St Columba Anglican School Port Macquarie Annual Report 2015 · 2020-02-13 · St Columba Anglican...

St Columba Anglican School Annual Report 2013 Page 1

St Columba Anglican School

Port Macquarie

Annual Report 2015



CONTENTS

St Columba Anglican School

3 Iona Avenue (off Major Innes Drive)Port Macquarie NSW 2444

Phone: (02) 6581 4188Fax: (02) 6581 4190Email: [email protected]: www.scas.nsw.edu.au

About this report 4

A Message from Key School Bodies 5

Vision Statement 5

Principal’s Report 6Chair of Council’s Report 8Student Representative Council Report 10

Contextual Information 11

Student Outcomes in Standardised National Literacy & Numeracy Testing 12

Record of School Achievement (ROSA) 24

Higher School Certificate Results 25

Comparative HSC over time 27

Professional Learning and Teaching Standards 29Workforce Composition 31

Student Attendance and Management of Non-Attendance 32

Retention of Year 10 to Year 12 34

Post School Destinations 35

Enrolment Policy and Characteristics of The Student Body 36School Policies 37

School Determined Improvement Targets 39Initiatives Promoting Respect and Responsibility 41

Parent, Student and Teacher Satisfaction 42

Summary of Financial Information 43

Concluding Statement 44


ABOUT THIS REPORT

St Columba Anglican School Port

Macquarie is registered by the Board

of Studies (NSW) as an independent

school.

This 2015 Annual Report provides the

school community with reliable and

objective information about school

performance measures and policies,

as determined by the Minister for

Education.

Accordingly, the Report demonstrates

accountability to regulatory bodies

and the school community.

This Report complements and is

supplementary to School Newsletters,

Yearbooks and other regular

communications. The report will be

available on the School’s website

by 30th June 2016, following its

submission to the Board of Studies.

Further information about this Annual

Report may be obtained by contacting

the School.

Terry Muldoon

Principal

30th June 2016


St ColumbaAnglican School

VISION STATEMENT

Encouraging intellectual, spiritual and

cultural development of each student

through excellence in teaching in a

caring, Christian environment

St Columba’s aims:

• To encourage an integrated attitude to faith and learning, with meaningful worship following Christian principles as part of the school’s curriculum.

• To develop a partnership between school, parents and students that will enhance the teaching/ learning process.

• To encourage students to participate in a well balanced programme of curricular and co-curricular activities enabling them to discover individual strengths and talents.

• To develop confidence, self esteem, respect and tolerance of others in the belief that social awareness is a critical aspect of the Christian faith.

• To provide an environment between teachers and students that will enhance mutual respect and trust.

A MESSAGE

FROM KEY SCHOOL BODIES


PRINCIPAL’S REPORT

This report seeks to set down a summary of

the significant actions taken by the school to

meet its strategic objectives in 2015 and the

plans to further realise its potential in 2016

and beyond.

General Strategy

The operational strategy for the school

revolves around the three concepts of

Excellence, Effectiveness and Enterprise. These

concepts inform and guide the school in all its

planning and actions.

SCAS Strategic Vision

• Excellence begins with an attitude that it is,

in fact, possible for us to be great.

• Effectiveness is about getting the

foundations right.

• Enterprise is about seeking out

opportunities and translating these into

actions.

With the stated aim of offering the Port

Macquarie-Hastings (and beyond) community

the best possible education, St Columba

Anglican School continues to refine its

processes and structures to meet the needs

and aspirations of its students and their

families.

Excellence In Education at SCAS will be

created by:

• Continually reviewing the effectiveness

of our academic structures, methods of

teaching, subject offerings and modes

of decision-making so as to ensure our

students are well-prepared for further

education, life and success in a rapidly

changing world.

• Establishing whole school standards

for teaching and learning that focuses

on innovative and effective processes

and practices, combining individual and

collaborative learning opportunities.

• Developing formative assessment

approaches, performance tracking and

reporting that provide students and parents

with regular feedback and incorporating

effective improvement and enrichment

opportunities.

• Encouraging intellectual rigour through

ensuring our education is engaging and

creates learning opportunities that allow

students to display and develop a diversity

of talents.

• Enhancing the effectiveness of the support

we offer both students with high support

needs and students whose rapid pace

and potential for learning require valid

enrichment and/or acceleration.

