st columba anglican school port macquarie annual report 2015 · 2020-02-13 · st columba anglican...
TRANSCRIPT
St Columba Anglican School Annual Report 2013 Page 1
St Columba Anglican School
Port Macquarie
Annual Report 2015
St Columba Anglican School Annual Report 2015 Page 2
St Columba Anglican School Annual Report 2015 Page 3
CONTENTS
St Columba Anglican School
3 Iona Avenue (off Major Innes Drive)Port Macquarie NSW 2444
Phone: (02) 6581 4188Fax: (02) 6581 4190Email: [email protected]: www.scas.nsw.edu.au
About this report 4
A Message from Key School Bodies 5
Vision Statement 5
Principal’s Report 6Chair of Council’s Report 8Student Representative Council Report 10
Contextual Information 11
Student Outcomes in Standardised National Literacy & Numeracy Testing 12
Record of School Achievement (ROSA) 24
Higher School Certificate Results 25
Comparative HSC over time 27
Professional Learning and Teaching Standards 29Workforce Composition 31
Student Attendance and Management of Non-Attendance 32
Retention of Year 10 to Year 12 34
Post School Destinations 35
Enrolment Policy and Characteristics of The Student Body 36School Policies 37
School Determined Improvement Targets 39Initiatives Promoting Respect and Responsibility 41
Parent, Student and Teacher Satisfaction 42
Summary of Financial Information 43
Concluding Statement 44
St Columba Anglican School Annual Report 2015 Page 4
ABOUT THIS REPORT
St Columba Anglican School Port
Macquarie is registered by the Board
of Studies (NSW) as an independent
school.
This 2015 Annual Report provides the
school community with reliable and
objective information about school
performance measures and policies,
as determined by the Minister for
Education.
Accordingly, the Report demonstrates
accountability to regulatory bodies
and the school community.
This Report complements and is
supplementary to School Newsletters,
Yearbooks and other regular
communications. The report will be
available on the School’s website
by 30th June 2016, following its
submission to the Board of Studies.
Further information about this Annual
Report may be obtained by contacting
the School.
Terry Muldoon
Principal
30th June 2016
St Columba Anglican School Annual Report 2015 Page 5
St ColumbaAnglican School
VISION STATEMENT
Encouraging intellectual, spiritual and
cultural development of each student
through excellence in teaching in a
caring, Christian environment
St Columba’s aims:
• To encourage an integrated attitude to faith and learning, with meaningful worship following Christian principles as part of the school’s curriculum.
• To develop a partnership between school, parents and students that will enhance the teaching/ learning process.
• To encourage students to participate in a well balanced programme of curricular and co-curricular activities enabling them to discover individual strengths and talents.
• To develop confidence, self esteem, respect and tolerance of others in the belief that social awareness is a critical aspect of the Christian faith.
• To provide an environment between teachers and students that will enhance mutual respect and trust.
A MESSAGE
FROM KEY SCHOOL BODIES
St Columba Anglican School Annual Report 2015 Page 6
PRINCIPAL’S REPORT
This report seeks to set down a summary of
the significant actions taken by the school to
meet its strategic objectives in 2015 and the
plans to further realise its potential in 2016
and beyond.
General Strategy
The operational strategy for the school
revolves around the three concepts of
Excellence, Effectiveness and Enterprise. These
concepts inform and guide the school in all its
planning and actions.
SCAS Strategic Vision
• Excellence begins with an attitude that it is,
in fact, possible for us to be great.
• Effectiveness is about getting the
foundations right.
• Enterprise is about seeking out
opportunities and translating these into
actions.
With the stated aim of offering the Port
Macquarie-Hastings (and beyond) community
the best possible education, St Columba
Anglican School continues to refine its
processes and structures to meet the needs
and aspirations of its students and their
families.
Excellence In Education at SCAS will be
created by:
• Continually reviewing the effectiveness
of our academic structures, methods of
teaching, subject offerings and modes
of decision-making so as to ensure our
students are well-prepared for further
education, life and success in a rapidly
changing world.
• Establishing whole school standards
for teaching and learning that focuses
on innovative and effective processes
and practices, combining individual and
collaborative learning opportunities.
• Developing formative assessment
approaches, performance tracking and
reporting that provide students and parents
with regular feedback and incorporating
effective improvement and enrichment
opportunities.
• Encouraging intellectual rigour through
ensuring our education is engaging and
creates learning opportunities that allow
students to display and develop a diversity
of talents.
• Enhancing the effectiveness of the support
we offer both students with high support
needs and students whose rapid pace
and potential for learning require valid
enrichment and/or acceleration.
• Upgrading teaching and learning spaces so
that they reflect the engaging, inspiring and
effective learning models.
• Engaging all teachers in strategic learning
conversations and ensuring that they are
given access to the skills and resources
required to meet the school’s professional
expectations.
Professional Learning will support
excellence in education through:
• An annual review and reflection by all
staff that will evaluate and enhance their
professional practice.
• Maintaining the process of the Embedding
Excellence (K-12), series of collaborative
learning conversations, seminars, lesson
visits etc.
• Constant review of assessment philosophy
and practice to ensure that we focus
on students’ needs and appropriate
assessment practices.
• Support teachers in learning projects and
study through in-house training/seminars,
school visits, exchanges that ensure the
broadest and most positive approach to
teaching and learning.
• Introduce innovations in curriculum,
teaching practices and learning technology
that promote the continual development of
ideas, skills and perspectives.
• Promote the school as a learning provider
of professional development, accreditation
and practicum experience.
• Generate opportunities for innovation
through allowing greater responsibility for
individual staff and distributive leadership.
• Develop a reputation as an educational
innovation incubator.
• Continually review our staff recruitment
strategies (experienced and new staff)
to ensure that they match our vision and
strategies.
Governance
• AIS Governance seminar attended by the
Chair of Council, Principal and Business
Manager.
• A Review of processes to meet state and
federal compliance due to changes in state
and federal legislation has been carried out.
• Purchase of partner’s share of CCELC is
being undertaken allowing the CCELC to
be directly managed by the School and
brought into line with the school’s values.
• Partnership with Charles Sturt University
continues.
• Partnership with C2Hills to create and
deliver Company Directors courses.
Organisational Membership
• Australian Heads of Independent Schools
Association
• Association of Independent Schools (NSW)
Hunter Region Independent Schools
• Grafton Diocesan Schools Network
• Heads of Independent Co-Educational
Schools (NSW)
• Australian Council of Educational Leaders
• Australian Council of Education
HSC Results
Our excellent results, once again placing us in
the top 100 schools in the state, are a tribute
to the hard work of our staff K-12. Our aim will
be to ensure that we maintain the excellent
academic performance of our students, while
offering them lived Christian example and the
skills that will allow them to continue to grow
and succeed in their post-SCAS life.
2016 Educational Strategic Foci
Working with the Heads of School, the
following areas have been determined as
strategic areas of development for 2016.
Each focus area will have a team working on
its planning and realisation. These teams will
report their progress each term to the Head of
School.
St Columba Anglican School Annual Report 2015 Page 7
Primary School
1. Using data to identify areas where our
(teachers and students) performance can be
improved.
2. The development of Professional Learning
Teams based on our experience with
Embedding Excellence to enhance
professional dialogue, performance and
thought.
3. Learning Power (Guy Claxton et al) constructs
that link positive personal development with
learning and will enhance success.
4. Differentiation practices that promote equity
and engagement for all students.
5. STEAM learning that links learning to hands
on learning and life skills.
