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TABLEOFCONTENTS

Section:

1. INTRODUCTION Page1

2. GOVERNANCE Page2

3. PROFESSIONALLEARNINGANDTEACHERSTANDARDS Page3

4. STUDENTPERFORMANCEINSTATEWIDEAND

NATIONALTESTSANDEXAMINATIONS Page8

5. RESPECTANDRESPONSIBILITY Page13

6. COLLEGEPOLICIES Page16

7. COLLEGEDETERMINEDIMPROVEMENTS,

TARGETSANDVALUEADDED Page19

8. PARENT/STUDENTANDTEACHERSATISFACTION Page21

9. SUMMARYOFTHECOLLEGE’SFINANCIALINFORMATIONPage23

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1. INTRODUCTIONTHE SCHOOL

SchoolProfile Trinity Catholic College Lismore is an independent co-educational College for students in Years 7 to 12 with an enrolment of approximately 1100. The College is located in Lismore, occupying two adjacent sites. Students are drawn from a large radius that extends to Ocean Shores in the north, Woodburn in the south, Ballina and Byron Bay in the east and Kyogle in the west. Foundations: The College traces its foundation to 1886 when the Presentation Sisters began St. Mary’s College, an independent school for girls, in 1886. This also marks the foundation of Catholic Education in Lismore. The Marist Brothers opened St. Joseph’s High School in 1911 and the two schools operated independently until they amalgamated in 1985 to form Trinity Catholic College. Both Orders maintain an active involvement in the College. At present, there is one Presentation Sister on the Staff and the Principal is a Marist Brother. Through the charisms of St. Marcellin Champagnat, Founder of the Marist Brothers and Venerable Nano Nagle, Founder of the Presentation Sisters, the spirit of Mary, the Mother of Jesus permeates all aspects of College life.

The College motto “In Word and Deed” echoes the Marian spirit of the community which is identifiable in the strong sense of family, love of the poor and marginalised and emphasis on the development of the whole person.

MissionStatementofTrinityCatholicCollege

Trinity Catholic College Lismore, situated in St Carthage’s Cathedral Parish, is inspired by the Gospel of Jesus. The educational ministry of the College is shaped by the values and traditions of the Marist Brothers and the Presentation Sisters. The College, as a contemporary faith community, is committed to nurturing each student in a challenging, caring and supportive learning environment that is imbued with Catholic culture. The Trinity Family fosters the gifts and talents of all its members so that they are empowered to respond with strength and determination to challenges in a dynamic society.

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3 | P a g e

3.PROFESSIONALLEARNINGANDTEACHERSTANDARDS

Teacher Standards

All permanent teachers employed at Trinity (prior to 1 October 2004) hold teaching and/or graduate qualifications from an approved higher education institution.

All permanent teachers appointed after 1 October 2004 meet the accreditation requirements of the NSW Institute of Teachers.

Teacher Standards Category Number of Teachers

(a) Teachers who have teaching qualifications from a higher education institution within Australia or are recognised within the National Office of Overseas Skills recognition (AEINOOSR) guidelines, or

92

Teachers who do not have qualifications as described in (a) and 0 (b) But have relevant successful teaching experience or appropriate knowledge

relevant to the teaching context. 0

In addition to this information, of the 100 teachers with a teacher qualification, 21 of these teachers have also completed a Masters degree or higher.

Teacher Attendance Rates

The Attendance rates for Teaching Staff at Trinity appear below. During 2017, Trinity had 84.4 full time equivalent Members of Teaching Staff, held by a total of 92 teachers. Staff Attendance is very high. The data below shows that staff average less than 4% of total days absent on sick/carers leave.

Attendance Rate Days Percentage of Total Days

Total Days of Attendance in 2017

17,133 days 100%

Sick/Carers Leave Days taken by Teaching staff in 2017

677 days 4%

Long Service Leave Days taken by Teaching Staff in 2017

258 days 1.5%

After allowing for Sick Leave and Long Service Leave = 94.5% Excluding Long Service Leave = 96%

Teacher Retention Rates

Teacher Retention Rates are traditionally very high with little turnover in teaching Staff. Rates for 2017 are: Total Number of Teaching Staff = 92 Staff Changes in 2017 = 8

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5 | P a g e

Teacher Involvement in Professional Development

Teachers who are required to register with the NSW Institute of Teachers (graduates or new teachers in NSW since October 2004) are provided with mentoring support by Heads of Department and additional professional development assistance in line with Institute requirements. Two teachers completed the accreditation process at the level of Professional Competence with the Institute during 2017 and two other teachers are undertaking the Certification process as Highly Accomplished Teachers.

New teachers to the College were offered the following PD modules throughout the year:

Student Discipline and Behaviour Management Assessment and Reporting Spirituality and Charism Administrative processes and procedures Professional Standards and Child Protection Policy (This is a regular yearly induction for all

Members of staff, not just those new to the College). NSW Institute of Teachers accreditation requirements and processes Whole School Staff Wellbeing Regular professional development occurs in Heads of House and Heads of Department Meetings (held fortnightly) and Department Meetings held twice each term. Professional reading lists are regularly disseminated to staff and learning community groups. On site professional development support is also provided to support learning for the Gifted and Talented Programme, Literacy and Numeracy and Learning Support.

