ANNUAL REPORT 2017 - Salesian College · gateway to an exciting and meaningful educational journey....

ANNUAL REPORT 2017

Registered School Number: 1299

SALESIAN COLLEGE SUNBURY | STRIVING IN LIFE

2017 ANNUAL REPORT | 2

Table of Contents

Contact Details .............................................................................................................................................. 4

Minimum Standards Attestation .................................................................................................................. 4

Our College Vision ......................................................................................................................................... 5

Our College Values ........................................................................................................................................ 6

College Overview .......................................................................................................................................... 8

History ....................................................................................................................................................... 8

Present ...................................................................................................................................................... 8

Our Strategic Intent .................................................................................................................................. 9

Principal’s Report ........................................................................................................................................ 10

Education in Faith ....................................................................................................................................... 11

Goals & Intended Outcomes ................................................................................................................... 11

Achievements.......................................................................................................................................... 11

Value Added ............................................................................................................................................ 12

Other Programs and Events .................................................................................................................... 14

Learning & Teaching ................................................................................................................................... 16


Achievements.......................................................................................................................................... 16

Student Learning Outcomes ................................................................................................................... 17

NAPLAN ................................................................................................................................................... 19

Student Wellbeing ...................................................................................................................................... 20


Achievements.......................................................................................................................................... 20

Management of non-attendance ............................................................................................................ 21

Value Added ............................................................................................................................................ 22

Student Satisfaction ................................................................................................................................ 23

Child Safe Standards ................................................................................................................................... 24


Achievements.......................................................................................................................................... 24

Leadership & Management ........................................................................................................................ 28



Expenditure and Teacher Participation in Professional Learning ........................................................... 29

College Community ..................................................................................................................................... 31

Financial Performance ................................................................................................................................ 33

VRQA Compliance Data ............................................................................................................................... 34



Contact Details

ADDRESS 1 Macedon Street, Sunbury VIC 3429

PRINCIPAL Mr. Mark Brockhus

PARISH PRIEST Father Kevin McIntosh

SCHOOL BOARD CHAIR Mr. Stephen Lucardie

TELEPHONE (03) 9744 0000

EMAIL [email protected]

WEBSITE http://www.salesiansunbury.vic.edu.au/

ABN 47 241 776 379

E NUMBER E1125

FEDERAL DET NUMBER 16967

Minimum Standards Attestation I, Mark Brockhus attest that Salesian College Sunbury is compliant with:

• All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA

• Australian Government accountability requirements related to the 2017 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

22 May 2018

http://www.salesiansunbury.vic.edu.au/



Our College Vision Salesian College Sunbury is an inclusive and welcoming Catholic Faith Community in the spirit of St John Bosco. We take pride in our unique heritage and environment. We value engagement and excellence in learning for a life committed to making a difference in the world. Central to these values is an unequivocal commitment to fostering the dignity, self-esteem and integrity of young people and providing them with a safe, supportive and enriching environment to develop spiritually, physically, intellectually, emotionally and socially. We are a welcoming COMMUNITY that fosters an atmosphere of joy and optimism. We strive for engagement in LEARNING for which we are collectively responsible. We promote the pursuit of EXCELLENCE in all aspects of life. We are inspired by our FAITH to serve others and develop as resilient, thoughtful and caring citizens of the world. Together, they form CLEF. A clef is, quite simply, a KEY... that opens doors to opportunity. We believe that a key is a fitting symbol for a vibrant school like Salesian College. We believe our four keys open the gateway to an exciting and meaningful educational journey. At our school, CLEF is the key.

"A Faith Community committed to Excellence in Learning"



Our College Values



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College Overview

History

Salesian College Sunbury is the oldest Salesian educational foundation in Australia, having become a registered Victorian school in 1929. In the early 1990s, it was transformed from a secondary boarding and day school for boys to a modern, Year 7-12 co-educational college for children from Sunbury and the surrounding area. Throughout our history, the school has educated students to contribute to a society based on Christian principles. We strive to be examples of St John Bosco’s living charism, fostering the growth of the whole person in an atmosphere of reasonableness and kindness. John Bosco was not born a saint; he became one through the way he responded to the inspiration of God and the challenge of his particular time and place in history.

Present

Salesian College Sunbury is a co-educational school providing quality education in a community of faith. Our culture embodies our values of excellence and academic rigour, discipline and dedication, integrity and honesty, religion and generosity of spirit.

Our supportive and nurturing environment encourages a style of relationship that recognises and celebrates the unique gifts and talents of every student. We are an innovative and caring community of learners committed to making students strive in life.

In our vibrant learning community, students are encouraged to explore and develop their talents to the fullest and aim for excellence in all endeavours.

Our classrooms integrate technology so that learning is engaging, stimulating and helps students to become lifelong learners. The curriculum offers a balanced and challenging study of all Key Learning Areas in Years 7 and 8 [Savio Campus], an integrated learning program with a focus on Agriculture at Year 9 [Mazzarello Campus].

There is the opportunity for students to study a wide range of courses and pathways in Years 10 to 12 [Bosco Campus]. Our curriculum means students can choose subjects including VCAL options. There is also a range of extra-curricular activities on offer. We aim to engender in all of our students a passion for life-long learning and a deep understanding of the importance of education in their lives. Our dedicated teachers encourage and challenge students to develop independent and group learning skills. They are always ready to help students at any time and are highly respected in their field.



Our Strategic Intent

In our community, each person is sacred and unique, and therefore deserves to be treated with dignity and respect. Within our College, we work together to build positive relationships and a safe and welcoming school environment, one where each person is free to learn and to achieve their personal best.