6. Clustering: Using the concept to develop a
program that enhances the learning of all
Primary School students.
Secondary School
1. Using data to identify areas where our
(teachers and students) performance can be
improved.
2. The continued development of Professional
Learning Teams to further enhance
professional dialogue, performance and
thought.
3. Introduction of the concepts of Learning
Power (Guy Claxton et al) into the curriculum.
This concept includes constructs that link
positive personal development with learning
and will enhance success.
4. Leadership and management training for
Heads of Faculty.
5. Differentiation practices that promote equity
and engagement for all students.
6. STEAM learning that links learning to hands
on learning and life skills.
7. Development of a cohesive policy and
practice in relation to the use of streaming,
cluster grouping or unstreamed classes in the
Secondary School.
8. Project-based learning (PBL) is a dynamic
classroom approach in which students
actively explore real-world problems and
challenges and acquire a deeper knowledge.
Teaching and Learning Programs
• Embedding Excellence: AIS funded
• Professional Learning Teams: K-12
• Learning Centre: Shine, Cluster grouping
• Da Vinci Decathlon: SCAS as is now the
Convener for the Mid North Coast
• HICES: Yrs 5-8 Music Camp (and Sydney Town
Hall performance) and Primary Gifted and
Talented Camp
Spiritual Life of the School
• Development and approval of sustainable
Chaplaincy document has been completed
and is being realised in concert with Bishop
Sarah.
• Replacement of Assistant to the Chaplain
has been necessary due to the incumbent’s
acceptance of a senior position at Orange
Anglican Grammar School.
• Sporting Development.
• Creation of K-12sporting strategy.
• Achievement of Level 1 status in HRIS
competitions.
• Completion of the gymnasium.
• Stage 1 creation of strategic plans for co-
curricular sport completed.
Finance and Administration
• New MEA adopted
• TASS system fully integrated into school
• New fee and levy structure developed
• Re-branding of school signage and logos
• P & F Constitution reviewed
Enrolments
• Dance scholarships successfully expanded
• Indigenous scholarships program expanded
• Mid-year scholarships program introduced
Campus Development
1. SCAS Campus
• PACE Building development planned and
ready for commencement
• WHS Site inspection carried out
• Construction of cricket pitch and cricket
nets
• Construction of second tennis/hard court
• New cleaning contractors for SCAS and
CCELC engaged
• New traffic management system successful
in decreasing peak period gridlock
• BGA grant received for Performing Arts
Centre development
• Review of Dawson Hub strategic
performance and structure
• Upgrade of campus digital firewalls
• Programmed maintenance of campus
• Air conditioning of general learning areas
commenced
2. Columba Cottage Early Learning Centre
• New Executive Director appointed
• Audit of quality performance completed
by consultant
• Risk matrix developed and implemented
• Upgraded school preparation/transition
program developed
• Programmed maintenance of site
• CCTV upgraded
• Review of marketing material etc
undertaken
St Columba Anglican School Annual Report 2015 Page 8
CHAIR OF COUNCIL’S REPORT
SCAS Council - Retiring Board Members
Archdeacon John West retired as rector of the
Anglican parish of Port Macquarie on Sunday
28th February 2016. John commenced his Board
membership in April 2009 and has served the
SCAS community with distinction. He has been
a valued member of the Grafton Diocese serving
as Archdeacon of the South for a number of
years. I have personally valued his counsel,
advices and encouragement as I am sure SCAS
Board has also.
Andrina Dawson (Deputy Chair) and Alan
Deutschbein both Foundation members of
SCAS Council (2002) will both retire ain 2016
in accordance with the Anglican Diocese of
Grafton Constitution for all schools. It has been
an absolute pleasure for me personally and the
whole Board, to have their advices, counsel
and encouragement over the last fourteen
years. Each has brought to the SCAS Board
many talents in their own fields of expertise,
with Andrina and her background from Sydney
Conservatorium, ABC and British Museum,
and Alan with his extensive knowledge and
qualifications in engineering. SCAS Board
sincerely thanks them for their unselfishness,
dedication and commitment to SCAS.
Grafton Diocese Schools Commission (DSC)
2014 saw the establishment of a new Diocesan
Schools Commission embracing the five
Anglican Diocesan Schools. Rt. Rev Dr Sarah
Macneil as President and Phillip Bonser as Chair,
together DSC Board members, are charged with
the oversight of the five Anglican Schools in
the Diocese. Financial templates encompassing
suitable KPIs have been established and
required to be provided following the Govt.
School Census in February and August each
Year. SCAS Board can attest to the increased
regulatory requirements now in place and trust
that the governance of each Diocesan School is
in “good hands”.
Grafton Diocese Schools Network
The Diocesan Schools Network has also
been retained which brings together the five
Schools, four times a year, to share information
between Chairs, Principals, Business Managers
and Chaplains. It has been found to be most
effective and the venue is alternated between
schools. Chairs, Principals, Business Managers, &
Chaplains have much to share and compare in a
highly professional organisation.
Principal and Staff
Principal Terry Muldoon commenced in 2008,
and his eight years of Principal-ship has been
marked by significant student growth, important
successful Govt. grants, outstanding academic,
sporting, cultural and spiritual outcomes,
employment of outstanding staff, and a sound
working relationship with SCAS Board. Under
Terry’s leadership, and particularly Garry Clifton
supervision, The Alpha School System (TASS)
was introduced in 2014 and refined in 2015.
This is an integrated admin. /finance package
which is proving to be highly effective. Our
thanks to the Admin. / Staff for the introduction
of this latest technology. The School Executive
continues its significant contribution to the
day-to-day running of SCAS. Our thanks also
are conveyed to our Foundation Chaplain, Rev
Duncan McArthur on his Christian and pastoral
oversight at SCAS.
Annual Presentation Days/Nights
Presentation Days/Nights in December 2015
were a significant acknowledgment to an
outstanding year. Archdeacon John West, Rev.
Ken Fenton, and family Ministers Alan Wood
and Bruce Blackbell were present alternatively
at the four presentations, and spoke highly
of our students, staff and Council. The various
Primary School functions were held in the Iona
Centre, with the Secondary School nights in
the “Glasshouse” Port Macquarie CBD. SCAS
Board conveys its appreciation to Principal
Terry Muldoon, Head of Secondary School Alan
Guihot, and Head of Primary School, Bruce Little
and all staff and students. I take this opportunity
here, to thank the enormous number of donors
responsible for the academic, cultural, sporting
and Christian Studies awards made available
each year to outstanding students.
Parents and Friends Association (P&F)
During 2015 I attended a P&F meeting with Terry
Muldoon (a regular at P&F meetings), and we
forged a “closer relationship” with them. There
are a number of new initiatives “coming on line”,
which are exciting for the school community.
Our thanks particularly to the P&F Executive and
their significant contributions to SCAS.
Mid North Coast Independent Trade Training
Centre (MNCITTC)
Again in 2015 the MNCITTC embraced both
Hospitality and Carpentry courses with great
success. As yet the Electro-technology course
has insufficient numbers. It is our desire subject
to Govt. permission to introduce courses in
Child-Care in the future, which will enhance
future employment opportunities at CCELC.
The MNCITTC is a tremendous facility for SCAS,
and used in a great variety of uses. School Board
members Howard Durant and David Crofts
comprise a Sub-Committee, and continue to
address the opportunities and challenges for
2015 and beyond.