The PD at the start of this year focused on Child Protection for all members of Staff as well as Anaphylaxis, CPR and Asthma training. At the start of each Term, each Faculty held their own specific PD meetings. In addition, Members of Staff applied for and attended professional development courses, workshops and conferences held away from the College. Sixty five percent of the whole staff accessed professional learning opportunities through the year. Individual records of attendance are maintained for each Member of Staff and access is monitored for equity.

The College supports individual Members of Staff undertaking external courses of study by subsidising HEC’s costs. For a first course sponsored, a 25% contribution is made and for a second course, twelve and a half percent is payable. Paid leave to sit for examinations is also provided.

Members of Staff comprised of teachers in the local region and are also members of professional associations such as the English Teachers’ Association, the MLTA (Languages) and the Mathematics collegiate.

The result of a structured and planned approach to professional learning is that a culture is developed and nurtured so that teachers engage as a professional learning community where they:

Engage in dialogue of pedagogy with fellow colleagues Seek professional learning/development in teams and individually Recognise and ask to share in professional excellence of curriculum provision Look for and offer mentoring opportunities Acknowledge expertise, knowledge and experience Contribute to and distribute the excellent pedagogy Develop and enhance reflective practice among each other.

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83 Staff Attended Professional Development Opportunities and 85 Staff attended individual work related meetings in 2017. A number were of two or more days’ duration and the remainder represent full days of Professional Development:

Professional Development

Access-It Roadshow Digital Technologies Workshop AICD Company Directors' Course Discover Math Mindsets with Professor Jo Boaler AIS IT Managers Conference Dive in to Depth Studies AIS School Improvement Domestic Violence Alert Workshop - Lifeline Northern Rivers AIS Studies of Religion Conference Drama Works - Regional Showcase Annual Meeting of Marist Deputy Principals DV-Alert (Domestic Violence Response Training) Onstage events EBE 2017 Annual Conference Australian Association of Mathematics Teachers Biennial Conference EduTECH International Conference & Expo BBI Catholic Mission and Identity Symposium ETA Annual Conference BBI National Religious Education Symposium ETA HSC Extension 1 Study Day BOSTES / CSO Stage 6 Australian Curriculum Science ETA Whole School Literacy BOSTES K-12 Additional Needs Professional Learning Faculty-based PD including Assessment Task Audit Bright Thinking Familiarisation : Revised Stage 6 Syllabus

Careers Advisers Association Conference Family Break-Up: Supporting Young People through Separation & Conflict

Careers Advisors Meeting Food Tech Programming Certificate IV in Education Support (Special Needs) Footsteps 1 - Marist Schools Australia Chemistry Syllabus Programming Day Footsteps II Classroom Observations Geography Teachers Association of NSW Annual Conference CSO - Unpacking HSC Course Components Graduate Teachers and Mentors Workshop Day CSO BBI National Symposium: RE, Secularisation and Australian Catholic Schools

Health & Safety Representative Training 5-Day Course

CSO De Courcy Analysis History Stage 6 Day - New syllabuses Lismore CSO De Courcy Analysis - a detailed reading Hospitality Programming CSO Depth Study - Data Collection and Analysis HSC Chemistry Syllabus Unpacking Day CSO Graduate Teacher Workshop HSC Marking - Ancient History CSO HSC Stage 6 Biology Program Unpacking HSC HSC Marking - Legal Studies CSO HSC Stage 6 Biology Programme Depth Studies Data HSC Marking Extension 1 English CSO Lismore: Stage 6 Australian Curriculum Mathematics HSC Pilot Marking CSO Literacy Writing Hive HTA Conference & Programming Day CSO NESA Changes Workshop HTA Lismore Stage 6 Day - HSIE New Syllabuses CSO New Australian Curriculum Stage 6 Modern and Ancient History Syllabus

IEU Support Staff Conference 2017 Community - Connection - Belonging

CSO New HSC Unpacking Day IEU Union Representatives Training Day CSO New Stage 6 HSIE Syllabus Day Intercollegiate University Tour CSO Stage 6 Australian Curriculum Investigating Science

Making Slip Cast Moulds and Slip Casting - Guest Speaker / Trainer

CSO Syllabus Unpacking Days - Year 12 Investigating Science Marist Schools Australia Biennial Conference 2017 CSO Term 2 Pastoral Care Workshop My Feedback Leadership Training CSO Year 11 Mathematics Unpacking My Feedback Learning CSO Year 12 Physics Syllabus Unpacking Day NESA Visual Art Practical HSC Marking

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Defcon Cyber Security Convention / Conference New Stage 6 Biology Program Writing for 2018 North Coast STEM Teacher Enrichment Academy PAI Teacher Wellbeing Workshop PD4Maths Assessment of Learning Stuart Palmer Pills, Pot, Pipes & Pints: Drug Trends in Young People Positive Behaviour, Thinking Habits, Teacher Self-Care Programming for Food Technology Stage 5 Safe on Social: Security, Privacy and Risk Management Secondary Additional Needs Teacher Meeting Secondary Education Leadership Forum 2017 - Designing Avenues for the Future Senior HSC Marker Drama Itinerant Senior Marker Preparation PDHPE St John's First Aid Ticket Update Stage 6 Earth & Environment Syllabus STANSW Annual Conference STEM Academy Mentor Meeting with Stuart Palmer STEM Project Final Preparations STEM Project Tinker / Maker Day Suicide Prevention Summerland Careers Network Conference TAA Registration and Accreditation Update TAS Conference Teaching HSC Food Technology Successfully Term 2 CSO Pastoral Care Workshop for the Richmond and North Clarence Clusters Teaching Preliminary Food Technology Successfully The Highly Effective Teacher - Teacher Wellbeing Timetabler Development Trial HSC Marking Woodlawn Update Advanced First Aid

