Patrician Brothers' College, Blacktown100 Flushcombe Road, Blacktown 2148Principal: Mr Santo PassarelloPhone: 02 8811 0300 Fax: 02 9831 6617Email: [email protected]://www.patsblacktown.nsw.edu.au
Introduction
About the Annual School ReportPatrician Brothers' College is registered by the New South Wales Education Standards Authority,NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.
The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.
This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.
The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.
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Key Messages
PrincipalI am proud to present to you the 2018 Annual School Report for Patrician Brothers' College,Blacktown.
Patrician Brothers' College is a Catholic school in the Patrician tradition. We serve the Catholiccommunity of Blacktown under the auspices of the Diocese of Parramatta. We promote learningand academic endeavour. We aim to help the young men in our care to acquire knowledge andgrow in faith and integrity. We place student wellbeing and student expectations at the centre oflearning and teaching. All members of our college community have the right to be safe andhappy.
The college offers a broad curriculum to cater for the needs of a diverse range of students andstudents' learning needs are met by the Student Enrichment Team. We continue to provide asupportive learning environment for all students.
In 2018 the college participated in the English Mathematics Stage 4 (EM4) project to buildcapacity for our teaching staff to use high yield strategies in literacy and numeracy. Inconjunction with this, there was a whole-school focus on improving literacy and numeracy acrossall the learning Stages with a targeted focus on The Reader's Tool Box.
We offer a number of co-curricular activities which includes a range of in-school andrepresentative sports; developmental opportunities for all sportsmen; public speaking; debating;Special Religious Education (SRE); chess competitions; dance and music.
The college motto is Christus Regnat, which means Christ Reigns. We strive to build a communitywhere Christ reigns in the hearts of all.
More information can be obtained from the school's website and Facebook page.
ParentParents were invited to Thursday morning masses and our semester I and II prize-givingceremonies, and Year 12 graduation ceremony was well-attended. Parents strongly supportedparent/teacher meetings, information and orientation evenings; open night for in-coming Year 7students; students-at-risk interviews; the Year 12 leadership interviews held prior to the HigherSchool Certificate (HSC) Trial Examinations; and the leaders and parents dinner.
Parents also volunteered to assist at sporting events, cultural evenings, public speaking anddebating events.
Patrician Brothers’ College, Blacktown, is a popular choice for any talented young man seeking aboys’ education which includes spiritual, academic, physical and personal growth and whichtakes place in a supportive and caring Catholic community.
StudentStudent participation is a cornerstone of life at Patrician Brothers' College.
In 2018 student leaders were elected by their peers and staff and they led assemblies andStudent Representative Council (SRC) meetings. They took part in leadership camps; Patricianleadership initiatives; retreats and camps; social justice initiatives; Thursday morning mass;fund raising for the school gift; the Sports and Cultural Awards evening; and welcoming guestspeakers. They also led prayers at Monday morning whole-school assemblies, whole-schoolmasses and liturgies; and were allocated a number of portfolios such as house captains forcarnivals, Year group mentors and Patrician Charism mentor.
Year 11 students participated in the Sacramental Religious Education (SRE) program, facilitatedworkshops for Multicultural Day and were involved in the Year 7 Orientation Evening.
Our peer support leaders from Year 10 assisted in the initiation, orientation and acculturation ofYear 7 students. Their leadership of the Year 7 Orientation Day reflected the pastoral careevident in our community.
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School events were noted for their wide range of participation by students from all Year groups.
Class captains met regularly as the SRC with the staff mentor, and they liaised with theirhomeroom teachers and Year coordinators.
Students were actively involved in school social dances; the Year 12 formal; the guard of honourfor the Year 12 graduation; Year 7 open night; parent/student information evenings; staff versusstudent swimming relay; Multicultural Day; the semester prize-giving events; the Principal'sReading Festival; the Votive Mass for St Patrick and St Patrick Day Concert; the staff versusstudent soccer game and assessment information sessions.
Year 9 students participated in the Life Saving program and Year 10 students participated in theStep Up into Senior School (SUISS) program.