As a Faith Community committed to Excellence in Learning, our challenge for 2017-20 will be:

• That students, staff and parents’ engagement in the Education in Faith program of the College is continually improved

• That students will demonstrate high levels of growth throughout all year levels • Student wellbeing and student safety continue to improve • Developing a learning community where staff are valued and their professional wellbeing and

learning is a priority supported by a servant leadership model • That community engagement and partnership will continue to support student development



Principal’s Report It is my pleasure to present the Salesian College Sunbury Annual Report for 2017, highlighting our key milestones and achievements for the year.

2017 was a milestone year, celebrating 90 years as a College, as well as 90 years of Salesian education in Australia. The theme for our 90th year was “90 Years Old, Forever Young”, reflecting Don Bosco’s passion for encouraging Learning and Play. Founded in 1927 by 8 courageous Salesians from distant lands, Don Bosco’s unique charism is firmly entrenched in all aspects our day to day lives here at the College. This charism, based on respectful relationships with one another, is evidenced in the classroom, in the playground, on the sporting field, on the stage, and in any place where two or more are gathered in the name of Salesian College Sunbury. We are proud of our achievements as a College in 2017 as we strive to be a “Faith Community committed to Excellence in Learning”.

The College has continued to maintain a focus on improving facilities to allow for greater innovation and collaboration in learning and teaching. In 2017, we commenced the renovation of the Library, refurbishment of Savio West, and development of the new computer laboratories. These innovative spaces have been designed to enhance student engagement and collaboration. The College also commenced planning and designing 4 new undercover basketball courts, with construction to commence in 2018.

We continued to listen to the needs of the wider community in developing learning pathways to cater for all learning styles, whilst retaining high expectations of our students and encouraging positive attitudes to learning and a belief in success.

Student Wellbeing also remains a strong focus. We encourage student consultation and feedback in the classroom as we constantly tailor our learning to suit the individual needs of students. Listening to the Student Voice has continued to be a particular focus in 2017, and we are proud of our efforts to improve student safety through wellbeing programs and the creation of safe spaces across the school.

As part of our 90-year celebrations, we held a number of events at the College. A highlight of the year for all students and staff was our Feast Day Mass, celebrated by Archbishop Hart, followed by a day at Luna Park for the whole school. Other highlights for this year included the 90th Showcase Performance Evening, Open House Melbourne and the Rupertswood Harvest.

We are proud of the achievements we have made during this annual year and the lasting impact these achievements will have on our students and community.

Mark Brockhus Principal



Education in Faith

Goals & Intended Outcomes

• To continue to strengthen the Catholic culture of the College for all its members. • That understanding and appreciation of being a member of a Catholic Salesian school

community is deepened for staff, students and parents • That students, staff and parents’ engagement in the Education in Faith program of the College is

continually improved.

Achievements

• First year of conducting an intensive two-day Salesian charism immersion program for new staff to the college.

• The fourth consecutive year of the publication of the College Liturgical Calendar, with ongoing expansion and development across all year levels to include the celebration of the Sacraments of Reconciliation and Eucharist on a class-by-class basis.

• Celebration of Campus Feast Day Masses for St John Bosco (Years 10-12), St Dominic Savio (Years 7-8) and St Mary Mazzarello (Year 9) with associated activities.

• Student involvement in Catholic Education Week Masses at St Patrick’s Cathedral and in the local parish.

• Student involvement in the Archdiocese Children’s Mission Mass. • College Captains and Bosco Campus Captains attending the Conversation with the Archbishop. • Staff Retreat led by Fr Joe Boenzi SDB, focusing on the Salesian Year of the Family, its connection

to our Salesian charism and the implications for our faith. • Salesian Strenna theme for 2017 “We are Family-Every home, a school of life and love”,

workshopped and liturgically celebrated with both staff and students. • Hosted visits to the college of Sr Lucy Rose, the Regional Superior of the FMA’s (Salesian Sisters)

and Sr Theresina and Sr Moana, Japanese Provincial and Vice Provincial respectively, of the FMA’s.

• Facilitated 14 senior students attending the annual OzBosco Youth Festival at St Joseph’s College Ferntree Gully.

• Students and staff participated in the Winter Sleep out for St Vincent DePaul Society. • Continued with local ‘Young Vinnies Conference’. • 4 senior students attended the St Vincent De Paul’s School Conference. • 4 senior students attended the Student Social Justice Day at ACU. • Hosted the St Vincent De Paul Society Regional Student Forum Day with participants from

Assumption College Kilmore, St Mary’s College Seymour and Catholic Regional College Melton. • Year 8 students attended Riddell Gardens and Aveo Aged Care facilities as part of the education

in faith program. • Student Leaders and Student Action Teams appointed in the areas of Liturgy and Social Justice at

senior and junior levels. • One staff member continuing with a Bachelor of Theology at Catholic Theological College.



• One staff member continuing with a Masters of Theology at Catholic Theological College • One staff member completing a Masters of Theology at the University of Divinity. • Five staff members undertaking audit units at Catholic Theological College to gain hours towards

Accreditation to Teach in a Catholic School. • Staff professional development conducted internally in the area of faith education. • The writing and publishing of “agreed behaviours” for staff in the area of Education in Faith. • Two students undertook sacramental program with College Rector, and received their First

Communion and Reconciliation. • R.E. course outlines reviewed and rewritten to incorporate contemporary pedagogy, the use of

rubrics for learning, and the “re-contextualisation” of the learning narratives in Religious Education.

• The implementation of the new VCAA Study designs for Religion and Society Units 1-4 and Texts and Traditions Units 1-2.

• 6 staff members attended a weekend residential retreat at Don Bosco Retreat Centre, Lysterfield focusing on “Jesus- the Christ of Faith”.

• The College Rector, Chaplain and Pastoral Assistant visiting local Catholic primary schools to present a workshop as part of the schools sacramental program.