VETAG - Axcelerate Software Training Visit to All Saints Anglican School and TSS Science Departments

Year 12 Earth and Environment Syllabus Unpacking Young People and Criminal Law Teacher Appraisal

A small group - Teacher Appraisal Group (TAG) - exists to oversee the enactment of the Australian Teacher Performance & Development Framework within the College. In 2017 the Group comprised of:

Director of Pedagogy [Chair] Director of Curriculum Head of House Assistant Head of English Head of HSIE

The TAG facilitates at least two ‘Cluster Meetings’ per term with all teaching staff. At these meetings staff are guided through the performance & development process, in light of the College’s goals. That is, teachers set their own goals to reflect those of the College, they collaborate with colleagues, give and receive feedback and reflect on their progress. In 2017 the TAG led the teaching staff in the process of enacting the following goals. The College’s goals for teaching and learning 2017:

Australian Professional Standards for Teachers Goal Standard 5: Assess, provide feedback and report on student learning FOCUS AREA – Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning.

College Improvement Plan Goal - Domain 1 – Catholic Culture and Ethos To continue to cultivate a strong Catholic culture and ethos that promotes positive relationships between students and staff

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4.STUDENTPERFORMANCEINSTATEWIDEANDNATIONALTESTSANDEXAMINATIONS

STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN)

NAPLAN Results 2017 Students at Trinity Catholic College Lismore undertook paper-based NAPLAN tests between 9 - 11 May 2017. The following overview presents a succinct summary of student results. Year 7 NAPLAN at Trinity Catholic College, 2017: 180 Students [85 boys, 95 girls] Positives:

● Reading = Trinity Above State Average [Boys well up] ● Data, Measurement, Space & Geometry = Trinity Above State Average ● 9 Aboriginal students in Year 7 = above State Mean for Aboriginal students in all aspects of NAPLAN.

Year 9 NAPLAN at Trinity Catholic College, 2017: 194 Students [85 boys, 109 girls]

Positives: ● Reading = Trinity Above State Mean [boys well above, girls above] ● Writing = Trinity Above State Mean [boys above, girls just above] ● Spelling = Trinity Above State Mean [boys above, girls just above] ● Grammar & Punctuation = Trinity Above State Mean [boys well above, girls above] ● Numeracy = Trinity Above State Mean [boys above] ● Data, Measurement, Space & Geometry = Trinity Above State Mean [boys above] ● Number, Patterns & Algebra = Trinity Above State Mean [boys above] ● 6 Aboriginal students in Year 9 = above State Mean for Aboriginal students in all aspects of NAPLAN.

NAPLAN Preliminary Results - NESA Report: Key Points from the NAPLAN Prelim Results Report: Many Year 9 students have met the HSC minimum standard. Year 9 students who achieve a Band 8, 9 or 10 in reading, writing and numeracy are considered to have demonstrated the HSC Minimum Standard early. Minimum HSC Standard - Year 9:

Release of 2017 NAPLAN Results

Reading Writing Numeracy

Students at or above Band 8 Standard 140 86 129

Students below Band 8 Standard 53 108 63

Total Number of Students who attempted NAPLAN Tests [Absences explain differences]

193 194 192

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Existing Support + Future Directions The College currently operates literacy and numeracy enrichment groups for students in Years 8 and 9 who have been identified as requiring additional support. In 2017, these groups have operated once per cycle and have been staffed by English and Mathematics teachers. The Learning Enrichment Centre has also assisted students across the College with literacy and numeracy support. In Term 3, and in light of this year’s NAPLAN data, the Heads of Department and Assistant Heads of Department identified writing as a critical component of literacy that requires further attention. Individual departments are currently working to map various writing skills and to embed them in their programmes. A similar activity was conducted for mapping numeracy skills across the College. The College’s 2018 Annual Operation Plan, in the teaching and learning space, will include a goal related to literacy and numeracy. In addition, the College has recently subscribed to an online programme called “Study Samurai”. This is a comprehensive programme of resources that will be accessible to teachers, students and parents. Included are activities that will assist students to enhance their literacy and numeracy skills. The College has timetabled additional English and Mathematics classes in Stage 5 in 2018 to allow for greater attention to be paid to literacy and numeracy development in the context of the broader curriculum. The College is committed to ensuring students are fully supported to meet the HSC Minimum Standard at the earliest opportunity. HSC Results 2017 Trinity Catholic College Lismore students achieved outstanding success in last year’s HSC. The College was ranked 125th in New South Wales, and the top performing school in the Northern Rivers. The College offered 41 courses to its 175 Year 12 students in 2017, and is pleased to celebrate the fact 76.5 percent of courses were above state mean. Nicola Barlow, with an ATAR of 99.45, is the 2017 College Dux. Three students - Gabriel Douglas, Elyse Dwyer, Emily McEwan - were recognised on the All Rounders list, having achieved 90 percent or more in at least 10 units of study. Emily McEwan placed fourth in the state in French Beginners and Nicola Barlow placed seventh in state for Biology, which placed them on the Top Achievers list. In total 58 students were recognised as Distinguished Achievers with 123 individual Band 6 results. Of these, 23 students received an ATAR over 90.00. Illah Arnold, Anna Blaylock, Olivia Hillier-Ellis and Ethan Plunkett were also selected for OnSTAGE, a selection of HSC drama performance pieces from across the state, which will be held at the Seymour Centre in Sydney in February 2018.