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Who we are
History of the schoolThe college was founded in 1952 by the Patrician Brothers to serve the mainly rural families ofBlacktown and surrounding districts. The college motto Christus Regnat translates to Christreigns. We strive to build a community where Christ Reigns in the hearts of all and wherestudents are encouraged to grow and develop in a community that reflects the gospel values offaith, forgiveness, honesty, hope, justice, respect, tolerance and trust. The students are activelyencouraged to develop a personal spirituality based on the Patrician ideals of prayer, Eucharist,community life and care for the poor. We strive for excellence and foster the love of learning.
Substantial building programs commenced in 2002 with the official opening of the Jubilee Hall.The hall enabled whole-school gatherings for events such as masses, assemblies, prize givingceremonies and graduation ceremonies. The chapel was opened in 2007 and the bust of BishopDelany was unveiled the same year, adding a new dimension to the religious focus of thecollege. In 2008 the administration building was refurbished, and in 2012 the administrationforecourt was upgraded. In 2010 the Jubilee Hall was air-conditioned and two additionalclassrooms and a gymnasium were built under C block. In 2011, with Commonwealth funding, thePatrician Learning Centre was built including an open learning classroom and meeting facilitiesincluding a kitchenette. A major building program was undertaken in 2012 which included newstudent facilities, fencing of the sporting fields, building of an amphitheatre, an electronic scoreboard and grandstand seating. The most recent building program in 2016 has seen a majorrenovation to the existing A and D blocks within the school to incorporate multiple open-planlearning facilities, improved Technology and Applied Studies (TAS) facilities including a FoodTechnology kitchen and a Hospitality kitchen as well as student/staff cafe, improved Visual Artsfacilities and a Drama space.
Location/drawing areaLocated close to Blacktown's central business district, the college is set on seven hectares in theheart of the rapidly expanding Blacktown City. The college is just ten minutes walk fromthe Blacktown transport interchange and is easily accessible by public transport. Like our city, wehave continued to grow and respond to the needs of our stakeholders but our culture hasremained unashamedly Catholic and focused on boys' education.
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Workforce Composition
Category Numberof Staff
Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines
79
Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications
0
Number of teachers accreditated to teach Religious Education 20
Number of teachers currently undertaking accreditation to teach Religious Education 3
Number of non-teaching staff (includes teachers' aides) 23
Percentage of teachers who are indigenous 0
The average teacher attendance for 2018 96
Percentage of 2018 teaching staff who were retained from 2017 76
Catholic Identity and Religious Education
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Catholic Identity and Religious Education
Prayer, Liturgical Life and Faith ExperiencesPatrician Brothers' College continued to provide students with many opportunities to experiencetheir faith. Students led our Scripture-based prayer each Monday morning and at fortnightlycollege assemblies. We developed our own prayer booklet for daily use in every class and thewhole school prayed the Angelus at midday.
Whole-school Eucharist was celebrated on St Patrick's Day, Our Lady Help of Christians, and forthe Year 12 Graduation. Mass was available each Thursday at 8.15 am in the All Saints Chapel.Other liturgies of the Word were held on Ash Wednesday, the feast of St Mary of the CrossMacKillop, ANZAC Day, and Holy Thursday.
The Faith in Action Team (FIAT) facilitated an evening workshop, 'Man Up', encouraging boys toengage with their faith.
During 2018 the school-based Sacramental program continued for students who asked to beprepared for the Sacraments of Reconciliation, Eucharist and Confirmation.
Social JusticeThe college supported the Patrician missions through the Delany Foundation, ProjectCompassion and the 'Vinnies Van'. These were complemented by supporting the St Vincent dePaul Winter and Christmas appeals. Students were made aware of social justice issues in thecurriculum across all key learning areas. The staff participated in the 'Share the Dignity' campaignby donating bags with essential supplies for victims of domestic violence. An awareness of socialissues was raised as a whole-school community at assemblies and through prayer, with thecollege theme, 'Walking Together' the focus for 2018.
School home and parish partnershipsHistorically we have had strong links with Mary Queen of the Family Parish, Blacktown, and ourparish priest has maintained this liturgical and pastoral interest in the college. This supportcontinued through the celebration of mass each Thursday morning which was well-attended bystaff, students, parents and parishioners.
The involvement of a dozen Year 11 students as Special Religious Education (SRE) teachers inlocal state primary schools continued to enrich the lives of all concerned. The college was alsopart of the parish SRE team and participated in the yearly SRE Commissioning Mass at StMichael's Church. A large number of parents attended each semester prize-giving, and the Year12 Graduation.