Value Added

Throughout the calendar year of 2017, Years 7 and 12 undertook either a three-day camp with a substantial Retreat component, whilst Years 8 and 10 undertook of a full day externally facilitated Retreat. Year 9 also integrated a faith component into their outdoor education camp.

The purpose of the Camps and Retreats program is two-fold:

1. Students engage in an examination of their relationships to significant aspects or dimensions of their lives, including school, home and community with the direct purpose of increasing their understanding of the innate worth of themselves and others,

2. The Camps and Retreats aim to provide students with opportunities to express their faith and spirituality and to find the presence of Christ in a unique setting where contemplation and reflection form the core objective.

The Retreat program provides students with the opportunities to engage with, and contribute to building a Christian community through a focus on positive relationships in a Salesian charism and Christian context. It seeks to allow students to gain a greater sense of self-awareness through an examination of self-esteem, empathy and resilience by providing opportunities to reflect on their personal journey, to acknowledge their gifts and talents, to set goals and have clarity of focus for their schooling.

At Year 7, students attended their transition camp at the Don Bosco Camp at Safety Beach, Dromana. Here, the Retreat component of the camp focused primarily on the transition into a Salesian school, with special attention given to St John Bosco and St Dominic Savio as the patron saints, and an introduction to the liturgical life of the College.



At Year 8, students attended Don Bosco Youth Centre in Brunswick. Conducted by the Religious Education teacher of each Year 8 class, the full-day Retreat focused on the theme “Friendship with God”, allowing students to explore a wide variety of concepts and themes within this topic whilst experiencing a highly interactive workshop.

At Year 9, students attended a five-day adventure camp. Whilst on the camp, students spent scheduled time in prayer and reflection, focusing on their journey as young people in a faith community and the importance of living the gospel values.

At Year 10, students attended a full day Retreat at St Anne’s Parish Centre, Sunbury. Facilitated by YMT (Youth Mission Team), the focus for the day was the theme of “Self-Identity and the presence of Jesus Christ”. Students engage in a series of small group and large group sessions throughout the day.

For the fourth consecutive year, Year 11, students attended a transition into Year 12 camp in November (post-end of year exams and before scheduled transition classes). The venue was Rutherford Park, Blampied. The program was significantly reviewed and altered for 2017. As a new program, a summary of the specific aims of the camp included a significant Retreat component and a focus on preparing for Year 12 in 2017. Themes examined included:

• To listen to and respond to each other • To engage in a positively manner with each other • To better understand oneself and his/her relationships • To build leadership capacity • To see the opportunity to actively live out “servant leadership” through exposure to outreach

opportunities • To understand what it means to be “the Good Christian and Honest Citizen” • To appreciate the worth of each individual and that of the whole group • To develop a sense of meaning and purpose, which expresses itself is a spirit of service and self-

giving • To proclaim the challenge of community building, commitment to others and responsible

decision making • To foster a spirit of joy and hope, based on the Good News of Jesus Christ • To encourage an attitude of optimism, resilience and a conviction that a passion for lifelong

learning and a quest for excellence is worthwhile and attainable • To allow for ongoing discussions and engagement in RE classes throughout the year • To draw upon the spirituality of the individual and the group • To see the retreat as an opportunity to reflect on the nature of their personal relationship with

God



Other Programs and Events

OzBosco

The annual OzBosco weekend was held at St Joseph’s College Ferntree Gully. Fourteen senior students and three staff members from the college attended this event. OzBosco drew approximately 160 students, young adults and numerous staff from various Salesian works around Australia and the Pacific region. The focus or theme for the OzBosco 2017 was “We are Family- Every home a school of life and lover”, the Salesian Strenna theme for 2017. Over the course of the weekend, students participated in workshops, attended keynote addresses, and spent time in reflection in several prayer services as well as celebrating the Eucharist together.

Feast Day Mass

In August, the college celebrated its 90th Anniversary with a special Mass. Archbishop Denis Hart and Fr Tran, along with the college Rector, Fr William Matthews SDB, and Salesians Fr Joe Binh Dinh, Fr Martin Tanti and Fr John Papworth, concelebrated this special occasion. Following Mass, the college participated in an afternoon of celebration at Luna Park in St Kilda.

Celebration of the First Mass at Rupertswood

On Saturday 27 June, many Salesians came to the college to “re-create” the first Mass held at the college on the 27 June 1927. This was part of the 90th Anniversary celebrations. Held in the “Smoking Room” in the Mansion, the venue for the first Mass, the occasion was a joyful celebration for all who attended.

VCAL Community Service

VCAL Community Service continued in 2017. This included supporting our local Catholic Primary school, Our Lady of Mt Carmel, by Senior VCAL students planning and running sessions within classrooms with junior classes. Students were also involved in numerous activities located within the Sunbury community.

Social Justice Initiatives

The profile of social justice within the college continues to grow and foster both staff and student active involvement. Throughout 2017, activities included:

• raising over $6,000 for Project Compassion • the winter sleep out for St Vincent De Paul which generated $985 worth of Coles-Myer gift cards

donated to Ozanam Community Centre in North Melbourne • an active Social Justice Student Action team • students attending the annual Young Vinnies Schools Conference and the Student Leadership

and Justice Conference at ACU, along with hosting a student forum day on justice and equity.

The college also assisted the local St Vincent De Paul Conference with their winter and Christmas appeals and continued with its ongoing commitment to the Australian Salesian Mission Overseas Aid



Fund (ASMOAF), and the Salesian Sisters (FMA’s) working in the Solomon Islands. Young Vinnie’s students were also active promoters of solidarity with homeless and marginalized people.

The Social Justice team has focused on making connections with the local community through a strong relationship with Sunbury St Vincent De Paul Society. They also conducted fund raising activities at College events such as the Swimming and Athletics Carnivals – this money was distributed to Caritas and the St Vincent De Paul specifically.