Top ATAR result 99.45 - Nicola Barlow

Number of students eligible for an ATAR and as a % of the total student cohort

142 / 176 = 80%

Number of ATAR results above 90≥ and as a % of cohort 23 / 176 = 13%

Number of students receiving a VET qualification; eg Cert 1,11 14

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ANALYSIS OF HSC RESULTS All HSC teachers were required to analyse student achievement data using NESA’s Results Analysis Package [RAP] on 14 December 2017. Based on their reflections and analysis, meetings were then conducted at the beginning of the 2018 academic year. The guiding question for each of the RAP meetings was: What are the implications of your RAP analysis for this year’s HSC class and our delivery of the curriculum here at Trinity? In addition the staff was also encouraged to engage with DeCourcy’s HSC Analysis. REFLECTIONS ON HSC ANALYSIS - THE SUCCESSES

The following is a general list of aspects that were identified as leading to the improved results through the RAP meetings and individual teacher analyses:

Teacher focus on higher level of discussion in class time rather than note making. Consistent application of content knowledge to practice questions with timely peer and teacher

review. Explicit instruction and overall focus on skill development not just content regurgitation. Consistent teacher feedback - written and verbal - delivered to individuals and groups. Continuous use assessment for, of and as learning in areas students found difficult Student-centred focus at all times. Development of essay writing technique and subject based literacy throughout the entire course. Explicit unpacking of essay questions and marking guidelines. Collaborative teaching Scaffolds used to create model answers. Positive teacher - student relationship that enhanced the development of a positive learning culture.

REFLECTIONS ON HSC ANALYSIS - AREAS FOR IMPROVEMENT The following is a general list of areas for improvement, identified through the various RAP meetings and individual teacher analyses, across the College:

● Subject selection - must be appropriate and geared towards the ability and interest of individual students;

● Terminology / metalanguage - students need to engage with the distinct terminology of each subject and be able to apply key concepts accurately.

● Extended response answers - the College needs to focus on improving students’ extended response answers across most KLAs.

● A more rigorous learning experience in Stage 5 - teachers consistently reflected the need for a more rigorous approach to learning in Stage 5 to minimise the ‘gap’ between Stage 5 and Stage 6, particularly when it comes to writing and higher order thinking.

● Skill development - teachers who taught subjects that performed above the state mean reported they focused just as much on skill development as they did content. Ensuring students’ skills are developed in Stage 5 is critical for future success, particularly when it comes to deconstructing questions and planning responses.

● Professional learning - the importance of professional learning, including HSC marking, was identified by all KLAs as critical to student success at the HSC. This will be particularly important as new HSC syllabuses are adopted.

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● Enhanced use of student achievement data - building a learning culture informed by data will need to remain an ongoing focus, so too enhancing the familiarity of staff with different data sets and how they can inform teaching practice.

● Assessment - enhanced use of assessment as and assessment for learning is needed in Stage 6, and earlier stages, so that students receive ongoing feedback about their performance.

TVET (TAFE Delivered Vocational Education) Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate. They enable students to study courses which are relevant to industry needs and have clear links to post-school destinations. These courses allow students to gain both Higher School Certificate qualifications and accreditation with industry and the workplace as part of the Australian Qualifications Framework (AQF). The nationally recognised framework helps students to move easily between various education and training sectors and employment. Courses have a specific workplace component and a minimum number of hours students spend in the workplace or a simulated workplace at school. Students receive documentation showing the competencies gained in these courses.

Students undertaking School Based Traineeships or Apprenticeships are eligible to take Industry-Based Learning.

TVET (x16) 16 students participated in NSW Institute of TAFE courses across various campuses, 13 through Wollongbar, 2 through Lismore and 1 through Scone.

NSW Institute of TAFE Courses No. of Students Agriculture – Equine Focus 1 Automotive – Mechanical Technology 2 Aviation – Ground Operations 1 Beauty Services – Make Up 1 Business Services 1 Construction (General) 1 Early Childhood Education and Care 4 Information and Digital Technology – Networking and Hardware 1 Retail – Community Pharmacy Speciality 1 Tourism, Travel & Events 3

SCHOOL BASED APPRENTICESHIPS and TRAINEESHIPS - SBAs (x1) and SBTs (x6)

Certificate Courses No. of Students Beauty Therapy SBA 1 Business Services SBT 1 Early Childhood Education and Care SBT 1 Retail SBT 3 Sport and Recreation SBT 1

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DISTANCE EDUCATION 14 students participated in Distance Education, 13 through Southern Cross School Distance Education in Ballina and 1 through NSW School of Languages in Sydney.

