502.5 533.5 100% Punctuation/Grammar 503.6 538.2 100%

Year 7 – 2018 All Australian Schools’ Average

Ursula Frayne Catholic College

Average

% of students who achieved at or above

the National Standard

Numeracy 548.2 569.8 98.7% Reading 541.5 561.0 96.2% Writing 505.3 530.4 94.3% Spelling 545.2 564.9 94.9% Punctuation/Grammar 543.9 563.6 98.1%

Data includes 2 students who were exempt

Year 9 - 2018 All Australian Schools’ Average

Ursula Frayne Catholic College

Average

% of students who achieved at or above

the National Standard

Numeracy 595.6 636.6 98.8% Reading 585.8 622.2 98.8% Writing 542.3 576.2 93% Spelling 583.3 623.8 97.5% Punctuation/Grammar 580.1 616.1 98.8%

Data includes 1 student who was exempt

Parent, Student and Teacher Satisfaction Ursula Frayne Catholic College is committed to listening to the views and expectations from key stakeholders and regularly seeks feedback on such areas as Catholic ethos, academic performance, pastoral care, co-curricular, teaching and learning, communication, community engagement and College facilities. The College conducts regular, formal surveys to parents/guardians, staff and students (School Climate Survey) to which a high proportion respond. This feedback greatly assists the College with its operational and strategic planning and its pursuit to continually improve the educational experience offered to students. The College also receives feedback, both formally and informally in the following ways:

• Staff Interviews • Appraisal processes • Parent/Guardian Information Evenings – excellent attendance • Parent/Teacher Interview Evenings • Portfolio Afternoons • Student Leadership Team • Social Functions • Open Days • College Tours • Parent Council • College Board • College Board Sub-committees • Performance Evenings (Music, Drama and Dance) • College Art Exhibition • Staff Meetings and Briefings • Staff Social Club • Staff Wellbeing Project • Survey Instruments • Sport Coaching • College Musical • Exit interviews and surveys • School Improvement Planning Focus Groups • School Cyclic Review

Generally, there is a high degree of satisfaction with the College and its ongoing development.

School Income School Income – Please refer to the My School webpage for Ursula Frayne Catholic College on the ACARA website at the following address: http://www.myschool.edu.au/ Geoff Mills Principal

ANNUAL SCHOOL IMPROVEMENT PLAN 2018 – PROGRESS REPORT GOALS SUCCESSFUL ACHIEVEMENT IN 2018

THE LEARNING PROJECT – Phase 2 By the end of 2020 teachers at the College will have developed a common language, knowledge base and skill set in relation to learning and teaching through collegial collaboration in The Learning Project to enhance the learning for every student, during every class, every day.

• Good progress to date. • Greater overt focus on student learning supported by evidence

based best practice guided by the question: Why are we doing what we are doing?

• Increase in professional conversations and structured ‘coaching’ between teachers.

• Professional reading has become embedded in the practice of most teachers across the College.

• Expanded access to professional reading resources for teachers.

• The formalisation of Professional Growth Goals for all teachers. • All teaching staff involved in regular, scheduled Growth

Coaching sessions with an assigned colleague. • Increase in the number of teachers involved in the Growth

Coaching process as coaches. • Gradual increase in de-privatisation of classrooms and

professional practice. • Professional learning conversations shared in formal settings

have been further developed during the second year of the process.

• A culture of professional openness continues to emerge and is reflected in a wider spread of teachers developing their pedagogical repertoire.

• Great evidence of the use of Learning Intentions and Success Criteria by teachers and students as an embedded component of every lesson.

• Introduction of a Data Wall on the Balmoral Campus. • Continued enhancement of effective digital pedagogical

practice across the College. • Initial stages of the development of a College Learning and

Teaching Policy. • Initial stages of utilising the Professional Learning Community

at Work process as a framework to draw together and further enhance current curriculum and pedagogical enhancements.

• Exploration of Key Teachers/Learning Area Specialists, for purpose, roles on the Balmoral campus.

Status: Ongoing

CROSS CAMPUS COLLABORATION Continue to identify and develop opportunities for staff from both campuses to work collaboratively on specific initiatives with a K-12 focus to ensure continuity and consistency across the College in relation to enhancing opportunities and learning outcomes for students.

• Continued focus on the establishment of cross-campus

services (e.g. Library services, Wellbeing Team, Grounds Team, SIT Team, Sport Night, College Musical, College Band and Choral Programs, SRC Cross Campus Forums)

• The first part of every professional development day is devoted to whole school issues.