Bosco Feast Day Mass – Archbishop Hart Bosco Feast Day Mass – Fr. Matthews, Fr. Binh Dinh, Fr. McIntosh

Students enjoying Feast Day celebrations at Luna Park



Learning & Teaching


Goal:

• That students will demonstrate high levels of growth throughout all year levels.

Intended Outcomes:

• Define the skills and habits we would like students to demonstrate.

Achievements

In 2017, the Victorian Curriculum was implemented across all learning areas in the College. As part of this process, the teaching staff engaged in several sessions to develop a whole-school approach to identify and define the key skills and habits of effective learners. This process began with staff describing the ideal Salesian College graduate, and then working backwards to define the skills and habits that such a graduate would need to succeed in their studies and in the wider world. Over the course of the year, these were refined into four key categories:

• Ethical and Global Understanding • Critical, Creative and Reflective Thinking • Resilience and Resourcefulness • Relationships and Empathy

These skills and habits draw on the Victorian Curriculum capabilities, as well as Claxton’s Building Learning Power program. Learning progressions were collaboratively developed, and will be progressively incorporated into the learning and teaching program of each learning area over the next two years.

Another major focus for 2017 was the successful implementation of Schoolbox as the College’s new learning management system. As a result, students can now access a full range of engaging lesson resources both in their classes and at home. Furthermore, Schoolbox was built into as the primary platform for accessing curriculum documentation, parent communication and assessment and reporting. This required ongoing training for staff, students and parents in the form of tailor-made online guides, staff professional development sessions and parent information nights. The success of this implementation has been acknowledged by Alaress, company that created Schoolbox, promoting Salesian College as one of their ‘case study’ schools for successful implementation.

The introduction of Schoolbox was designed to support continual improvement in the College’s assessment practices. Developmental rubrics were created in all courses in Years 7 to 10, allowing student achievement to be more precisely defined. These rubrics, published on Schoolbox and available to students and parents, also provide important data to the teacher about where to target future learning. Planning was undertaken to restructure the staff professional learning program around the



analysis of this and other forms of student data, with Purposeful Action Research Teams to be created to achieve this in 2018. Continuous online reporting became the primary form of reporting student learning progress, with Schoolbox replacing traditional end of semester reports as the source of information on assessment results. End of semester reports continued to be produced to provide information on student achievement towards the new Victorian Curriculum standards.

Project-based learning (PBL) continued to be a strategic focus, with the College joining the New Tech Network from the beginning of 2018. All staff were introduced to the elements of project-based learning during the Learning and Teaching Staff PD Day in August. Planning was undertaking for the introduction of PBL in targeted subjects Year 7, as a further step towards extending PBL across the junior years curriculum.

Construction of the new Learning Commons began, with an external review of library operations undertaken to plan for optimising this important new resource for the College. We look forward to the Learning Commons moving to its new facilities in 2018 and the exciting opportunities it presents for our students.

In VCAL, the number of students accelerating to complete an Intermediate or Senior Certificate has continued to grow. The emphasis on differentiating pathways helped to create a sense of excellence at the Senior Certificate level, as demonstrated by the Senior cohort’s successful Senior VCAL Dinner, City Experience, and Peer Partnerships projects. Community links and social justice awareness were enhanced through the Ride to Uluru fundraising event and the Council to Homeless Persons tour. In preparation for post-school destinations, Year 12s engaged in the Real Industry Jobs program, providing them the opportunity to engage with authentic industry experiences. Students continued to engage successfully in structured workplace learning, which for many of our students transitioned into apprenticeships or post-school employment pathways.

Student Learning Outcomes

Victorian Certificate of Education (VCE)

The mean study score for Salesian College in 2017 was 29, compared to 29.4 in 2016. Below are the mean study scores and percentage of student scores of 40 or more over the last five years.

Year Mean Study Score % over 40 2017 29 2.2 2016 29.4 3.8 2015 30 3.8 2014 30.2 5.9 2013 30 4.8

ATAR % Summary

ATAR 2017 Total

% 2016 Total

% 2015 Total

% 2014 Total

% 2013 Total

%



90+ 4 3 9 6.3 6 4.1 7 6 7 5.5 80-89 10 7.5 15 10.5 20 13.6 16 13.8 17 13.3 70-79 22 16.4 31 21.7 26 17.7 18 15.5 25 19.5 60-69 24 17.9 23 16.1 30 20.4 27 23.3 26 20.3 50-59 20 14.8 35 24.5 19 12.9 22 19 22 17.2 40-49 25 18.7 18 12.6 21 14.3 12 10.3 23 18 30-39 15 11.2 8 5.6 16 10.9 9 7.8 5 3.9 20-29 4 3 4 2.8 6 4.1 4 3.4 1 0.8 10-19 0 0 0 0 2 1.4 1 0.9 2 1.6 0-9 0 0 0 0 1 0.7 0 0 0 0 TOTAL 134 143 147 116 128

Four students received an ATAR of 90 or more in 2017, with Aidan Beard awarded College Dux with an ATAR of 94.4. The highest study score was achieved by Bronte Arthur, with 48 in Product Design and Technology.

Senior Secondary Outcomes 2017

VCE Median Score: 29

VCE Completion Rate: 99%

VCAL Completion Rate: 79%

POST-SCHOOL DESTINATIONS Post school destinations of Year 12 or equivalent completers in Salesian College, Sunbury, are as follows:

2017 TOTAL STUDENTS

Tertiary study 60%

TAFE / VET 19%

Apprenticeships or Traineeships 4%

Deferred 9%

Employment 6%

VTAC APPLICANTS 122



NAPLAN

In 2017, our NAPLAN results indicated that Year 7 students are achieving above the state average in Writing and significantly below the state in Numeracy. Year 9 students are achieving above the state average in Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy. It was pleasing to see that average growth in Reading, Spelling, Grammar and Punctuation scores matched or exceeded the state growth average for the first time in several years. There was a slight dip in this measure in Numeracy, but this still led to the second-best result in 2017 since 2011. Progress in bridging the growth gap in Writing was made but this remains an area for focus in 2018.