Distance Education Courses No. of Students Latin 1 Japanese 6 German – Year 10 1 Japanese Beginners 1 Japanese Continuers 1 German Beginners 1 Industrial Technology – Graphics Technology 3

HOME SCHOOLING: No students are enrolled in home schooling.

STUDENT ATTENDANCE AND RETENTION RATES

Student Retention Rates

Retention Rates at Trinity are high, despite the high level of transient population in the local region. Data for Year 7, 2012 to Graduation of the cohort in November 2017 provides Actual and Apparent Retention Rates tracked for the compulsory and post compulsory years: Years 10 and 12: 202 students completed Year 10 in 2015, and of this group, 155 completed the Higher School Certificate Course in 2017. At the commencement of the Preliminary Course and during the two years, new students joined the cohort, most of whom completed the Course, maintaining an Apparent Retention Rate at 75% for the cohort.

Overall Comment The nature of employment in Lismore as a regional centre and other socio economic factors characteristically results in a significant level of transience at a local level and this has an impact upon the Actual Retention Rate. Anecdotally, students who move from the area and subsequently return, frequently seek re-enrolment which is provided if possible. In addition, College Policy provides leave for individual students for Overseas Exchange Programmes and to undertake specialist courses that are not available regionally, at the discretion of the Principal.

Post-School destinations

The 2017 cohort’s post school destinations may be summarised in the following percentages: Further Training (University/TAFE) – 64% Employment – 22% Travel/ GAP Year – 14%

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POST SCHOOL DESTINATIONS

Further Education

Employment

GAP Year/Travel

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5.RESPECTANDRESPONSIBILITYCOMMUNITY SERVICE AND SOCIAL JUSTICE INITIATIVES Throughout 2017 Trinity Solidarity, and the Saint Vincent de Paul Chapter continued to promote justice initiatives in our community. Immersion opportunities to Santa Teresa (in the Northern Territory), the Solomon Islands, Cambodia and India continued in 2017. Such Immersions have consistently proved to be valuable opportunities for students to service their community locally and abroad. The three student groups, the Trinity Chapter of Amnesty International, the Trinity Environmental Justice Team and the Trinity Ministry Team have each continued to evolve and offer important opportunities for students to lead, serve and promote justice. The students involved are to be commended on their commitment to such fine causes and the initiative they take. The College recognised with great dignity Anzac Day hosting a service at the College inviting local service women and men who are parents and grandparents of students among others. Harmony Day, National Reconciliation Day and Naidoc Day were also recognised and celebrated as a College. FAITH FORMATION As in all Catholic schools the Religious Education Curriculum is an essential element of our overall Faith Formation programme. The curriculum is continually being refined and developed, and the Religious Education Faculty constantly seeks new ways of engaging students in this key area. The distinctiveness of Catholic education lies in its explicit intention to provide an environment in which people’s faith can be nurtured and formed. This environment is one that is first and foremost imbued with Christian values and recognises God as real and religious faith as a vital dynamic in life. This is the culture of Trinity. The College’s Faith Formation programme covers a wide range of areas.

PASTORAL CARE

In 2017, the College continued its use of the Learning Curve Planner for its students and moved back to a hard copy option for students in Years 10-12. This Planner has a wealth of information contained in it (Study skills, mental health, goal setting and review, personal development and much more) and Tutors and students have it in their hands every day. Approximately each fortnight Tutors meet with their group for 30 minutes to provide an extended session to unpack and respond to stimulus in the Planner. Brainstorm productions continued its relationship with the College and throughout the year to Years 7 to 11 with dramatic presentations to highlight cyber safety, stress, relationships and substance abuse. The ‘Be Your Best’ programme continues to be popular with students as it recognises the average student who goes about their everyday work being respectful, responsible, reconciling, just and hopeful. The College has continued its Year 7 Transition programme to assist students from 30-40 primary schools to learn the Trinity culture. For those students who come from very small schools our Counsellors and Transition Co-ordinator run a Small School's Transition Programme that assist this specific group of students. There is very close communication between our Learning Enrichment department and the Transition Co-ordinator to ensure we are aware of the needs of our incoming students and that steps can placed so that transition is as best as it can be.

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Students in Years 7 -10 participated in Cyber safety presentations provided by a company called “Safe on Social”. Two parent presentations and a staff presentation on cyber safety coincided with the student presentations. Student Leadership with the College has continued to flourish. Our College and Ministry Captains (24 in total) are the face of student leadership in the College and try very hard to work for the benefit of the College and its students. The House captains, although part of the senior leadership group have a greater focuses on their individual Houses. Our SRC consists of students from Year 7- 11 and work in unison with the College Captains. Their work has a whole school focus. Student discipline is one aspect of student pastoral care and is based on procedural fairness. It is discussed with students on a regular basis. Student Planners are issued to all students and outline expectations of behaviour and some of the consequences for some misbehaviour. The classroom teacher has responsibility for discipline in the classroom and may be supported by the Head of Department and the Head of House where necessary. The Student Behaviour Management Plan provides a consistent approach to classroom management and involves the Heads of Department in subject based classroom management issues and Heads of House in issues relating to individual students across a range of subjects, in Tutor Group or the playground. The College has in place a Suspension and Expulsion Policy that addresses serious disruptions to the teaching and learning program, disrespect of Codes of Conduct or threats to the security and well-being of its members. Policies and Procedures are designed to promote procedural fairness and attempt to foster responsibility for actions, and to both change and heal destructive behaviours and breaches of order. The full text of the policies mentioned may be obtained by contacting the College. The Pastoral Care Team continue to develop specific Year based pastoral care programmes, so that issues of particular relevance to specific Age and Year Groups can be addressed in a systematic way. Pastoral care procedures The following documents detail the College’s Student Pastoral Care procedures and may be accessed in the Student Planner and by request from either College Receptions. a) Contacts For Parents And Students b) Student/Parent Services c) Monitoring Student Progress d) Students’ Code of Behaviour e) Student Rights and Responsibilities f) College Expectations Relating to Health g) Student/Staff Emergency Evacuation and Safety Issues Procedures h) College Uniform