Columba Cottage Early Learning Centre
(CCELC)
During 2014 it became apparent that the
occupancy of 138 students a day was proving
difficult to manage and provide the parent/
staff contact that is so essential in the 0-5 years
students. From a Centre that commenced in
2009 with 79 places, increasing to 90 places in
January 2011, and finally 138 places in July 2012,
our staff was well qualified to monitor efficiency,
productivity, and student/parent relationships.
As a consequence and by agreement with
the joint partnership, CCELC occupancy was
amended to 123 places per day, comprising 23
places for 9.00am to 3.00pm students, and 100
places for all day students.
Following the retirement of the Director of
CCELC, on 1st July 2015, Jenna Lindsay then
Grace Cooper acted in the leadership role and
did an outstanding job. A comprehensive
recruitment process was entered into, an
interview panel engaged, who interviewed the
“short-listed “candidates, and recommended the
outstanding applicant Susanna Christie. SCAS
Council and Corp. Trustees (the joint partners)
approved the recommendation. Susanna
commenced part-time between Oct – Dec 2015,
and will be full-time in 2016. Her leadership is
evident from the start, with increased morale,
new and state-of-art technology, improvements
to buildings and grounds, re-vamped leadership
model, new CCELC “branding”, and increased
occupancy rates.
Out of Schools Hours Care (OSHC)
The OSHC programme in 2015 has seen
significant growth, despite the enormously
successful extra-curricular activities that are
available on SCAS campus each day.
June White from CCELC manages the OSHC
programme together with CCELC staff. The
programme incorporates Before School Care
(BSC), After School Care (ASC) and Vacation Care
(VC).
Vacation Care has been particularly well
attended, providing a well-balanced and
resourced programme during school holidays,
Dec/Jan, April, June/July and Set/Oct.
Occupancy has been extremely high at +90%.
SCAS Master-Plan
The following chart outlines the fourteen stages
of the development of the SCAS Master-Plan.
SCAS has been enormously indebted to
our project manager, Bill Amy, who has had
oversight of our Master-plan (Built environment)
since 2005. Bill has delivered, “on time, and on
budget”, a very enviable record.
2001 to
2002
Nosworthy Building (Primary
School) and Jones Building (Primary
School)
2003 Barrett Science Building
Dawson Library
2004 Rogers Building (formerly Middle
School)
2006 Deutchbein Building (formerly Staff
Central now the Creativity,
Innovation and Excellence Centre.
2007 McArthur Administration Building
and School Chapel
2008 Pitt Building (Primary School)
2010 Iona Centre (Multipurpose Centre)
2011 Syd Hopkins (Senior Studies Centre)
2012 Mid North Coast Independent Trade
Training Centre
2013 Jenkins Building (Purpose built Year
6 Centre)
2014 Phillips Building (Secondary School
extension)
2016 to
2017
Performing Arts Centre of Excellence
(PACE)
Performing Arts Centre of Excellence PACE
The Performing Arts Centre of Excellence Faculty
is going from strength to strength. Music, Dance
and Drama are brought together across the
SCAS Campus. SCAS embraces a very impressive
Co-Curricular programme. Ensembles in K-12
represent around 80% of the entire student
enrolment (800+ students).
Led by Mark Brown and an enormously talented
team of staff, our Performing Arts students, by
their sheer enthusiasm, talent and dedication
have placed enormous pressure on the
availability of classrooms at SCAS. The PACE has
been envisioned for a number of years, with the
SCAS Board engaging our Project Manager Bill
Amy (ten years of experience at SCAS) together
with a number of highly qualified Consultants
who have past experience in the former twelve
stages at SCAS. The sheer numbers of Regional,
State and National awards give testimony to
the significance of SCAS students in Performing
Arts.
By resolution of the SCAS Board, Architects,
Engineers, Sound and Acoustic Consultants,
Quantity Surveyors, etc. have been engaged
to develop a state-of-the-art building which
will contain also, four further classrooms,
urgently needed for our 2017 enrolments, and
Performing Arts rooms of the highest quality for
the overwhelming number of Performing Arts
students. This is an enormously exciting project.
Anglican Diocese of Grafton
The SCAS Board and the SCAS School Executive
convey their appreciation to the Rt. Rev Dr
Sarah Macneil, Bishop of the Anglican Diocese
of Grafton, Chris Nelson, Registrar, Julie White,
Diocesan Accountant and indeed the entire
Diocesan staff for their continuing support and
encouragement during 2015.
Charles Sturt University
The new Charles Sturt University campus
(adjacent to SCAS) opens in April 2016, with
up to 1,000 students and in excess of 100 staff.
Building commenced in November 2014, and
SCAS Council has enjoyed a very strong working
relationship with former Head of Campus,
Emeritus Prof. Ross Chambers. SCAS has already
a number of MOUs in place with respect to
co-operation between the two institutions,
particularly with respect to the use of SCAS
science class-rooms. We trust this relationship
will continue particularly as both educational
facilities are adjoining.
Audit 2014
The 2015 Audit was undertaken by Matt.
Edwards, CPA, Director of PDD, a Port Macquarie
Accountancy firm. On behalf of SCAS Council I
thank, and acknowledge Matt. for his significant
contributions to SCAS & CCELC’s audit processes.
We appreciate Matt’s sound comments, advices
and performance. SCAS has achieved a very
solid result for 2015.
Sporting Facilities Master-Plan
With our increasing sporting participation and
successes, district, regional, and State-wide,
the PDPHE Department recommended to
SCAS Council a Sporting Facilities Master-Plan.
With SCAS’s young, enthusiastic, and highly
motivated staff, we will readily embrace this
venture.
This year we have seen the advent of highly
functional cricket nets, a new state-of-the-art
cricket pitch on the main oval, a superb new
additional tennis court, and long jump/triple
jump venue.
SCAS has many outstanding sporting students
who are representing SCAS locally, at HISAs, and
even at State level. Well done to our students.
Chaplaincy & Pastoral Team
Under our Foundation Chaplain, Rev Duncan
McArthur and Scott Hazelton, Head of Ministry
and Christian studies, SCAS offers students
sound guidance in good and difficult times,
opportunities to embrace Christian faith, and
above all to value and appreciate their fellow
students. SCAS Council and SCAS School
Executive and staff where proud to see Scott
move onto the Deputy Principal of the Orange
Anglican Grammar School. We wish him success
and fulfilment in this new role.
“Blessed are those who have learned to acclaim
you, who walk in the light of your presence, O
Lord. They rejoice in your name all day long; they
exult in your righteousness. Psalm 89: 15-16
Rev Canon Dr John Barrett OAM Foundation
Chair, SCAS Council
For and on behalf of:
The Right Reverend Dr Sarah Macneil, Anglican
Bishop Grafton, President, Andrina Dawson
(Deputy Chair), Dr Stephen Begbie, Dr Gordon
Burch, David Crofts, Jennifer Crofts, Alan
Deutschbein, Chen Gaul, Howard Durant, Loris
Hendy, Archdeacon John West. Julie Cooper
(Secretary)
St Columba Anglican School Annual Report 2015 Page 9
St Columba Anglican School Annual Report 2015 Page 10
STUDENT REPRESENTATIVECOUNCIL REPORT
Students at St Columba Anglican School participate in leadership positions at the following levels and capacities: Primary School Secondary School
Captains Captains
Vice Captains Vice Captains
House Captains House Captains
Seniors YearRepresentatives
Leadership in the Secondary School also comprises the Senior Leadership Committee (SLC) and Year Representatives. The SLC is composed of the Captains, Vice Captains, House Leaders and Prefects. The Year Representatives involve one female and one male leader per cohort from Years 7 to 11.