1st preference offers 78 64%

2nd preference offers 26 21%

Science experiments in the Oswald Learning Centre



Student Wellbeing


Goal:

• Continuous improvement of Student wellbeing and Student Safety at the College.

Intended Outcomes: • Develop, document and implement a scope and sequence for Social Emotional Learning (SEL) in

the Pastoral Program.

Achievements

• Undertook an SEL Audit across the College and curriculum

• Extended the Student Leadership to include more Student Action Groups with the College (Agriculture, LOTE, ICT), leading to an improvement in Student Leadership within the school.

• Held a Leadership Training Day for all Bosco Campus Leaders in relation to public speaking

• Held a training day for the Savio, Mazzarello and Bosco Student Leaders, focusing on Agreed Behaviours and setting two goals for each Student Action Team.

• Extended the offering of Clubs within the school to include Writers Workshop, Knitting, Gaming, Robotics, Drawing, Craft, Magic and Debating. Many of these take place in the library during lunchtime.

• Provision of additional venues for students to access during Term 2 & 3 to keep out of the cold and provide safe places for students to be at lunchtime.

• Greater involvement of the Student Wellbeing Team in the direction of Pastoral Care Program within the College. This supports the College’s action to continue to develop and implement a Pastoral Care Program to meet the needs of students, including offering on Teen Mental Health First Aid for Year 10s, ‘Secret Agent Society’ Program for targeted students with ASD and a Bullying (through Social media) program in Year 7 & 8 called ‘Cyber Pass’ conducted in Pastoral Care.

• Trialled Respectful Relationship (RRRR- government initiative in relation to Violence Against Women) in term 3 for Year 10 and 11 students over 3 sessions.

• Continued to have the Student Hub as a central point for parent and student interaction, allowing greater parent interaction with the College Nurse and Student Hub Coordinator.

• Community links established through parental support offerings at the College. Paul Tobias presented ‘Challenges of being a parent in the 21st Century, and the College Wellbeing Team presented a Parenting Adolescent Program ‘Tuning into Teens’.



• Continued public recognition of celebration of student achievement: Student achievement acknowledged through the following ways:

o CLEF award presented each year to a person in each Year Level.

o Introduction of College Colours ‘Magone Award’ to recognize student achievement across the following areas: Academic, Sportsmanship, Social Awareness and Cultural Endeavours

o Annual Campus Award for one person at each campus for achievement in all aspects of CLEF

o Presentation of Long Tan Leadership Award to a Year 10 and Year 12 Recipient

o Rectors Award Presented to a Year 12 student per House at the Annual Year 12 Dinner

o ‘Certantes Award’ Presented to a Year 12 male & female student – student nominated

o Numerous Awards presented at Savio Assemblies: participation in Open Day, Premier League, Grade 5 & 6 visits.

o End of Term House Awards: House Spirit and Homeroom Awards

o Continued the recognition of student achievement through the sending of letters home to students who achieved excellent results in the areas of Work Habits/Behaviour on the end of Semester Reports

• Extended the availability of the visiting psychologist present at the College to one day per fortnight to work with students at risk who have a Mental Health Plan

• Incorporated a Student Wellbeing presentations at staff Professional Learning Days: examples of sessions on offer were (I) Modification of work for Learning Support students, (ii) An ASD (Autism Spectrum Disorder) Friendly Classroom, (iii) Behaviour Management Process in the classroom (such as Behaviour Support Plans).

• Continued to work on ways to enhance feedback regarding student progress

• Child Safety: see initiatives in Child Safety section of the Report.

• Student Wellbeing Policy aligned to Student Management and Justice Guidelines.

Management of non-attendance

• The College records all attendance on Schoolbox for Homeroom and each period of the day. • In the event that a student is marked absent from Homeroom and the reason is marked

‘unknown’, the Attendance Officer sends an SMS message to the designated parent/guardian. Parents/Guardians are expected to respond to the SMS via text or a phone call.

• A daily report is generated and given to each Homeroom Leader to seek clarification of any ‘unexplained’ absence the following day. Daily reports are returned to the Attendance Officer.

• Reminders are sent to staff regarding the importance of maintaining correct records.



Value Added

• Student leadership opportunities, including Student Action Groups

• Wellbeing Team member upskilled in the area of Student Attendance (school refusal) through RCH and Orygen and implemented a quicker response to potential school refusal. Communication and close liaison with House Leaders in this area is maintained to ensure immediate case management of students who show poor attendance rate (below 70% in 2017).

• Peer Support Program - Year 10 Peer Support Leaders

• Whole school assemblies at the end of term facilitated by students

• Workshops to support our Year 8, 11 & 12 cohort through Elevate and Michael Carr-Gregg presentations

• Youth Space Room: open every lunchtime to all students.

• Social Skills Program trialled for students with ASD at lunch time

• Held two sessions throughout the year for all new Year 8-12 students to the College

• Various programmes on offer to Year 12 students through RE to support education in Stress Management: Mediation, Yoga and Mindfulness

• Music groups: Chamber Choir, Pop Choir, Symphonic Band, Jazz Ensemble

• Musical Production (including student generated logo, choreography, costumes, backstage, assistance to directors)

• Overseas Study Tours and Student Exchange programs

• Opportunities for exposure of student media work in college publications

• Year 12 Yearbook Committee and final production of a Year 12 Yearbook

• Camps and trips conducted at various year levels, especially Year 7, 9 & 12 Camps/Retreats, Year 10 Kakadu trip, Year 10, 11 & 12 Outdoor Education trips, Duke of Edinburgh Award opportunities for students in Year 9 and above

• Years 7 & 8 Dance and Drama professional performance incursions.