The college continued to support the links between the Diocese of Parramatta through itsinvolvement with the annual Palm Sunday Youth Celebrations, the day established by Saint JohnPaul II as International World Youth Day. During Holy Week the college was also involved withthe Good Friday Walk from St Patrick's Church, Blacktown, to St Patrick's Cathedral, Parramatta.
Religious EducationIn 2018 the college offered the core units of the Parramatta Diocesan Religious Education (RE)syllabus, Sharing Our Story, for Stages 4 to 6, following the scope and sequence provided by thediocese. In Stage 6, the boys were offered the New South Wales Education Standards Authority(NESA) courses: Studies of Religion I and Studies of Religion II.
The Religious Education (RE) staff developed teaching and learning strategies to enhance thereligious literacy of students. Units of work continued to be developed around the experience ofthe students and current issues. Religious Education continued to help students develop skills inresearch and effectively communicating complex information, ideas and issues using appropriatewritten and oral forms.
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The college continued to be under the guidance of the Patrician Brothers’ charism and thePatrician ideals were central to the ethos of the college. The college continued to strengthen tieswith its Patrician heritage through the network of Patrician linked schools.
Professional Learning of staff in Religious EducationIn 2018 the Religious Education (RE) department focused on the college theme, WalkingTogether, developing opportunities for students to engage with the theme in relevant SharingOur Story units. The staff also worked on strategies to improve the literacy, especially the writingskills of our students. Key Learning Area (KLA) meeting time was devoted to developingassessment tasks to include a written component (especially short and extended responses).Meetings also allowed for professional development on strategies to help students unpack andanswer the question, as well as learning how to make a judgement on quotes used as stimulusfor questions. Staff also focused on utilising the Reader's Tool Box strategies. These strategiesfocused on improving student responses to be well-structured, and demonstrating knowledgeand understanding in answering questions.
The FIAT staff members who attended the Australian Catholic Youth Festival (ACYF) preparedand presented an evening formation workshop for students, called 'Man Up'.
The Staff Spirituality Day focused on the proposed 2019 college theme, 'Growing into Good Men'.The staff participated in activities designed to unpack the theme in preparation for the launch in2019.
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Learning and Teaching
National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.
The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.
NAPLAN RESULTS 2018
% of students at or abovenational minimum
standard
% of students in top threebands
School Australia School Australia
Year7
Grammar and Punctuation 94 92 49 58
Literacy 93 91 42 50
Reading 96 94 47 56
Writing 87 87 26 36
Spelling 97 93 58 59
Numeracy 98 95 62 58
NAPLAN RESULTS 2018
% of students at or abovenational minimum
standard
% of students in top threebands
School Australia School Australia
Year9
Grammar and Punctuation 91 92 50 49
Literacy 89 88 42 44
Reading 95 94 48 51
Writing 81 80 26 32
Spelling 93 90 53 52
Numeracy 98 96 57 56
NAPLAN data indicated Year 7, in all domains, was at, or above, national minimum standards.Students in the top three bands in Year 7 were above the national average in Numeracy. Theyare still underperforming in Literacy. Year 9 students were at, or above, the national minimumstandards for the domains. Year 9 students in the top three bands were above the nationalPatrician Brothers' College, Blacktown Page 8
standards for the domains. Year 9 students in the top three bands were above the nationalaverage in spelling, grammar and punctuation and Numeracy. Improving performance in the topthree bands in writing remains a challenge in both Years 7 and 9.
A literacy officer was appointed to target this area in Stage 4 and Stage 5, working with teachersacross the curriculum, embedding high yield strategies in their classrooms to improve reading,writing and numeracy skills. Key Learning Area (KLA) coordinators have worked with their staff oneffective classroom practices in raising literacy and numeracy standards through clearlyarticulated learning intentions, success criteria, visible learning tools, accountable talk,differentiated instruction, case management, Reader's Tool Box, instructional walks and theReframing Readers Resourcefully (R3) data wall.