SMS text messaging The College continues to alert parents/carers via SMS text messaging of any absences without prior notice. Once rolls are completed for the day, the parents/carers of any student who is absent without prior notice is sent a text message alert. These alerts are sent to the nominated mobile telephone contact which is provided to the College. The message alerts the parent/carer that their child is absent without reason and

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enables the College, in partnership with the parent/carer to closely monitor and respond to various student absences. The Pastoral Care Team (Assistant Principals, Heads of House and relevant tutor) closely monitor absentee information, are charged with following up of any extended absences without reason as part of their pastoral responsibilities, and any long term absences which cannot be substantiated are referred to the Principal for further action. COUNSELLING SERVICES AT THE COLLEGE The College is fortunate to have the services of our College Counsellor and Parent Connect Coordinator. They have supported students at difficult times, encouraging them and helping them to work through a variety of issues. Each year students and staff face personal challenges. We have been fortunate to have the services of our Pastoral Care Team. They have supported students at difficult times, encouraging them and helping them to work through a variety of issues. Part of supporting and counselling students is supporting teachers and enabling them to understand and establish working relationship with students. Information sharing, introducing and advising on management strategies for behaviour problems, learning disorders or psychological and psychiatric conditions is often a follow-up to an individual consultation with a student. Anxiety, depression, ADDHD and Oppositional Defiance Disorder, are all conditions that require different management skills from the classroom teacher and Trinity is fortunate to have a skilled and experienced pool of teachers, the vast majority who are prepared to modify their practice to fit the demands of the 21st Century teenager.

On other occasions there is an overlap of familial and educational issues and the College Counsellor has been involved in parental interviews and conferences with Heads of House and the Assistant Principals, to plan ways forward for difficult students. In some cases it necessitates the arrangement of individual management plans. Where necessary, the College Counsellor has referred clients to other health, welfare and medical specialists. Staff and Student Wellbeing 2017 proved to be a difficult time for the College community with a devastating flood occurring at the end of Term 1. Both Campuses were inundated with severe losses to equipment and resources. The College only closed for 9 days in total – 5 days in the last week of Term 1 and 4 days in the first week of Term 2. A focus on Whole School Well Being commenced in 2017. A Staff Activities Day (pupil free) was held on 17th July 2017 for all Members of Staff who were invited to ‘treat themselves’ to a day where they participated in an activity at the College that either challenged, pampered or amused them. It was coupled with some insightful presentations on mindfulness, and self-care. A weekly focus on Whole School Well Being is a regular item in the weekly Staff Newsletter focusing on various aspects of self-care of the body, mind and soul.

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6.COLLEGEPOLICIESThe College has developed a suite of policies and procedures that can be accessed by contacting the school. A summary of relevant policies is given to parents/carers in the Student Handbooks made available at Information nights and in the Student Planner and some are available from the College website: http://trinitylismore.nsw.edu.au

Adventure Sport Policy Court Orders Guidelines Excursion Policy

Flood Policy and Procedures

Assembly Guidelines Critical Incident Policy & Procedures

Fundraising Guidelines

Assessment Reporting Requirements For Teachers On Leave

Delegation Of Authority Policy Higher School Certificate Marking Policy

Attendance Policy & Procedures Disability Provisions Policy And Procedures

Homework Policy

Billeting Policy & Procedures Disability Support Policy ICT Strategic Plan 2016 - 2018

NESA Reporting Policy Educational And Financial Reporting Policy

Illness and Injury Management Policy and Procedures

Bullying Safe School And Bullying Policy

Employee Grievance Procedures Induction of New Members of Staff

Bursary Indigenous Students Policy

Employment Relations Policy Information Communication Technology (ICT) Policy

Careers Education Policy Employment Screening Policy and Procedures

Intellectual Property

Child Protection Policy Enrolment Policy & Procedures Internet - Staff Use - Guidelines

Children On-Site Guidelines Evacuation Handbook Investigating Child Protection Matters - Guidelines

Coaching And Tutoring Policy Examinations Policy Job Share

College Bus Guidelines and Procedures

Excursion Policy - Overseas Library Policy

College Improvement Plan

Executive Limitations Policy Literacy and Numeracy Policy

Communications Guidelines

Expectations and Guidelines for Non-Teaching Staff

Lockout And Lockdown Procedure

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Complaints Policy

Extended Leave without Pay Maintenance Policy

Conflicts Of Interest

Faith Immersion Guidelines and Procedures

Management of College Council Documents Policy

Corporal Punishment Policy

Fee Policy & Procedures Mandatory Reporting Guidelines

Media Guidelines Purchasing Policy Marking of the Higher School Certificate Policy