As part of the School’s commitment to training student leaders, a number of different activities have been undertaken to provide opportunities for students to observe, develop and model appropriate leadership skills. For Primary School (Year 6) and Secondary School, Leaders Training is provided on a continuing basis throughout the year.A Senior Studies and Leadership Expedition is held for all Year 11 students in Term I. The SLC meet weekly and Year Representatives meet fortnightly to discuss student issues and to raise funds for student projects. In addition, students from Years 9 to 12 are eligible to join the Rotary sponsored group Interact, which meets fortnightly. Interact members are active in fundraising activities, public speaking and seven representatives attended the Model United Nations Assembly in the state this year. As part of their role as Student Leaders, the SLC students are inducted in a two day Leadership Training Retreat where they have the opportunity to discuss what Leadership is and plan their contribution to the School community for their particular year of involvement. A modified program for the Year Representatives is also run where they participate in a one day leadership program held on school grounds. Online voting has also helped to make the voting process more efficient.The types of skills that are important for people to lead well include:
EffectiveCommunication; Problemsolvingskills;Decisionmakingskills;Teamworkingskills;Theability to dealwith stress and stressful situations; Goal setting; Evaluating; Supervising others;Motivation;TimeManagement;PublicSpeaking
St Columba Anglican School is a Christian school with an Anglican foundation, and provides a comprehensive educational experience from Kindergarten to Year 12.
The value of the individual and recognition of each student’s endeavours, achievements and potential to contribute to the community are at the core of the school.
In all areas of school life we aim to provide a supportive, nurturing environment where fun is balanced with good discipline, and self expression balanced with personal responsibility. SCAS is a place where friendships and teamwork are encouraged and developed by a staff that is dedicated, compassionate and understanding of the needs of young people.
SCAS follows the curriculum as set down by the NSW Board of Studies and participates in all external examinations up to the Higher School Certificate. Our aim is that students will leave us as fulfilled young adults with their skills and talents recognised and developed.
At SCAS co-curricular activities are seen as a valuable part of the School’s educational experience. Outdoor education programmes, House activities, clubs, a great range of sports, drama, dance, debating, public speaking, chess, musical ensembles, academic clubs and choirs mean there is an opportunity for everyone to explore their interests.
CONTEXTUAL INFORMATION
St Columba Anglican School Annual Report 2015 Page 11
St Columba Anglican School Annual Report 2015 Page 12
STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING
NAPLAN Test Results Years 3, 5, 7 and 9:The NAPLAN results for 2015 demonstrate the quality of the student achievements at St Columba. The results for the school are consistently above the National and State averages for both Literacy and Numeracy and once again the percentage of students at or above national benchmarks are greater than 93% in all aspects of these tests. These results reflect the school’s reputation for academic excellence.
Comparative tables showing the St Columba candidature’s mean, the State’s mean and the National mean for each test
Year 3
Reading Writing SpellingGrammar and
Punctuation Numeracy
St Columba 462.8 453.7 431.7 458.7 436.2NSW AIS Schools 457.7 443.1 442.2 471.5 427.6NSW 430.3 423.1 418.5 439.7 402.5
Year 5
Reading Writing SpellingGrammar and
Punctuation Numeracy
St Columba 519.9 491.2 515.7 530.2 524.8NSW AIS Schools 529.0 502.6 525.8 540.9 521.3NSW 502.0 483.5 506.4 509.1 498.5
St Columba Anglican School Annual Report 2015 Page 13
Year 7
Year 9
Proportion of students at or above National Minimum Standards
Reading Writing SpellingGrammar and
Punctuation Numeracy
St Columba 585.7 537.8 570.6 581.4 572.1NSW 549.5 511.5 555.1 546.6 548.9Australia 546.0 510.6 546.7 543.1 542.5
Reading Writing SpellingGrammar and
Punctuation Numeracy
St Columba 598.5 582.5 603.6 587.0 598.0NSW 584.1 545.0 591.9 571.5 599.6Australia 580.2 546.5 583.2 567.9 591.7
Reading Writing Spelling Grammar Numeracy
Year 3 97% 99% 97% 96% 98%Year 5 99% 96% 99% 97% 100%Year 7 98% 95% 94% 98% 98%Year 9 95% 95% 94% 94% 98%
St Columba Anglican School Annual Report 2015 Page 14
Year 3
Year 5
Comparision of NAPLAN Results for 2015 Years 3 & 5with Diocesan Schools plus local Independent SchoolsSt Columba’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2015 and reflect positively in comparison to similar schools in the local area. The results for both of our Year 7 and Year 9 cohorts were particularly strong across all aspects of these tests.The key shows the comparison in results:
• St Columba Anglican School in green• Diocesan/Local Schools in black• State in blue
NAPLAN 2015: Overall Numeracy
St Columba Anglican School Annual Report 2015 Page 15
Year 3
Year 5
Comparision of NAPLAN Results for 2015 Years 3 & 5with Diocesan Schools plus local Independent Schools
NAPLAN 2014: Grammar and Punctuation
St Columba Anglican School Annual Report 2015 Page 16
Year 5
Year 3
NAPLAN 2015: Literacy - Reading
St Columba Anglican School Annual Report 2015 Page 17
NAPLAN 2015: Literacy - Writing
Year 3
Year 5
St Columba Anglican School Annual Report 2015 Page 18
NAPLAN 2015: Literacy - Spelling
Year 3
Year 5
St Columba Anglican School Annual Report 2015 Page 19
Comparision of NAPLAN Results for 2015 Years 7 & 9with Diocesan Schools plust local Independent Schools
St Columba’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2015 and reflect positively in comparison to similar schools in the local area. The results for both of our Year 7 and Year 9 cohorts were particularly strong across all aspects of these tests.
The key shows the comparison in results:• St Columba Anglican School in green• Diocesan/Local Independent Schools in black• State in blue
Year 7
Year 9
NAPLAN 2015: Numeracy - Number, Patterns and Algebra
St Columba Anglican School Annual Report 2015 Page 20
Year 7
Year 9
NAPLAN 2015: Numeracy - Data, Measurement, Space and Geometry
St Columba Anglican School Annual Report 2015 Page 21t
Year 9
Year 7
NAPLAN 2015: Literacy - Reading
St Columba Anglican School Annual Report 2015 Page 22
NAPLAN 2015: Literacy - Writing
Year 7
Year 9
St Columba Anglican School Annual Report 2015 Page 23
NAPLAN 2015: Literacy - Spelling
Year 7
Year 9
St Columba Anglican School Annual Report 2015 Page 24
RECORD OF SCHOOL ACHIEVEMENT
Students who leave St Columba Anglican School before receiving their Higher School Certificate, may be eligible to receive a Record of School Achievement (RoSA). The RoSA is a cumulative record of courses completed in Stages 5 and 6 and participation in any uncompleted Preliminary Stage 6 courses whilst the student was at the school.
To qualify for the RoSA credential at St Columba Anglican School, a student must have attended and completed the approved Board of Studies curriculum set for study in Year 10. Grades will be awarded to students completing approved courses of study in Stages 5 and 6 whilst at the School. These grades will appear on a student’s Transcript of Study which can be accessed online from the Board’s website. A formal RoSA credential is only issued after a student has left the School.
Students leaving school who do not meet the RoSA requirements will be issued with a printed Transcript of Study.
Students who complete their HSC will be able to receive a RoSA at the same time as their HSC, detailing their achievement in their earlier years of study.
A student who does not satisfy a course requirement whilst at School and who receives an N-determination in a mandatory course at the end of Year 10, will not be not eligible for the award of a RoSA. Students who find themselves in this position may have right of appeal to the principal and subsequently to the Board of Studies.