• Upgrading teaching and learning spaces so

that they reflect the engaging, inspiring and

effective learning models.

• Engaging all teachers in strategic learning

conversations and ensuring that they are

given access to the skills and resources

required to meet the school’s professional

expectations.

Professional Learning will support

excellence in education through:

• An annual review and reflection by all

staff that will evaluate and enhance their

professional practice.

• Maintaining the process of the Embedding

Excellence (K-12), series of collaborative

learning conversations, seminars, lesson

visits etc.

• Constant review of assessment philosophy

and practice to ensure that we focus

on students’ needs and appropriate

assessment practices.

• Support teachers in learning projects and

study through in-house training/seminars,

school visits, exchanges that ensure the

broadest and most positive approach to

teaching and learning.

• Introduce innovations in curriculum,

teaching practices and learning technology

that promote the continual development of

ideas, skills and perspectives.

• Promote the school as a learning provider

of professional development, accreditation

and practicum experience.

• Generate opportunities for innovation

through allowing greater responsibility for

individual staff and distributive leadership.

• Develop a reputation as an educational

innovation incubator.

• Continually review our staff recruitment

strategies (experienced and new staff)

to ensure that they match our vision and

strategies.

Governance

• AIS Governance seminar attended by the

Chair of Council, Principal and Business

Manager.

• A Review of processes to meet state and

federal compliance due to changes in state

and federal legislation has been carried out.

• Purchase of partner’s share of CCELC is

being undertaken allowing the CCELC to

be directly managed by the School and

brought into line with the school’s values.

• Partnership with Charles Sturt University

continues.

• Partnership with C2Hills to create and

deliver Company Directors courses.

Organisational Membership

• Australian Heads of Independent Schools

Association

• Association of Independent Schools (NSW)

Hunter Region Independent Schools

• Grafton Diocesan Schools Network

• Heads of Independent Co-Educational

Schools (NSW)

• Australian Council of Educational Leaders

• Australian Council of Education

HSC Results

Our excellent results, once again placing us in

the top 100 schools in the state, are a tribute

to the hard work of our staff K-12. Our aim will

be to ensure that we maintain the excellent

academic performance of our students, while

offering them lived Christian example and the

skills that will allow them to continue to grow

and succeed in their post-SCAS life.

2016 Educational Strategic Foci

Working with the Heads of School, the

following areas have been determined as

strategic areas of development for 2016.

Each focus area will have a team working on

its planning and realisation. These teams will

report their progress each term to the Head of

School.


Primary School

1. Using data to identify areas where our

(teachers and students) performance can be

improved.

2. The development of Professional Learning

Teams based on our experience with

Embedding Excellence to enhance

professional dialogue, performance and

thought.

3. Learning Power (Guy Claxton et al) constructs

that link positive personal development with

learning and will enhance success.

4. Differentiation practices that promote equity

and engagement for all students.

5. STEAM learning that links learning to hands

on learning and life skills.

6. Clustering: Using the concept to develop a

program that enhances the learning of all

Primary School students.

Secondary School

1. Using data to identify areas where our

(teachers and students) performance can be

improved.

2. The continued development of Professional

Learning Teams to further enhance

professional dialogue, performance and

thought.

3. Introduction of the concepts of Learning

Power (Guy Claxton et al) into the curriculum.

This concept includes constructs that link

positive personal development with learning

and will enhance success.

4. Leadership and management training for

Heads of Faculty.

5. Differentiation practices that promote equity

and engagement for all students.

6. STEAM learning that links learning to hands

on learning and life skills.

7. Development of a cohesive policy and

practice in relation to the use of streaming,

cluster grouping or unstreamed classes in the

Secondary School.

8. Project-based learning (PBL) is a dynamic

classroom approach in which students

actively explore real-world problems and

challenges and acquire a deeper knowledge.

Teaching and Learning Programs

• Embedding Excellence: AIS funded

• Professional Learning Teams: K-12

• Learning Centre: Shine, Cluster grouping

• Da Vinci Decathlon: SCAS as is now the

Convener for the Mid North Coast

• HICES: Yrs 5-8 Music Camp (and Sydney Town

Hall performance) and Primary Gifted and

Talented Camp

Spiritual Life of the School

• Development and approval of sustainable

Chaplaincy document has been completed

and is being realised in concert with Bishop

Sarah.