Part-Time Teachers Expectations Requests for Student Records Guidelines

Sport and Physical Activities

Personal Electronic Technology Guidelines

Responsible Person’s Policy Staff Code of Professional Standards and Conduct

Portability of Long Service Leave Return to Work Program Staff Scholarships

Privacy Policy Risk Management Policy Student Discipline Policy

Professional Learning Policy School Photography Guidelines For Parents And Carers

Student Pastoral Care Policy

Suspension and Termination of Enrolment Policy

Security Policy Study through and External Service Provider

Traffic Management Guidelines Sexual Harassment Policy Trinity Staff Macbook Agreement

Workplace Gender Equity Policy WHS Policy Trinity Student Macbook Agreement

Workplace Bullying Policy

Enrolment Policy and Profile The College Enrolment Policy has been developed in the context of government and school requirements. Children from all families who are prepared to support Catholic ideals and principles may be considered eligible for enrolment. Priority for enrolment is given in a specified order as outlined in the full policy document, however special consideration may be given to individual cases. Parents/carers are provided with an enrolment package that includes a prospectus, an application form, an outline of the enrolment process and fee structure. This is also available on the College Website. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Parents/carers and the prospective student must attend an Enrolment interview with the Principal.

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For any applicant to be accepted, her/his last school report and/or other recommendations must indicate that the effort put into schoolwork is adequate and their behaviour at school is satisfactory. A copy of the full text of the Enrolment Policy is available from the College Registrar. Enrolment Profile: Trinity is a Co-educational College with an enrolment composition of 55% female students and 45% male students. Trinity attracts students from the regional area from Oceans Shores to the north, Casino and Kyogle to the west, Ballina to the east and Evans Head and Coraki to the south.

Complaints Policy The College Policy is based on procedural fairness and recognises that parents and caregivers must have access to processes that allow them to resolve concerns in a supportive and conciliatory environment. The scope of the guidelines encompass children’s learning, behaviour and pastoral care, school organisation and management, and student health and safety issues. Any parent or guardian has the right to raise a concern and have it responded to promptly, fairly and without repercussions. Most concerns will be resolved informally and confidentiality is always maintained. Any person raising a concern may have a support person present as an observer or by mutual agreement may take a more active role. The Principal is to be advised of the attendance of the support person prior to the meeting. Similarly, the Principal will advise of any person he may invite to attend. The Principal has delegated authority to manage concerns and complaints at school. Where the matter involves child protection or other areas covered by specific legislation, the Principal is required to conduct an appropriate investigation and/or reporting process. Student Welfare Policies:

(i) Disability Provisions Policy The College offers Special examinations provisions for students in all years and in particular, the HSC by way of practical arrangements designed to help students who could not otherwise make a fair attempt to show in an examination room what they know.

The provisions granted are solely determined by how the student’s examination performance is affected. Provisions may include large print papers, use of a reader and or scribe, extra time or rest breaks.

for students who intend to sit for the School Certificate tests or Higher School Certificate examinations. Students who wish to apply for special examination provisions should see the Teaching Support Coordinator who will both provide the necessary information and handle the application process. Negotiation then follow regarding: the provisions for which the student is applying: how the special examination need affects the student's work in the classroom and in examination situations and, supplying of evidence of the student's special examination need. Once NESA has received the application, a letter acknowledging receipt is sent to the school.

“Disability Provisions” means making reasonable adjustments to conditions of examination and assessment to ensure equitable opportunities for all students. Disability Provisions for Examinations Application forms and information guides are available from the Office of Student Learning, Disability Provisions may apply to any student, depending on the circumstances, evidence and documentation. For students in Stage 4, 5 and Preliminary, a decision about eligibility for Disability Provisions is made by the College. For the HSC the decision for eligibility is made by NESA after an application by the College. Support in examinations and assessments is organized by the College based on these decisions.

The due date for applications is always the last day of Term 1, except for applications based on chronic fatigue syndrome, post-viral syndrome, Ross River fever or glandular fever as well as other medical or psychological issues.

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(ii) Student Pastoral Care Policy

College-based pastoral care refers to the total care of the student. It is a term used to describe both an attitude and process, and is based upon a belief in the dignity of the person. In a school it is expressed through:

the development of quality relationships the provision of satisfying learning experiences the establishment of an effective care network

(iii) Bullying – Safe School and Bullying Policy At Trinity Catholic College there is an expectation that the individuality and dignity of all its members will be respected. Harassment of any kind is not acceptable. Bullying is similarly unacceptable. Incidents of harassment and bullying will be dealt with quickly and firmly and according to established procedures

The full text of the above policies may be obtained by contacting the College.