Further information on the RoSA can be found at www.boardofstudies.nsw.edu.au
St Columba Anglican School Annual Report 2015 Page 25
HIGHER SCHOOL
CERTIFICATE RESULTS
HSC RESULTS 2015Students at St Columba Anglican School have continued to build on the academic tradition of the school with excellent HSC results. The recent trend of over 50% of students examination results being in band 5 or greater continued in 2015 and over 15% of our students appeared in the Distinguished Achievers List. Notable results include 86% of students in Design and Technology achieved Band 6 results; 67% of the Dance students achieved Band 6 results; 60% of students studying Music 1 achieved Band 6 results; 50% of the Drama students achieved Band 6 results. Four students achieved State rankings in the Top Achievers List with a 9th in Business Studies, 4th in Construction, 2nd in Legal Studies, 15th in Business Studies. These results are a reflection of the hard work and efforts of our students and staff and enhance the schools culture of academic excellence and achievement.
Some other notable results included 7 nominations for HSC Dance ‘Callback’, 4 nominations for HSC ‘Design Tech’ and a nomination for both HSC Drama ‘On Stage’ and HSC Music ’Encore’.
In 2015 St Columba Anglican School ranked 94th in the to 100 schools in the state (source: Sydney Morning Herald).
HIGHER SCHOOL CERTIFICATE
TESTNO OF
STUDENTS
PERFORMANCE BAND ACHIEVEMENT BY %EXAMINATION MEAN
SCHOOL VS STATE
Bands 6-4 Bands 3-1 School State
Ancient History 2 Unit 8 School: 100
Statewide: 61School: 0
Statewide: 39 81.34 71.34
Biology 26 School: 73
Statewide: 70School: 27
Statewide: 30 77.91 71.13
Business Studies 9 School: 89Statewide: 66
School: 11
Statewide: 34 84 73.65
Chemistry 18 School: 94Statewide: 73
School: 6Statewide: 27 82.14 75.81
Community and Family Studies 6 School: 100
Statewide: 65School: 0
Statewide: 35 81.6 72.73
Dance 6 School: 83Statewide: 77
School: 17
Statewide: 23 84.53 77.09
Design and Technology 7School: 100
Statewide: 79School: 0
Statewide: 21 91.57 76.25
St Columba Anglican School Annual Report 2015 Page 26
HIGHER SCHOOL CERTIFICATE
TESTNO OF
STUDENTS
PERFORMANCE BAND ACHIEVEMENT BY %EXAMINATION MEAN
SCHOOL VS STATE
Bands 6-4 Bands 3-1 School State
Drama 5School: 100
Statewide: 82School: 0
Statewide: 18 88.76 77.81
English (Standard) 26 School: 42
Statewide: 42School: 58
Statewide: 58 67.79 67.10
English (Advanced) 53School: 92
Statewide: 91School: 8
Statewide: 9 78.29 80.43
English Extension 1 8 School: 100
Statewide: 93School: 0
Statewide: 7 38.86 41.80
English Extension 2 5School: 100
Statewide: 82School: 0
Statewide: 18 40.56 39.54
Geography 12School: 92
Statewide: 66School: 8
Statewide: 34 77.72 73.85
Information Processes and Technology 11School: 91
Statewide: 66School: 9
Statewide: 34 79.33 72.36
Legal Studies 11School: 100
Statewide: 68School: 0
Statewide: 32 85.91 74.60
General Mathematics 38 School: 63Statewide: 50
School: 37
Statewide: 50 71.93 68.64
Mathematics 26 School: 85Statewide: 81
School: 15
Statewide: 19 75.98 77.89
Mathematics Extension 11 Unit
9 School: 67Statewide: 84
School: 33
Statewide: 16 72.13 81.20
Mathematics Extension 2 3School: 67
Statewide: 86School: 33
Statewide: 14 75.67 82.28
Modern History 16 School: 81Statewide: 72
School: 19Statewide: 28 77.13 75.29
History Extension 7School: 86
Statewide: 78School: 14
Statewide: 22 39.39 38.64
Music 1 5School: 100
Statewide: 88School: 0
Statewide: 12 90.12 80.60
Music 2 1School: 100
Statewide: 88School: 0
Statewide: 12 91.6 86.68
Music Extension 1School: 100
Statewide: 93School: 0
Statewide: 7 49.40 43.60
Personal Development, Health & Physical Education 30
School: 77
Statewide: 62School: 23
Statewide: 38 76.89 73.10
Physics 19 School: 74
Statewide: 63School: 26
Statewide: 37 75.24 72.66
Society and Culture 18 School: 100
Statewide: 81School: 0
Statewide: 19 85.76 77.21
Software Design and Development 3School: 100
Statewide: 67School: 0
Statewide: 33 82.00 73.53
Studies of Religion 2 Unit 8 School: 100
Statewide: 71School: 0
Statewide: 29 80.65 74.20
Textiles and Design 7School: 100
Statewide: 79School: 0
Statewide: 21 87.26 77.48
Visual Arts 9 School: 89Statewide: 88
School:11
Statewide: 12 79.13 79.21
French Continuers 4School: 25
Statewide: 89School: 75
Statewide: 11 67.80 82.16
Japanese Continuers 2School: 100
Statewide: 78School: 0
Statewide: 22 71.00 78.91
Entertainment Industry 8 School: 87Statewide: 57
School: 13
Statewide: 43 79.18 72.58
Construction 11School: 100
Statewide: 46School: 0
Statewide: 54 83.24 71.74
Hospitality 6 School: 100
Statewide: 68School: 0
Statewide: 32 84.97 75.96
St Columba Anglican School Annual Report 2015 Page 27
COMPARATIVE HSC PERFORMANCE OVER TIME
TEST2012 2013 2014 2015
Bands 6-4 Bands 6-4 Bands 6-4 Bands 6-4
Ancient History 2 UnitSchool 75 67 100 100
State 55 61 61 61
BiologySchool 92 100 78 73
State 63 68 62 70
Business StudiesSchool 87 100 93 89
State 68 66 67 66
ChemistrySchool 93 57 77 94
State 71 74 76 73
Community and Family StudiesSchool 100 86 60 100
State 68 66 71 65
DanceSchool 87 100 100 83
State 70 71 77 77
Design and TechnologySchool 100 100 70 100
State 77 78 75 79
DramaSchool N/A N/A 100 100
State N/A N/A 84 82
English (Standard)School 50 25 7 42
State 49 35 43 42
English (Advanced)School 94 86 92 92
State 89 86 92 91
English Extension 1School 83 86 71 100
State 87 88 93 93
English Extension 2School 72 100 78 100
State 79 78 77 82
Geography School 80 N/A 87 92
State 66 N/A 69 66
Information Processes and TechnologyN/A 100 N/A N/A 91
N/A 61 N/A N/A 66
Legal StudiesSchool 100 100 80 100
State 69 70 76 68
General Mathematics School 75 57 59 63
State 51 42 51 50
MathematicsSchool 82 28 79 85
State 80 76 81 81
Mathematics Extension 11 Unit
School 86 100 40 67
State 85 84 84 84
Mathematics Extension 2School 50 100 17 67
State 88 87 86 86
Modern HistorySchool 100 100 82 81
State 75 76 75 72
History ExtensionSchool 50 67 100 86
State 67 64 78 78
St Columba Anglican School Annual Report 2015 Page 28
TEST2012 2013 2014 2015
Bands 6-4 Bands 6-4 Bands 6-4 Bands 6-4
Music 1School 100 100 100 100
State 90 89 60 88
Music 2School N/A 100 N/A 100
State N/A 85 N/A 88
Music Extension 1School N/A 100 N/A 100
State N/A 98 N/A 93
Personal Development, Health & Physical Education
School 67 76 36 77
State 63 59 63 62
PhysicsSchool 92 75 75 74
State 67 66 63 63
Society and CultureN/A N/A N/A N/A 100
N/A N/A N/A N/A 81
Software Design and DevelopmentSchool N/A 100 100 100
State N/A 65 66 67
Studies of Religion 2 UnitSchool N/A 75 50 100
State N/A 75 74 71
Textiles and DesignSchool N/A N/A 100 100
State N/A N/A 71 79
Visual ArtsSchool 100 100 100 89
State 89 88 85 88
French ContinuersSchool N/A N/A 100 25
State N/A N/A 88 89
Japanese ContinuersSchool 0 0 0 100
State 68 78 78 78
Entertainment IndustrySchool 100 67 100 87
State 45 48 56 57
ConstructionSchool N/A 100 N/A 100
State N/A 40 N/A 46
St Columba has continued to achieve consistent results in the HSC as reflected in the data above. Performance in the majority of subjects over time has been near or above state average. The trend in results in the higher band has shown a consistent improvement, with over 53% all examination results in the top 2 performance bands in the HSC.