Teachers tracked their students at risk with assessment of, and for, learning. Assessment tasksincluded scaffolds for different text structures with a greater emphasis on the explicit teaching ofwriting. Constructive feedback was a high yield strategy which was utilised to track studentimprovement. There has also been a greater emphasis on improving attendance and this hasshown significant gains in learning. Modelling, co-construction, peer editing and the gradualrelease model are effective learning tools for students. After analysing the 2018 data, it is clearthat more work needs to be done around reading for enjoyment and for knowledge in order toimprove writing skills. In 2019, teachers will be using the Writer's Toolbox to help develop goodwriters who are confident in the art of persuasion and creativity.
Record of School Achievement (RoSA)The college retention rates are high and students who leave the school at the end of Year 10usually continue their education in a trade school.
In 2018 only three boys, all from Year 10, requested a RoSA.
The RoSA grades awarded to students were consistent with our historical grade distribution.
Higher School Certificate (HSC)Percentage of students in performance bands 4, 5 and 6 compared to the state.
Higher SchoolCer ficate
Percentage of students in top 3 bands
2018
School State
Studies of Religion I 59 70
English Standard 46 51
English Advanced 93 90
Information Processes and Technology 90 68
Society and Culture 100 78
The 2018 HSC results showed comparative learning gain in a large range of subjects such asEnglish Standard, English Advanced, Society and Culture, Information Processes and Technology,Chemistry, Physics, Earth and Environmental Science, Mathematics Extension I and MathematicsExtension 2. The results indicated that the careful scrutiny of subject selections by Stage 5students moving into Stage 6 was successful and a more rigorous process will be undertaken toensure that students select appropriate courses to their level of ability and achievement.Mathematics and Mathematics General data analysis showed that questions that were verballydense caused some problem, indicating that more work needs to be done in literacy. EnglishStandard and Advanced also made sound learning gains. In the English Standard Paper 2, andPaper 1 question 3, the students were above state average. English Advanced candidatesperformed well across all sections of both papers. Society and Culture continued to performstrongly with differentiation and careful monitoring of the Personal Interest projects. InformationProcesses and Technology performed well as it promoted student-centred learning andcontinuous teacher feedback.
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Teachers have done extensive work analysing the DeCourcy data and the Results AnalysisPackage on the NSW Education Standards Authority (NESA) website, identifying subject specificstrategies that worked with this cohort. Areas of concern are still: precision in using subjectspecific terminology, managing time in examinations, and problem solving, especially in longerworded questions.
Assessment practices are being evaluated to account for students who perform aboveexpectation in the HSC examination but under perform in school assessments which has animpact on the final assessment ranking. Currently students are undergoing workshops in timemanagement, study habits and organisation.
School curriculumThe college offered a broad curriculum to cater for the needs of a diverse range of students. TheStudent Enrichment Team (SET) coordinated a range of learning support programs and theadjustments necessary for students with disabilities. The English and Mathematics Departmentswere involved in promoting literacy and numeracy across the curriculum through the EnglishMathematics Stage 4 (EM4) project, working closely with the Catholic Education Diocese ofParramatta teacher educators.
In 2018 the school focused on the high yield strategies of differentiation in text studies andinstruction, accountable talk, effective utilisation of the flexible learning spaces and the use ofthe Reader's Tool Box. There were programs in place such as English as a Second Language (ESL)and the R3 program. Indigenous students were supported by work from Jarara, and a liaisonofficer worked closely with the Sudanese students.
Other curriculum approaches included:Mathematics and Science classes were streamed while English classes for Year 7 weremixed ability then partially streamed in Years 8, 9 and 10 allowing for differentiation andextension.There was an opportunity for students to take part in the Step Up into Teaching (SUIT)program at the Australian Catholic University (ACU).Students could complete their HSC on a Pathways program while enrolled in traineeshipsand apprenticeships.Tutorials were held every Thursday afternoon and during school holidays. High achieversin Year 12 were part of the Aim High program.Year 12 students and their parents/caregivers had extended interviews at the end of term2 with the school Leadership Team.Year 10 students experienced senior school in the Step Up into Senior School (SUISS)program.The school offered a homework centre in the Resource Centre on Wednesday afternoons.The school was also involved in a range of enrichment activities for talented students.The Mathematics faculty offered drop-in sessions for students.
Initiatives to promote respect and responsibilityAlong with the opportunities listed above, the school had the following structures for promotingrespect and responsibility.
The college captain and prefects from Year 12, met weekly and led our assembly eachfortnight.Class captains constituted the Student Representative Council (SRC) and met twice a termwith the staff mentor.The three day Year 11 retreat was a very positive experience for students and staff.