7.COLLEGEDETERMINEDIMPROVEMENTS,TARGETSANDVALUEADDED The following areas were identified and acted upon in 2017: Faith Formation and social justice opportunities continue to be enhanced by the commitment to our

Immersion Programme. The emphasis on Year 7 Transition was further developed ; A continued emphasis on Parent connectedness with home and school for 2017 and a growing

involvement and association with the Diocesan ParentNet Forums; Continued refinement to the number an placements of Student, parent teacher interviews process; An investigation into possible BYOD models for 2018 and beyond – at this stage the plan is for Year

10 to commence BYOD in 2018 and Year 7 in 2019; A review of the College’s Improvement Plan and the Master Plan commenced as a result the

substantial damage done to the College by the flood. The development of flexible learning spaces to support a more innovative and collaborative

pedagogical approach in the College; The investigation of how the College may broaden its Stage 6 offerings to include a pathway that is

non-ATAR and meet the needs of the increasingly larger cohort of students seeking access to employment, traineeships / apprenticeships / TAFE at the end of Year 12.

2017 saw a further development of the focus on Teaching and Learning. This included the deepening of ongoing conversations in cross faculty cluster groups discussing professional growth and development as teachers.

School improvement is a process of ongoing growth that builds on the College’s existing strengths and addresses any issues and needs identified in a logical and strategic manner;

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OTHER PRIORITIES AND ACHIEVEMENTS CO‐CURRICULAR ACTIVITIES Trinity is a large school and its co-curricular programme is correspondingly expansive. By any measure Trinity enjoys an extraordinary wide and successful involvement in its co-curricular programmes: in performance and the arts, debating and public speaking, sport, retreats, academic enrichment and extension opportunities. All of these are dependent on the generosity and competence of staff and the enthusiasm and talent of students. I thank and congratulate them all. Students have been involved in a range of other activities: public speaking, debating, chess, academic competitions and environmental opportunities. SOCIAL AND COMMUNITY UNDERTAKINGS Noteworthy activities held during 2017 were the Anzac Day Marches within the local towns also commemorated at the College with an assembly honouring the grandparents and parents/carer of current students who have served in the forces. All of these events were highly organised and most enjoyable. A large number of our students volunteer with a number of community projects. These include: Bexhill scripture at Bexhill Public School Our House In Word and Deed Service Vinnies Winter Sleep out Christmas Appeal Choir@Lismore Carols A large number of our staff and students were also active volunteers with Lismore Helping Hands, as part of the clean-up and renewal of Lismore and surrounds after the flood. The College is grateful to the Members of Staff who make that extra commitment to the students by being coaches or managers of various sporting teams and events.

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8.PARENT/STUDENTANDTEACHERSATISFACTION Parent Meetings are held for Year 11 and Year 12 at the commencement of the year and provide a venue for issues to be raised by parents and carers. There were 10 Directors of the College Council in 2016, many of whom are parents at the College as well. The Annual General Meeting was held in May and open to all in the College Community to attend.

Students are involved in House based and College Leadership Councils and provide input into College events and plans.

Teachers and non-teaching staff are invited and encouraged to include items on the Agenda of the term Staff Meetings and are surveyed from time to time. The College structure has two Assistant Principals responsible for various ‘teams’, enables all members of staff to have their opinions and issues heard via staff team meetings, for example: whole school, various non-teaching staff meetings, Heads of Department meetings, Heads of House meetings and Faculty based meetings.

The following activities took place in 2017: 1. Year 7-12 (new parents) Welcome Function; 2. Year 7 Open Night: Feedback from parents/carers on the Open Night; 3. House Activities: including a breakfast, BBQ dinners and camps. 4. Parents/Carers, Student and Staff participated in a number of online surveys looking at various

issues as well as a number Department Head Reviews and Staff Appraisals took place. 5. The Principal seeks and receives regular feedback from the parent body on various issues via the College’s

weekly Electronic Newsletter called the E-Lantern. The results of the online surveys conducted with parents/carers/staff and students are reproduced below:

PARENT SURVEY RESULTS

Questions

Strongly Agree

%

Agree %

Disagree %

Strongly disagree

%

Don't know

% Satisfaction with the Catholic Ethos of the College (e.g. Religious Education, Prayer, Liturgy).

37 52 3.5 0.8 6.7

Satisfaction with the Pastoral Care and Discipline in the College.

37 57 4.6 1.1 0.3

Satisfaction with the Curriculum (e.g. the quality of teaching and learning, understanding the ‘basics’, academic excellence, use of technology).

37 56 5.1 1.1 0.8

Satisfaction with the Organisation and Management of the College (e.g. communication, opportunities to meet with teachers, general organisation).

45 51 2.5 1 0.5

Satisfaction with the Resources and Facilities of the College (e.g. grounds, teaching facilities, teaching resources, safety).

47 50 1.3 0.4 1.3

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STAFF SURVEY RESULTS

Questions

Strongly Agree

%

Agree %

Disagree %

Strongly disagree

%

Don't know


60 35 3.5 1.5 0


28.9 60 7.9 2.1 1.1

Satisfaction with the Curriculum (e.g. the quality of teaching and learning, understanding the ‘basics’, academic excellence, use of technology).

34 61 4.3 0 0.7


24 63 10.6 1.2 1.2


33.7 60 5.1 0 1.2

STUDENT SURVEY RESULTS

Questions

Strongly Agree

%

Agree %

Disagree %

Strongly disagree

%

Don't know


20 65 5.8 1.2 8


15.5 70 6.3 1.7 6.5

Satisfaction with the Curriculum of the school (e.g. the quality of teaching and learning, understanding the ‘basics’, academic excellence, use of technology).

32 56 8.2 2.4 1.4


22 70 7 0 1


32 63 3.4 0 1.6

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