Senior Secondary Outcomes
Category %
Percentage of Year 12 attaining a Year 12 Certificate 100
Percentage of Year 12 undertaking at least one subject of vocational or trade training - Hospitality, Construction or Entertainment Industry 30
St Columba Anglican School Annual Report 2015 Page 29
The following professional development activities were undertaken by staff throughout 2015:
PROFESSIONAL LEARNING
AND TEACHER STANDARDS
Professional Learning Activity No. of Staff ParticipatingProfessional Learning Teams All Secondary Staff
Staff Meetings Weekly Tuesday afternoon meetings
Staff Development Days January 2015 All Staff (3-5 days) - 86 teaching staffStaff Development Days December 2015 All Staff (2 days) - 86 teaching staffStaff Orientation All new staff for 2015
Subject/Key Learning Area Specific Courses All teaching staff Faculty & Stage meetings
Pedagogy - external subject specific and classroom practice PD (eg PBL) 60
Leadership 14
Compliance 11
Higher School Certificate Marking 7
Governance 1
Pastoral Care 17
Information Technology - TASS, SCAS Computational Thinking Conference, STEM
40
Embedding Excellence Program 11
Staff Presenting at Conferences 6First Aid Course 37
Learning Support - Multilit, Minilit 5
Sport 5
Admin - AIS Exec PA 4
Table 10: Overview of Professional Learning 2015
The Professional Development identified above does not include training provided to staff within regular school meetings (g Faculty or Stage meetings), or Professional Development undertaken by staff on their own accord (eg those studying for Masters or higher degrees, Moocs, online courses etc)
The average expenditure per teacher on professional learning during 2015 was $824 and for support staff $813. This does not include salary for staff attending professional development or the cost of replacing staff on leave for PD.
St Columba Anglican School Annual Report 2015 Page 30
Category Number of
TeachersTeachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or
89
Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or
1
Teachers who do not have qualifications as described in (a) and (b) but have rel-evant successful teaching experience or appropriate knowledge relevant to the teaching context
NIL
Teaching Standards
Table 11: Overview of Staff Qualifications 2015
All members of staff are supervised by Heads of Faculty and/or Heads of School, with Co-ordinators appointed to stages in the Primary School.
St Columba Anglican School Annual Report 2015 Page 31
WORKFORCE COMPOSITION
Workforce Composition
Category Number
Teaching Staff 90Full Time Equivalent Teaching Staff 79.74Non-Teaching Staff 42
Full Time Equivalent Non-Teaching Staff 36.74Indigenous Staff Members 1
St Columba Anglican School Annual Report 2015 Page 32
STUDENT ATTENDANCEAND MANAGEMENT OF
NON-ATTENDANCE
Student attendance: 95.72% of students attended school on average each school day in 2015. (95.74 Non-Indigenous and 94.95% Indigenous)
Non-attendance procedures are outlined in our enrolment policies.
Academic Year 2015 Non-Indigenous
Attendance PercentageIndigenous
Attendance PercentageYear 1 97.37 93.13Year 2 95.71 100.00Year 3 97.07 98.00Year 4 96.69 96.50Year 5 95.65 96.00Year 6 96.49 93.00Year 7 96.17 94.00Year 8 95.99 100.00Year 9 94.34 95.33
Year 10 92.80 92.00
St Columba Anglican School Annual Report 2015 Page 33
The school’s growth parameters include the three streams in Primary School four streams in Secondary School.
Table 12: Overview of Enrolments 2002 to 2015
Year/Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Totals
2002 23 26 26 15 902003 29 16 13 23 28 21 21 42 25 2182004 32 39 22 26 30 39 28 41 43 23 323
2005 50 30 41 26 26 34 45 45 44 37 23 401
2006 41 53 41 46 33 31 46 54 42 42 38 21 4882007 56 50 56 46 55 38 34 48 56 47 44 31 18 5792008 56 55 51 65 52 62 41 59 51 58 48 34 25 6572009 53 60 57 51 66 56 70 52 49 52 46 33 35 6802010 67 55 63 64 53 72 62 78 55 43 49 40 29 730
2011 52 66 63 65 76 53 75 66 78 46 44 44 40 7682012 76 58 60 64 68 78 59 104 75 75 58 40 45 8602013 65 81 63 67 67 75 80 85 103 81 76 52 40 9352014 65 67 84 68 72 79 76 97 85 98 80 82 53 10062015 64 66 69 85 73 81 89 95 97 85 99 70 79 1052
St Columba is a comprehensive, co-educational school that presented its nineth Year 12 in 2015. The school commenced with 76 students in Kindergarten to Year 7 in January 2002 and as at the August 2015 census the School had 1052 students enrolled from Kindergarten to Year 12. This growth is shown in Table 12 below.
St Columba Anglican School Annual Report 2015 Page 34
RETENTION OF
YEAR 10 TO YEAR 12
Years ComparedYear 10 Total Enrolment on
2013 Census Date
Year 12 Total Enrolment on 2015
Census Date
Year 10 Enrolment at Census Date remaining in Year 12 at Census Date
RetentionRate (%)
2013/2015 76 79 62 81.6
Table 13: Enrolments compared from Year 10 2013 to Year 12 2015
The departures from Year 10 were mainly as a result of students wishing to pursue vocational and/or TAFE studies.
St Columba Anglican School Annual Report 2015 Page 35
Many of The Class of 2015 will continue on their journey of lifelong learning with further studies.
The Class of 2015 demonstrated that through hard work and persistent effort, students can achieve outstanding results. A good number of the graduating class have deferred their studies in 2016. Several students have opted to take a GAP year here or abroad.