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Year 11 students were involved as Special Religious Education (SRE) teachers.Year 10 students were peer supporters of Year 7.Students were actively involved in leading prayer each Monday morning, as well as at theformal school assemblies, liturgies, masses and a variety of school events.Students were regular contributors to Focus (our newsletter).Students were generous in assisting (by speaking/ushering/catering) at information andassessment evenings and other school events.Students were involved in collections for the Delany Foundation, leadership of ourswimming and athletics carnivals, Multicultural Day and Year 10 leadership at the Year 7camps.College leaders attended a leadership formation camp at Collaroy.Newly-elected college leaders were acknowledged at the annual leaders and parents'dinner.Anecdotes related to outstanding school service and exemplary behaviour were oftenhighlighted at assemblies, in the Focus and the College Yearbook.Senior students volunteered to work alongside staff at the St Vincent de Paul Night Patrol('Vinnies Van').
Professional LearningProfessional learning during 2018 focused on continuing the improvement of student learningthrough English and Mathematics Stage 4 (EM4) high yield strategies and the continued use ofBring Your Own Device (BYOD) in an interdisciplinary approach to Science, Technology,Engineering and Mathematics (STEM) education.
Continuing with improving literacy across all Key Learning Areas, the literacy project officerprovided workshops to implement high yield strategies through collaborative practices, teamteaching, data collection, the Reader's Tool Box and instructional walks. The continuing practiceof lesson observations and feedback by the professional development officer ensured that theAnnual School Action Plan, the Key Learning Area (KLA) plans and individual learning plans metthe Institute of Teaching standards.
Monday morning learning presentations focused on learning intentions, accountable talk,implementation of technology in the classroom and the use of the Google Classroom platform.The staff development days focused on The Reader's Tool Box, approaches to multiple choicequestions and development of success criteria. Staff meetings covered analysis of the HSC resultsand NAPLAN results.
The Catholic Education, Diocese of Parramatta (CEDP) Student Services Specialist InterventionTeam conducted workshops with middle management about curriculum adjustments forstudents with disabilities. Staff participated in a Mental Health First Aid Course conducted byCEDP as well as Compass training.
Resuscitation for all staff was conducted by the Royal Life Saving Society.
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School Improvement
Annual school prioritiesPriority 1 To continue to build a Catholic educational community
Reason for priority 1 Our college theme for 2018 was 'Walking Together'. We continued tobuild a Catholic environment which was faithful to our traditions, andresponsive to our contemporary church and diocesan evangelisationinitiatives.
We sought to deepen knowledge of, and engagement with, prayer,Sacraments and our Patrician heritage with a particular focus onCatholic values, faith in action, and the 2017-2018 Social JusticeStatement, Everyone's Business - Developing an Inclusive and SustainableEconomy.
Steps taken to achievepriority 1
These included:the executive provided professional development opportunitiesfor staff in the area of Catholic valuesfollow-up of Australian Catholic Youth Festival (ACYF), 2017, andpreparation for World Youth Day 2019engagement with Patrician-linked schools, including thePatrician Cupsupporting Diocesan evangelisation initiativessupporting of Faith in Action Teams (FIAT) formation initiatives
Status of priority 1 Achieved
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Priority 2 To improve reading and writing skills through explicit instructionalpractices with a focus on Stage 4, connecting EM4, NAPLAN, PAT-R,professional learning and case management
Reason for priority 2 NAPLAN, PAT-R and PAT-M results and trends indicated there were stillareas for considerable improvement and development. Examination ofthe data demonstrated that we needed to focus on extending ourhigher ability students to ensure they have learning growth. We alsorecognised the need to combine both reading and writing in ourpriority as there is a reciprocity between these.
Steps taken to achievepriority 2
We facilitated development of staff and incorporated high yieldstrategies by:
clear learning intentions, success criteria, accountable talk,descriptive feedback, rich tasks, graphic organisers, casemanagement and data wallsthe use of visible learning aids to reflect success criteriaexpectations, accountable talk stems and mentor/exemplartextsconstructing data walls for targeted students by collectingbaseline dataproviding opportunities to measure growthshared reading strategies
Status of priority 2 Achieved
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Priority 3 To develop spatial skills, competence in applying basic number skillsand competence in interpreting graphs and tables
Reason for priority 3 Based on data we saw a needed to build skills in problem solving andenhance numeracy skills across all KLAs. Our results indicated that ourstudents had difficulty interpreting information provided in diagrams,graphs and tables, and struggled to visualise spatial information andperformed poorly when required to select strategies to solve multi-step, unscaffolded problems.