• Music, Arts, Dance and Drama special performance day (MADD Day)

• Feast Day Activities: Swimming, Athletics

• Formal occasions - Year 11 Presentation Ball and Year 12 Graduation Mass and Dinner celebrations.

• Chess, Debating, Book Clubs, Writers Workshop, Robotics

• Introduction of Year 12 Breakfast: one per month, and Year 12 Coffee van once per week in Term 3.

• Rupertswood Sports Clubs – Football, Basketball, Netball and Cricket- some alignment with the College.



Student Satisfaction

According to the 2017 Insight SRC data, it is the perception of students that the following areas have seen improvement since 2016:

• Student Safety • Classroom Behaviour

According to the 2017 Insight SRC data, it is the perception of students that the following areas have seen a decline since 2016:

• Student Morale • Purposeful Teaching • Teacher Empathy • Learning Confidence

Kakadu Trip – Year 10



Child Safe Standards


Goal: Salesian College Sunbury places the highest priority on the care, safety and wellbeing of children and young people. Our commitment is drawn from and inherent in the teaching and mission of Jesus Christ, with love, justice and the sanctity of each human person at the heart of the gospel (CECV Commitment Statement to Child Safety). Central to this is an unequivocal commitment to fostering the dignity, self- esteem and integrity of children and young people and providing them with a safe, supportive and enriching environment to develop spiritually, physically, intellectually, emotionally and socially.

Intended Outcomes: • All students deserve, as a fundamental right, safety and protection from all forms of abuse and

neglect. • Our school works in partnership with families and the community to ensure that they are

engaged in decision-making processes, particularly those that have an impact on child safety and protection.

• All students have the right to a thorough and systematic education in all aspects of personal safety, in partnership with their parents/guardians/caregivers.

• All adults in our school, including teaching and non-teaching staff, clergy, volunteers, and contractors, have a responsibility to care for children and young people, to positively promote their wellbeing and to protect them from any kind of harm or abuse.

• The policies, guidelines and codes of conduct for the care, wellbeing and protection of students are based on honest, respectful and trusting relationships between adults and children and young people.

• Policies and practices demonstrate compliance with legislative requirements and cooperation with the Church, governments, the police and human services agencies.

• All persons involved in situations where harm is suspected or disclosed must be treated with sensitivity, dignity and respect.

• Staff, clergy, volunteers, contractors, parents and students should feel free to raise concerns about child safety, knowing these will be taken seriously by school leadership.

• Appropriate confidentiality will be maintained, with information being provided to those who have a right or a need to be informed, either legally or pastorally.

Achievements

1. The development of policies and commitments

• The Child Safety Committee continued to support the College’s Child Safety Commitment with membership of the College community, including staff (teaching and non-teaching), students, clergy and board members.

http://cevn.cecv.catholic.edu.au/WorkArea/DownloadAsset.aspx?id=8589940582

http://cevn.cecv.catholic.edu.au/WorkArea/DownloadAsset.aspx?id=8589940582



• The committee was charged with developing and implementing process, policies and an organisational culture and platform that ensured child safety is embedded in all areas of College operations and activities. The following policies demonstrate the College’s commitment to child safety:

Child Safe Policy/Statement of Commitment

Code of Conduct

Processes for responding to and reporting suspected child abuse, such as Mandatory Reporting and PROTECT protocol.

Reportable Conduct Scheme

• All policies were developed through extensive collaboration and input from students, parents, teaching staff and non-teaching staff, facilitated by a comprehensive survey targeted at the particular audience.

• All policies reflect collaboration with community groups, where appropriate, and are compliant with ministerial order guidelines

• The College pledged a commitment to:

o The development of an Inclusion Policy in 2017

o Ongoing schedule of meetings for the Child Safety Committee into 2017 and beyond

o Undertaking the Child Safety Survey annually

o Providing ongoing training and development to all staff in the area of Child Safety and related aspects

2. Training and awareness strategies: From the initiation of embedding child safety into College life, the Child Safety Committee committed to raising awareness, providing professional learning for staff and gaining input from students. Ways in which we achieved this were:

• Newsletter Articles from the Principal and Deputy Principal to enable parents and community members to remain informed

• Articles in the Student Bulletin • Topics presented at Campus Assemblies, Year Level Assemblies and Whole School Assemblies • Presentation to College Board • Professional Learning and awareness raising for teaching and non-teaching staff on the following

topics: Reporting Obligations: eLearning Module Consultation with all staff on Code of Conduct Presentation of final Code of Conduct commitment and agreement to the Code

of Conduct by all staff. This was done at staff meeting and then facilitated by use of Care Monkey



Consultation with all staff on related policies, followed up by formal presentation of Child Safety Policy, Reporting Obligations

Presentation to all staff on the Reportable Conduct Scheme • Articles and policies on the Website, including the Child Safety Policy, Reporting Obligations and

Code of Conduct • Presentation at Year Level Assemblies by Student Representatives on the Child Safety Committee

regarding the Child Safety Survey and what Child Safety at Salesian College is about • Reiteration to student body regarding current policies and process that supported Child Safety

(for example, the Anti-Bullying Guidelines) • Introduction of a visitor sign in facility for all College Feast Days: monitored by senior staff at the

College • Implemented a trial of the Respectful Relationship / Resilience curriculum within the Wellbeing

Pastoral Program for 2017 – Term 3 2017 for students in years 10 and 11. • Standards of Behaviour for students attending Salesian College put on the College website and