• Effective use of technology solutions such as – TEAMS, SEQTA and timetabling software.

• Utilisation of The Learning Project and NextLearning to foster a K-12 approach to learning and teaching.

Status: Ongoing

PROMOTION OF COLLEGE PRAYER – Phase 2 By December 2018 students and staff will be able to recite the College prayer from memory and with understanding developed through regular, structured opportunities so that it will serve as a foundational prayer experience for

• The frequent and appropriate use of the College Prayer is now

deeply embedded in the culture of the College. • The majority of students and staff are able to recite the College

Prayer without reference to a printed copy. • Wherever possible, aspects of the Prayer are used to highlight

aspirations within the College.

the Frayne community.

• Staff and students now are invited to stand when praying the College prayer as a reminder that is not only a source of inspiration but a call to action.

Status: Ongoing

FORMATION OF COLLEGE VALUES – Phase 1 By the end of 2018 the explanations of the College Core Values will have been reviewed and refined and the school community will focus on the designated values of Respect (S1) and Justice (S2) through age appropriate formation to enable reflection, connection and personal response.

• During Semester One – the designated Core Value was Respect. • During Semester Two – the designated Core Value was Justice. • This focus was highlighted through reflections on, references to

and explicit links made to the designated values in Newsletter items.

Status: Ongoing

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COLLEGE ANNUAL BOARD CHAIR REPORT 2018 The 2018 College advisory Board was made up of seven community members, the Principal, Our Lady Help of Christians Parish Priest and, as non-voting members, the College Vice Principal and Business Manager, as listed on the College website. The functions of the board include but are not limited to:

• planning for the present and future operations of the School; • disseminating information to persons and organisations in the College Community regarding

the school and Catholic education; • and managing all finances associated with the School.

During 2018 meetings were scheduled at least once a month and in addition three extraordinary meetings were called to discuss the potential purchase of the VisAbility Centre and the development application for the change of usage on 30 and 32 Teague Street. Five Sub-Committees exist within the College Board and I can report the following: Finance

• The budget for 2018 has been extremely well managed by the College and Board, this has also included the expenditure for Stage 12 – a $9m build that I can happily report has come very close to budget.

• A provisional budget for 2019 has been approved by the Board. • Tuition fees for 2019 have increased by 2%. The Board is mindful of how this impacts

families and many factors have been taken into consideration when determining the increase.

• The Board also ensures that enrolments remain strong, and I am happy to report that this is the case on both campuses going forward into 2019.

Capital Planning

• This sub-committee exists to ensure planning for the present and future operation of the College. With Stage 12 taking place during the year, it was important that all members of the Board were involved in the progress, budgeting and decision making so, as of April the sub-committee did not meet as a separate group. Practical completion on the new building occurred only two weeks later than originally scheduled. The building houses a state-of-the-art science area on the second floor, five classrooms on the lower level, all capable of becoming one open space. My thanks to all involved with this project and to Friends of Frayne for the donation to install the green house on the roof top. The College Board continues to develop a long-term vision for Capital Development across both campuses however, is conscious of the fact that three major builds have taken place in the last 5 years. The Board will be working with the Executive Leadership Team in 2019 to consider Stage 13 being a stage which consolidates and refreshes. Planning continues to ensure facilities are in place that will enable the College to be responsive to increasing community demand for student places and the provision of a quality learning environment is always at the forefront of all Capital Planning decisions the College and Board make.

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Out of School Hours Care • This group continues to work on phase one of the Terms of Reference for this sub-

committee, which involves presenting an initial report to the College Board outlining the feasibility and the long-term viability of an Out of School Care service at the College.

Future Directions • This report was tabled for consideration at the last Board meeting of 2018 and will guide the

College Board in making decisions about the future financial, capital development and infrastructure planning for present and future needs of the College.

Scholarship Review

• This sub-committee has been challenged with planning for the establishment and operation of a scholarship fund and associated scholarship programs in accordance with government and CECWA regulations.

The Ursula Frayne community is blessed to have such a dedicated group of Board members who give of their time and expertise. These people are not just here for the short term, the decisions they make will impact the long-term future of the College. In making decisions, the Board is reflective of the Colleges Strategic Plan as outlined on the College website, the Code of Conduct and the Future Directions Report. My personal thanks to each member of the Board, the Sub-Committees and the Executive Leadership team for their support and guidance throughout 2018. On behalf of the College Board I would like to thank the Frayne community for your support as the Board continues in its role to ensure the ongoing success of Ursula Frayne Catholic College. Tania Baharom Board Chair