Steps taken to achievepriority 3
We:encouraged estimation prior to calculation, and checkingwhether the result is reasonable given the contextmodelled and encouraged the use of diagrams to presentinformation, investigate problems and develop solutionsexplained the context and language of tables and graphs andmodelled explicitly how to interpret and synthesise informationfrom different sourcesapplied EM4 strategies to the development of conceptunderstanding and problem solving skills and shared thesestrategies across KLAs
Status of priority 3 Achieved
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Projected school prioritiesPriority 1 To continue to build a Catholic educational community
Reason for Priority 1 Our college theme for 2019 is 'Growing into Good Men'. We continue tobuild a Catholic environment which is faithful to our traditions, andresponsive to our contemporary church and diocesan evangelisationinitiatives.
We seek to deepen knowledge of, and engagement with, prayer,Sacraments and our Patrician heritage with a particular focus onCatholic values and faith in action.
Steps to be taken toachieve Priority 1
These will include:the executive providing the professional developmentopportunities for staff in the area of Catholic valuesevaluation of World Youth Day 2019engagement with Patrician-linked schools, including thePatrician Cup and leadership workshopssupporting diocesan evangelisation initiativessupporting Faith in Action Teams (FIAT) formation initiativesbased around the college theme 'Growing into Good Men'
Priority 2 To improve reading and writing, numeracy skills through explicitinstructional practices with a focus on Stage 4, connecting EnglishMathematics Stage 4 (EM4), NAPLAN, Progressive Achievement Tests inReading (PAT-R), professional learning and case management
Reason for Priority 2 NAPLAN and PAT-R results and trends indicate there are still areas forimprovement and development, particularly in the area of writing.Examination of the data demonstrates that we need to focus onextending our higher ability students to ensure they have learninggrowth. We also recognise the need to combine both reading andwriting in our priority as there is a reciprocity between these.
Steps to be taken toachieve Priority 2
We will facilitate development of staff and incorporate high yieldstrategies by:
clear learning intentions, success criteria, accountable talk,descriptive feedback, rich tasks, graphic organisers, casemanagement and data wallsthe use of visible learning aids to reflect success criteriaexpectations and mentor/exemplar textsconstructing data walls for targeted students by collectingbaseline dataproviding opportunities to measure growthshared reading strategiesPrincipals Writing Challenge
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Priority 3 To improve the quality of teaching and learning in our community witha focus on the use of technology
Reason for Priority 3 With the continuation of the Bring Your Own Device (BYOD) policy andthe use of the Google Classroom platform, teachers require additionalstrategies with management and effective use of technology topromote learning and provide skills for 21st century learners such asbeing creative problem solvers, resilient, resourceful thinkers andactive members of their communities.
Steps to be taken toachieve Priority 3
In 2019:Every teacher will present an Individual Professional LearningPlan.Every Key Learning Area will develop an Improvement Planbased on the college Action Plan goals.The professional development officer will observe and providefeedback on every teacher once each semester.Instructional walks and peer collaboration will focus on theeffective use of technology in the classroom.Learning presentations will focus on technology application inthe classroom to promote quality teaching/learning.
Community Satisfaction
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Community Satisfaction
Parent satisfactionThe 'Tell Them From Me' (TTFM) survey data acknowledged the obvious Catholic culture of thecollege with opportunities for faith development. The parents scored the college extremelyhighly in the following areas: parents felt welcome;it is an inclusive school; there is safety atschool; the school supported positive behaviour; the school supported learning; and parentswere informed.
Student satisfactionThe TTFM data indicated a strong pride by the students in the college and its achievements.Students acknowledged that teachers were energetic and passionate and that their lessons werewell planned. Students also commented on how teachers catered for the diversity of learningstyles and their emotional needs.
Teacher satisfactionThe TTFM data showed teachers appreciated the achievements of the college community andthese were a source of pride and community recognition. Not surprisingly, staff reported a highlevel of Catholic culture and practice through prayer and social justice. The data also indicated astrengthening of professional learning, teamwork, role clarity, feedback and recognition since2014.