POST SCHOOL DESTINATIONS
Areas of Further Study Number
Sciences 8
Arts 6
Law 4
Education 3
Criminal Justice 2
Film 1
Medicine 2
Communications/Media 5
Zoology/Animal Science 2
Dance 3
Sport Science 4
Social Work 1
Commerce/Business 7
International Studies 1
Music 1
Creative Arts 2
Nursing 3
Engineering 4
Tourism 2
Psychology 2
Politics 1
Computing 3
Design/Architecture 2
Destination Universities
University of Sydney (5)
University of NSW (13)
Charles Sturt University (7)
University of Wollongong (4)
University of Newcastle (8)
Australian National University (5)
Southern Cross University (3)
University of New England (9)
Macquarie University (4)
SAE (Film) (1)
Western Sydney University (2)
University of Technology Sydney (3)
Central Queensland University (2)
Australian Catholic University (1)
University of Canberra (2)
ICMS Sydney (2)
St Columba Anglican School Annual Report 2015 Page 36
ENROLMENT POLICY ANDCHARACTERISTICS OF
THE STUDENT BODY
St Columba Anglican School is a comprehensive co-educational K-12, in the Anglican tradition that provides an education underpinned by excellence and individual responsibility and operating within the policies of the NSW Board of Studies.
All applications are processed in order of receipt and consideration will be given to the applicant’s support for the ethos of the school, siblings already attending the school and other criteria determined by the school from time to time. Once enrolled, students and parents are expected to support the school’s ethos, and students are expected to comply with the school rules to maintain the enrolment.
Enrolment procedures
Enrolment appointments are conducted in the twelve to eighteen month period prior to the expected date of the student commencing tuition at the School. In cases where parents apply several years in advance this appointment would not coincide with the year in which the application is lodged. These parents will be contacted to invite them to an enrolment appointment within eighteen months of the commencement date indicated on the original application. A place will not be held unless the enrolment interview has taken place and the acceptance fee paid.
Enrolment appointments are held to ensure parents and/or caregivers agree to support the ethos and philosophy of the school and undertake to maintain and uphold the principles and policies of the School as they apply to the school’s educational programmes, activities and excursions, its Codes of Conduct and its students’ good reputation within the broader community. Each enrolment appointment will also explain the School’s Discipline Code and the procedures used in its implementation, the outdoor education and sports programmes and the school’s Uniform Code.
Places are offered on the following criteria, in strict order of priority:
1. demonstrated understanding of, and support for, the goals of the School in interview with the Principal or his representative;
2. siblings of enrolled students;3. students of the CCELC;4. children of staff and clergy; then5. date of application for enrolment interview.
If the Principal determines during the appointment that a mutually beneficial relationship of trust and co-operation between a parent and the school is unlikely to be established, the Principal may direct that the application will not proceed. No remission of the application fee will apply in such cases.
Non Attendance Procedures
Maintaining accurate Attendance Rolls is a legal requirement of the School, a professional responsibility of teachers, and an active expression of our care of our students’ welfare and education. In order to meet our legal and pastoral care responsibilities, St Columba Anglican School adheres to the following process.
Families of students absent without any contact from parents or guardians are forwarded a reminder SMS message by the School’s administration. Year Patrons/teachers contact the family (within 48 hours of being alerted to three day absences) to ascertain the reasons for the absence, the proposed date of return and to enquire as to any assistance the School may offer.
If such absences are a regular event, the Year Patron/teacher requests an interview with the family and informs the relevant Head of School of the time and date of the interview.
If the Year Patron/teacher is unable to make contact with the family, the matter should be forwarded to the Director of Pastoral Care and relevant Head of School. If contact cannot be made by the Head of School in a reasonable time by phone, the matter is addressed in an official letter and brought to the attention of the Principal, along with any background relevant to the matter. Should the Principal deem it necessary, reporting in regard to the absence may be made to the Department of Community Services or Department of Education.
Student population profile
St Columba Anglican School ended 2015 with 1052 students of whom 527 were in the Primary School and 525 in the Secondary School.
As it is a comprehensive school, St Columba Anglican School students come from a wide range of backgrounds, including a small percentage of language backgrounds other than English and a number of students with special needs.
St Columba Anglican School Annual Report 2015 Page 37
Student Welfare PoliciesThe School aims to create and maintain a learning community with a family atmosphere in which each student is valued as an individual and as a member of the School. St Columba Anglican School aims to provide a safe learning environment in which the talents of each individual are identified and nurtured for the benefit of each student’s development and the enrichment of all. The school is committed to the delivery of high quality teaching and learning programmes based on NSW Board of Studies syllabuses.
Therefore, the school’s policies and programmes are formulated to:
• promote student safety and wellbeing;
• encourage connectedness across the SCAS community
• acknowledge the value of each individual;
• accommodate differences;
• follow processes that incorporate procedural fairness; and
• realise and extend the abilities, gifts and talents of each individual.
In this way each student is presented with a range of opportunities in which they can experience success in a safe and supportive environment that:
• minimises risk of harm and ensures students feel secure; and
• supports the physical, social, academic, spiritual and emotional development of students.
The School provides student welfare policies and programmes that develop a sense of self-worth and foster connectedness and personal development. The Pastoral Care system is based in the classroom structure of the Primary School and for Secondary School in small, vertical groups based on the school’s four Houses.
On entry to the School, every student in Secondary School is linked to a member of staff, their “House Tutor”, who has oversight of a Pastoral Care group of boys and girls. This small group meets with their mentor regularly throughout each week and so members of each “Tutor Group” get to know one another well. The Tutor is the first point of contact for parents and a conduit for information between the individual, the family and the wider school body. Pastoral Care sessions are structured towards developing students’
emotional intelligence and social responsibility, covering topics such as communication, digital citizenship, resilience, conflict resolution, empathy, compassion and global issues. Assemblies and Chapel services form integral aspects of the Pastoral Care Program.
Tutor groups form an important component of the School’s “House” System. Houses are groups that perform pastoral, leadership and developmental functions and which foster participation in the wider school community. Senior students have opportunities for exercising leadership within this smaller group.
In 2008 the School introduced a further level of Pastoral supervision in the form of Year Patrons. Year Patrons are assigned to each Year group 7 -12 and oversee the pastoral needs of the students in each year group. This role has enhanced the ability of the School to meet the pastoral needs of our students and give overall care to the Year Group. Year Patrons offer informal counselling to students and can refer students to a variety of mental health workers as needed.
Students of each school level are elected to specific school leadership responsibilities as members of the Student Leadership Council. Positive contact between seniors and juniors is encouraged by numerous means including carnivals, curriculum days, co-curricular activities, interest group activities, shared reading groups and peer support.
CounsellingThe school may recommend various types of intervention strategies for student wellbeing including referral to Health Practitioners and Counsellors, App aids and Government Service Agencies. Should this need arise, Counselling services are available on and off the school site on a contract
basis.
SCHOOL POLICIES
St Columba Anglican School Annual Report 2015 Page 38
Policies for student discipline Students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour. Corporal punishment is not permitted under any circumstances.
All disciplinary action that may result in any sanction against the student, including suspension, expulsion or exclusion, follows processes based on procedural fairness.
The full text of the school’s discipline policy and associated procedures is provided to members of the school community through:
• The Staff Handbook (which incorporates more information regarding the principles of procedural fairness);
• The Student Diary; and
• The Orientation Handbook for new students and parents.
A copy is also available on the School’s Parent Lounge.
These have been continually implemented and supported by a Values Forum in which parents, students and staff reflected on the School’s core values and how they are reflected in the ethos and climate of the school. This process will continue to be consolidated in future years.
As part of this process of review and improvement, the School’s behaviour policy was reviewed by the Director of Pastoral Care. A revised policy on student behaviour was implemented in 2009. This document is reviewed each year and changes are made as necessary.
A “no bullying” email address is set up for students so that
they can email issues concerning them.
Policies for Complaints and GrievancesThe School’s Complaints and Grievances Policies are available in:
• The Staff Handbook (which incorporates more information regarding the principles of procedural fairness);
• The Orientation Handbook for new students and parents.