Learning Management System. 3. Consultation with the community: As the process of child safety began, the Child Safety Committee were committed to consultation. A significant amount of time and varied approaches provided consultation with the Community. At Salesian College Sunbury, community is inclusive of parents, volunteers, contractors, local parish members, the Rupertswood Sports Association, the College Board, students, staff and prospective families. Some ways in which we consulted with the community were:

• Newsletter articles inviting community to have input and comment on proposals • Dedicated consultation sessions with all staff to present policies and ideas and allow time for input

and feedback • Professional learning sessions with staff • Participation in the CEM Child Safety promotional video (currently of the CEM website)

4. New human resources practices: Significant work went in to establishing more streamlined processes in relation to screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel, and to identify and remove risks of child abuse. Significant work also went in to be more explicit with our expectations of staff, volunteers and contractors. Some of the ways we achieved this were:

• Induction of staff process where all Child Safety Policy were presented, explained, understood and signed off by new staff

• Log of Volunteers and Contractors • Education and information sessions held the HR team with all Contractors and Volunteers • Through ARMs, Child Safety is discussed with ancillary staff



• All job descriptions having a clear Child Safety component, including requirement, duties and responsibilities regarding child safety

• All employee contracts having a Child Safety Component, including requirement, duties and responsibilities regarding child safety

• All reference checks have a question regarding Child Safety • All records for staff centralized and streamlined: working with Children, VIT registration • Initial investigation of online induction and online refresher courses for all staff, volunteers,

contractors in relation to Child Safety • Introduced a more streamlined approach to monitoring visitors coming into the College.



Leadership & Management


Goals:

To develop a learning community where staff are valued and their professional wellbeing and learning is a priority supported by a servant leadership model.

Intended outcomes:

Developing an understanding of leadership and embedding it across the College ensuring appropriate levels of distributed leadership are evident in school operations.

Achievements

• Staff consultation around the restructuring of positons of leadership affirmed that the structure is distributive thus enabling students’ needs to be met in a timely manner.

• All Leadership Position Descriptions were rewritten to realign the roles with the AITSL Principal Standard of Leadership.

• Staff consultation process affirmed a change to the tenure of positions of leadership from 2 year to 3 years.

• All leadership positons were advertised and generated much interest internally as well as externally, leading to a rigorous process of short listing, interviewing and selecting suitable applicants for the roles. During this process an external consultant was engaged as a critical friend on the interview panels.

• Distributive leadership practice was evidenced with some leaders, including the Principal and the Executive team members, conducting coaching conversations in Term 1 and in Term 4. These also occurred informally as the opportunities arose. The process put leaders in a position to know a group of teachers’ learning goals and also formed the framework around which informal performance conversations took place.

• Significant consultation with key stakeholders and our architect to design the new Learning Commons into a two storey contemporary learning hub.

• Review of the Administration area of the College and development of an Administration Team reviewing position descriptions and roles within the College.

• Investigation of the Implementation of Complispace to house all risk and compliance Implementation of the Educator Impact Learning program focussed on individual teacher 360 feedback for teacher capacity building and subsequently the setting of SMART developmental goals, more feedback and review cycle.



Expenditure and Teacher Participation in Professional Learning

Description of Professional Learning undertaken in 2017

Professional Learning is a key foundation for all employees at Salesian College, with opportunities and activities for both teaching and education support staff. The beginning of the year saw continued development of our skills with Schoolbox, particularly how this can best be used to support student learning and student management.

Salesian College also began an ongoing partnership with the New Tech Network, who are providing ongoing support and professional learning for our teachers in the areas of Project-Based Learning and contemporary pedagogy. A number of other professional learning opportunities were also focused on contemporary practice, in particular the use of Quizlet, Targeted Teaching and subject specific strategies from various subject conferences.

Throughout the year, three teachers, Clancy Merrett, Alanna Duffy and Tina Fattori, participated in a series of workshops and courses, which gained them accreditation as Microsoft Innovative Educator Trainers.

Across 2017, we have also spent considerable time broadening our understanding of how to best engage all students at our College and provide individualised support for each. Presentations on the Adolescent Brain, Accommodating Dyslexic students, First Aid Training and Youth Mental Health First Aid, have allowed all staff to better appreciate and accommodate the varied young people they work with.

Staff Professional Learning Days

Wellbeing

Our Wellbeing Day centred around two key speakers and encouraged staff to reflect upon the challenges facing many young people, as well as how we can better engage the adolescent brain.

Paul Tobias spoke to us about his own experiences as both a parent and a principal and how at times it can be difficult to separate the two. He also addressed many of the challenges facing families today.

Dr. David Collins presented on the adolescent brain, speaking in depth about neuroplasticity, how the adolescent lifestyle affects brain function and the basic psychology of adolescent learning.

Learning and Teaching

Our Learning and Teaching Day brought together the strategies, practices and pedagogies that we had learnt about during the past few years, with teachers initially asked, “What type of learner do we want?” and how we can place students at the centre of all that we do.

Brad Scanlon and Clinton Gray from New Tech Network then introduced the concept of Project Design and Project-Based Learning. Staff were given time for ‘Speed Creating’, in which they began the process of devising tasks for students. The afternoon session allowed teachers to undertake the process of ‘critical friend reflection’, giving feedback to each other on the work they had completed so far.



This session would form the foundation of the introduction of PBL in 2018.

Staff Retreat

Our Staff Retreat focussed on the 2017 Strenna ‘We are a Family’. Fr Joe Boenzi SDB spoke about the strenna and the challenges we face as we accompany students from difficult family situations. He presented the notion of Don Bosco as a contemporary inspiration, asking staff to consider how Don Bosco would respond to the imperfect today and how we can utilise this approach.