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Student Profile
Enrolment PolicyPatrician Brothers' College follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.
Current and previous years' student enrolmentYear Boys Girls Total
2016 1163 0 1163
2017 1144 0 1144
2018 1136 0 1136
Enrolments have been relatively steady over the last four years.
Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.
Year 7 94
Year 8 93
Year 9 93
Year 10 94
Year 11 95
Year 12 95
School average 94
Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.
Language background other than English (LBOTE) 169
Students with disablities (SWD) 154
Indigenous 25
Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.
They maintain accurate records of students' attendance, follow up unexplained absencesPatrician Brothers' College, Blacktown Page 18
They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.
The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.
Student retention ratesThe retention rate of students for Year 10 to Year 12 was 90%.
Retention rate is strong despite competition in the local area with trade schools and senior highschools.
Senior secondary outcomesThe following table shows the percentage of Year 12 students who undertook vocational trainingor training in a trade while at school, and the percentage that attained a Year 12 certificate orequivalent vocational education and training qualification.
Percentage of Year 12 students who undertook vocational training while at school 39
Percentage of Year 12 students who undertook training in a trade while at school 0
Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocationaleducation and training qualification
96
Post school destinationsEach year Patrician Brothers' College collects destination data relating to the Year 12 studentcohort. The table below sets out the percentages of students for the various categories.
Destination of students leaving Year 12 %
University 52
Technical, and Further Education (TAFE) 21
Workforce 21
Other/Unknown 6
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Student wellbeing
Student welfare, discipline and anti-bullying policies and pastoral carePatrician Brothers' College places student well-being and student expectations at the centre oflearning and teaching. Welfare and discipline policies are published in the annual StaffHandbook.
All members of our college community have the right to be safe and happy (college MissionStatement). This is lived out at Patrician Brothers' College. Our Student Management policy andAnti-Bullying policy, along with other policies and procedures, are designed to encourage allstudents to respect these values and rights. The policies are based on the principles of naturaljustice and procedural fairness. Corporal punishment is expressly forbidden at the college.
Details of rules and expectations related to student management are included in the studentdiary and enrolment documentation, while regular updates and reminders are provided in thefortnightly college newsletter, The Focus, our school website, student assemblies and parentevenings.
There has been no change in policies from the previous years' policies.
Key elements of student management at our school in 2018 included:comprehensive Merit Award system to encourage participation and excellence leading upto the principal's awardcomputerised Student Attendance System to track attendance, including text messages toparents regarding absence and eventsswipe cards to allow students to access technology, sign in/out, borrow library books andtextsgraduated detention system used when positive measures failregular team meetings to develop identity and connectivityleadership opportunities for those displaying leadership potentialapplications of restorative justice principles by all members of the school communitywhen dealing with student management situationsclearly defined procedures for dealing with critical incidentselectronic student management records to record and monitor behaviour informationaccuratelyconsistent use of student diary for communication and monitoring of behaviour andparticipationaccess to school counsellor whenever required or recommended
Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP) policy andprocedures. A copy of the school policy can be accessed at:http/www.parra.catholic.edu.au/policy-central.
There has been no change in policy in 2018.
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Section Eleven: Financial Statement
Income Expenditure
Commonwealth (62%)Capital (0%)State (18.2%)Fees (19%)Other (0.8%)
Capital (1.6%)Salary (73.9%)Non-Salary (24.5%)
RECURRENT and CAPITAL INCOME
Commonwealth RecurrentGrants1
$10,314,391
Government Capital Grants 2 $0
State Recurrent Grants 3 $3,036,026
Fees and Private Income 4 $3,156,597
Other Capital Income 5 $131,696
Total Income $16,638,710
RECURRENT and CAPITAL EXPENDITURE
Capital Expenditure 6 $254,404
Salaries and Related Expenses 7 $11,703,187
Non-Salary Expenses 8 $3,871,361
Total Expenditure $15,828,952
1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.
2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and
special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from
parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School
Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as
superannuation, workers compensation and leave.
19%
18.2%62%
■■■■■
24.5%
73.9%
■■■
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8. Non-Salary refers to all other Non-Salary Recurrent Expenses.
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