St Columba Anglican School Annual Report 2015 Page 39
SCHOOL DETERMINED IMPROVEMENT TARGETS
The following priority targets were achieved during 2015:
Area Targets for 2015 Achievements
Learning and Teaching
Progressive Reporting Progressive reporting was implementing across Year 7 – 11 utilising the Parent Lounge portal to provide real time access for parents to student results.
Focus on Feedback Feedback cycle was successfully implemented with all assessments in Year 7 to 12. This was in conjunction with progressive reporting.
Embedding Excellence The embedding excellence team established 4 core pillars for the school to focus on; Excellence, Care, Citizenship, Enterprise. Staff input into this work was sought and teams established to champion each area.
Project Based Learning Project based learning (PBL) was the focus of the excellence pillar. A team was established to investigate the potential to implement PBL at SCAS. They undertook professional development at Parramatta Marist High and reported back to executive. A plan for further investigation and potential implementation in 2017 was produced.
Professional Learning Teams PLT’s continued in 2015 with staff undertaking mini action research projects in an area related to either feedback or differentiation.
Student Welfare
School Cohesion The expansion of the Peer Support program, shared Year 11 and 12 Reading Program with K-2 and initiation of the Year 9 and 10 Shared Interest Activity Program with Years 5 and 6.
Whole School Wellbeing Program The introduction and adoption of a shared K-12 language of five key aspects for physical and mental wellbeing. Give, Connect, Be Active, Keep Learning, Take Notice. The program centres on prevention of illness rather than cure, and development of positive behaviours.
Careers The banner of Careers has been overseen by the Pastoral Care Team. Initiatives include: Individual workshops, Alumni student speakers, Careers Markets, visiting experts from CSU and the continual updating of a Careers Classroom with all incoming information available for Year 11 and 12.
Staff Development
All new staff qualified in Senior First Aid and updates for existing staff as required.
Certified training provided for staff requiring updates or initial training.
Survey staff to determine School Professional Development priorities.
Survey carried out and school PD priorities determined with input from School Leadership Team
Professional Learning Teams focus aligned with Embedding Excellence Pillars
Professional Learning Teams focussed on Feedback and Differentiation
Provision of internal BOSTES QTC accredited training
BOSTES Accreditation obtained for all National Standards allowing SCAS to run Professional Development course that are QTC (Quality Teaching Council) approved.
Computational Thinking Conference to provide STEM training for K-12 staff.
Obtained Google CS4HS funding to run Professional Development for SCAS staff and teachers from local school.
St Columba Anglican School Annual Report 2015 Page 40
Area Targets for 2015 Achievements
Staff Development(Continued)
AIS Early Literacy Program to improve literacy tracking and teaching in Infants
All Primary teachers involved in Early Literacy training workshops. All Stage 1 teachers also completed AIS online modules. Development of continuum and collection of data for Stage 1
Increase focus on targeted programs for Pastoral Care.
Training for Primary Pastoral Care staff to implement KidsMatter. A number of Primary and Secondary staff attended Rock & Water training
Improve the Professional Development application process
Responsibility given to Head of Innovative Learning to oversee Professional Development and clear process of application developed and applied.
Review of the role of Sport within the School Increased focus on Professional
Development at staff meetings
Meeting focus for Leadership Team changed to focus on a specific strategic issue. Head of Faculty, Primary and Secondary meetings have PD component.
Facilities and Resources
Primary School Classrooms Several classrooms have been refurbished, air conditioned and new furniture acquired and a long-term maintenance schedule implemented.
Secondary School Classrooms Several classrooms have been refurbished and air conditioned and a long-term maintenance schedule implemented.
Performing Arts Centre of Excellence Construction to commence in 2016.School Grounds Construction of cricket pitch, cricket nets, long jump pit
and additional tennis court. Ongoing upgrade sof Primary playground areas and Secondary areas.
School Entrance The School Front Entrance was relocated, upgraded to include a dedicated bus lane and a new traffic management plan implemented.
St Columba Anglican School Annual Report 2015 Page 41
INITIATIVES PROMOTING
RESPECT AND RESPONSIBILITY
In accordance with the school’s mission statement Encouraging intellectual, spiritual and culturaldevelopment of each student through excellencein teaching ina caring,Christianenvironment the
school aims for all students to recognise that they are valued and integral members of the school community, with parents and staff providing the care and support that engenders self esteem, mutual respect and responsibility.
This is achieved by having comprehensive and challenging educational programmes that:
• encourage an integrated attitude to faith and learning, with regular Christian Studies classes and Chapel Services with a pastoral focus as part of the school’s curriculum;
• develop a partnership between school, parents and students that will enhance the teaching/learning process;
• encourage students to participate in a well-balanced programme of curricular and co-curricular activities that enable them to discover their individual strengths and talents;
• develop confidence, self-esteem and respect for and tolerance of others, in the belief that social awareness is a critical aspect of the Christian faith; and
• promote mutual respect, acceptance and trust between teachers and students.
Feedback on many aspects of the school life, including student learning, student behaviour, teacher professional practice and relationships within the school were very positive and formed the basis of the values programme incorporated into the Pastoral Care – Tutor Group meetings since 2007.
A statement of the School’s Vision & Values is being compiled, drawing on feedback from all levels of the School Community. This will be displayed in the School foyer and posted on the website.
PARENT, STUDENT ANDTEACHER SATISFACTION
SCAS actively seeks to be a part of its broader community and as such:
• is responsive to the needs of the community in terms of formulating its curriculum offerings
• is focused on developing and promoting positive rela-tionships with all members of the School community
• actively supports parental involvement in the learning process
• actively seeks the involvement of members of the com-munity in volunteer activities
• offers the widest possible range of educational activities in academic, cultural and sporting areas
• provides clear and varied modes of communication between School and parents/guardians
• provides multiple fora for parental input
• is dedicated to providing accurate and valid formal and informal feedback to parents
SCAS provides:
• A safe campus for visiting community members
• Necessary training for staff and volunteers
• Input into local festivals and events
• A clear set of goals and values to potential students.
SCAS’ positive reputation in the community is reflected in:
• High retention rates
• A high demand for student places
• The popularity of its performance culture
• It’s reputation for high academic achievement
• The employability of its students in part-time and full time positions
• The high demand of trainee teachers to undertake practicum experience at the school
St Columba Anglican School Annual Report 2015 Page 42
St Columba Anglican School Annual Report 2015 Page 43
SUMMARY OFFINANCIAL INFORMATION
The following graphics outlining St Columba Anglican School’s income and expenditure for the 2015 academic year were derived from the information provided to the Commonwealth Department of Education, Science and Training as part of its financial accountability requirements.
Figure 8: Recurrent/capital expenditure for the Academic Year ending 31st December 2015
Income
Expenditure
Figure 7: Recurrent/capital income for the Academic Year ending 31st December 2015
St Columba Anglican School Annual Report 2015 Page 44
CONCLUDING STATEMENT
This document provides a brief outline of the activities and programmes undertaken by St Columba Anglican School during the 2015 academic year.
For more information please refer to the Principal’s and Heads of Schools’ reports published for the 2014 Awards Presentations. The School’s weekly newsletters and other publications including the Student Diary, curriculum and assessment handbooks and the school’s website www.scas.nsw.edu.au provide deeper insights into the school’s operation.
Alternatively you may wish to contact the Support Services Manager, Mrs Julie Cooper, by telephone on (02) 6581 4188, via facsimile to (02) 6581 4190 or by email to [email protected]