The afternoon session, led by Stephen Connelly, allowed staff to develop agreed behaviours that ensured we strengthen the Salesian charism in our College.

The day concluded with staff celebrating Mass together.

Ongoing Professional Learning Sessions

- Challenges Facing Families Today - The Adolescent Brain - Pedagogies for Contemporary Learning - Accommodating Dyslexic Students - Emergency Management Training - Meaningful Professional Conversations - First Aid Training - Maths Pathways Training - Schoolbox Training - Youth Mental Health First Aid - POL Development

Individual Professional Learning Sessions

- How do we re-contextualise Jesus Christ in the 21st Century - Unpacking a PBL project - Biomechanics - Quizlet - Using Adobe Illustrator - Safety in Laboratories - Conferences – VATE, STAV, CDES, Discovery – HPE, VCE Music, Ag & Hort, LabCon, HTAV, ATOM, - Targeted teaching in Secondary Maths

NUMBER OF TEACHERS WHO PARTICIPATED IN PL: 143

AVERAGE EXPENDITURE PER TEACHER FOR PL $300.00

TOTAL PL EXPENDITURE $43,000



College Community


That community engagement and partnership will continue to support student development, specifically:

• That student career pathways are well-defined and actively supported.

• That the participation and involvement with the parent and wider community continue to grow to benefit student learning outcomes

Achievements

• Redevelopment of the Careers Centre and relocation to area that is central, visible and accessible to all students.

• Year 10 students participated in the Morrisby Online Careers Profile testing and participated in individual meetings to develop Career Action Plans, based on their results

• Integration of Careers in to year 10 Life Skills curriculum

• Increased presence of tertiary institutions into the careers program, including visits from RMIT, ACU and Deakin University

• Continued strengthening of partnership between Sunbury Parish Primary Schools and Salesian College through the development of a shared Vision for P-12 Education

• Improved networking between primary feeder schools and the College

• Implementation of online sharing of College information and curriculum to the parent/guardian community using Schoolbox

• Successful rebranding of the College, including:

o New logo, representing CLEF

o New uniforms introduced at Year 7 and to be continued to be phased in until 2022.

o Updated signage and way-finding information

• Ongoing commitment to Rupertswood Sports Association & College Alumni

Value Added

• ‘Rupertswood Harvest’ event showcased student’s agricultural achievement and allowed students to participate in enterprising activities

• College Development Department [incl. Alumni, Public Relations, etc.] continued to promote the College to the wider community through various mediums.

• Visits by Principal to all Catholic Feeder Schools and other primary schools [by invitation]



• Twilight School programs on Parenting and Supporting Teens, Study Skills, ASD etc.

• Information Evenings at most year levels

• Year 7 Family Evening for new families to the College

Rupertswood Harvest



Financial Performance

REPORTING FRAMEWORK ACCRUAL $

Recurrent income

School fees 4,869,811

Other fee income 807,015

Private income 443,821

State government recurrent grants 2,781,428

Australian government recurrent grants 10,812,057

Total recurrent income 19,714,132

Recurrent Expenditure

Salaries; allowances and related expenses 13,904,508

Non salary expenses 6,205,786

Total recurrent expenditure 20,110,294

Capital income and expenditure

Government capital grants 0

Capital fees and levies 2,363,452

Other capital income (loss) (9,269)

Total capital income 2,354,183

Total capital expenditure 1,976,353

Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans)

Total opening balance 5,730,234

Total closing balance 5,192,399

The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the diocesan supplementary capital fund supporting primary schools’ capital borrowings. The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included.



VRQA Compliance Data

E1125 Salesian College, Sunbury

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015

%

2016

%

2015 - 2016 Changes

%

2017

%

2016 - 2017 Changes

%

YR 07 Grammar & Punctuation 97.7 96.0 -1.7 96.3 0.3

YR 07 Numeracy 100.0 99.1 -0.9 98.1 -1.0

YR 07 Reading 99.1 98.2 -0.9 95.9 -2.3

YR 07 Spelling 96.8 95.1 -1.7 91.7 -3.4

YR 07 Writing 95.8 97.3 1.5 95.0 -2.3

YR 09 Grammar & Punctuation 95.4 94.5 -0.9 94.0 -0.5

YR 09 Numeracy 99.1 98.0 -1.1 100.0 2.0

YR 09 Reading 98.6 98.1 -0.5 97.0 -1.1

YR 09 Spelling 95.4 93.5 -1.9 95.0 1.5

YR 09 Writing 95.0 92.6 -2.4 89.5 -3.1



YEARS 9 - 12 STUDENT RETENTION RATE

Years 9–12 Student Retention Rate 84.78%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y7 92.73

Y8 92.55

Y9 91.29

Y10 91.48

Overall average attendance 92.01

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 86.25%

STAFF RETENTION RATE

Staff Retention Rate 88.12%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 22.68%

Graduate 38.14%

Certificate Graduate 5.15%

Degree Bachelor 81.44%

Diploma Advanced 14.43%

No Qualifications Listed 8.25%



STAFF COMPOSITION

Principal Class 7

Teaching Staff (Head Count)

122

FTE Teaching Staff

106.980

Non-Teaching Staff (Head Count)

73

FTE Non-Teaching Staff

69.818

Indigenous Teaching Staff

0

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Reading 598.10

Year 9 Writing 582.50

Year 9 Spelling 579.30

Year 9 Grammar & Punctuation 589.70

Year 9 Numeracy 589.70

SENIOR SECONDARY OUTCOMES

VCE Median Score 29

VCE Completion Rate

99%

VCAL Completion Rate

79%

POST-SCHOOL DESTINATIONS AT AS 2017

Tertiary Study 60.0%

TAFE / VET 19.0%

Apprenticeship / Traineeship 4.0%

Deferred 9.0%

Employment 6.0%

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