• Replacement of Assistant to the Chaplain

has been necessary due to the incumbent’s

acceptance of a senior position at Orange

Anglican Grammar School.

• Sporting Development.

• Creation of K-12sporting strategy.

• Achievement of Level 1 status in HRIS

competitions.

• Completion of the gymnasium.

• Stage 1 creation of strategic plans for co-

curricular sport completed.

Finance and Administration

• New MEA adopted

• TASS system fully integrated into school

• New fee and levy structure developed

• Re-branding of school signage and logos

• P & F Constitution reviewed

Enrolments

• Dance scholarships successfully expanded

• Indigenous scholarships program expanded

• Mid-year scholarships program introduced

Campus Development

1. SCAS Campus

• PACE Building development planned and

ready for commencement

• WHS Site inspection carried out

• Construction of cricket pitch and cricket

nets

• Construction of second tennis/hard court

• New cleaning contractors for SCAS and

CCELC engaged

• New traffic management system successful

in decreasing peak period gridlock

• BGA grant received for Performing Arts

Centre development

• Review of Dawson Hub strategic

performance and structure

• Upgrade of campus digital firewalls

• Programmed maintenance of campus

• Air conditioning of general learning areas

commenced

2. Columba Cottage Early Learning Centre

• New Executive Director appointed

• Audit of quality performance completed

by consultant

• Risk matrix developed and implemented

• Upgraded school preparation/transition

program developed

• Programmed maintenance of site

• CCTV upgraded

• Review of marketing material etc

undertaken


CHAIR OF COUNCIL’S REPORT

SCAS Council - Retiring Board Members

Archdeacon John West retired as rector of the

Anglican parish of Port Macquarie on Sunday

28th February 2016. John commenced his Board

membership in April 2009 and has served the

SCAS community with distinction. He has been

a valued member of the Grafton Diocese serving

as Archdeacon of the South for a number of

years. I have personally valued his counsel,

advices and encouragement as I am sure SCAS

Board has also.

Andrina Dawson (Deputy Chair) and Alan

Deutschbein both Foundation members of

SCAS Council (2002) will both retire ain 2016

in accordance with the Anglican Diocese of

Grafton Constitution for all schools. It has been

an absolute pleasure for me personally and the

whole Board, to have their advices, counsel

and encouragement over the last fourteen

years. Each has brought to the SCAS Board

many talents in their own fields of expertise,

with Andrina and her background from Sydney

Conservatorium, ABC and British Museum,

and Alan with his extensive knowledge and

qualifications in engineering. SCAS Board

sincerely thanks them for their unselfishness,

dedication and commitment to SCAS.

Grafton Diocese Schools Commission (DSC)

2014 saw the establishment of a new Diocesan

Schools Commission embracing the five

Anglican Diocesan Schools. Rt. Rev Dr Sarah

Macneil as President and Phillip Bonser as Chair,

together DSC Board members, are charged with

the oversight of the five Anglican Schools in

the Diocese. Financial templates encompassing

suitable KPIs have been established and

required to be provided following the Govt.

School Census in February and August each

Year. SCAS Board can attest to the increased

regulatory requirements now in place and trust

that the governance of each Diocesan School is

in “good hands”.

Grafton Diocese Schools Network

The Diocesan Schools Network has also

been retained which brings together the five

Schools, four times a year, to share information

between Chairs, Principals, Business Managers

and Chaplains. It has been found to be most

effective and the venue is alternated between

schools. Chairs, Principals, Business Managers, &

Chaplains have much to share and compare in a

highly professional organisation.

Principal and Staff

Principal Terry Muldoon commenced in 2008,

and his eight years of Principal-ship has been

marked by significant student growth, important

successful Govt. grants, outstanding academic,

sporting, cultural and spiritual outcomes,

employment of outstanding staff, and a sound

working relationship with SCAS Board. Under

Terry’s leadership, and particularly Garry Clifton

supervision, The Alpha School System (TASS)

was introduced in 2014 and refined in 2015.

This is an integrated admin. /finance package

which is proving to be highly effective. Our

thanks to the Admin. / Staff for the introduction

of this latest technology. The School Executive

continues its significant contribution to the

day-to-day running of SCAS. Our thanks also

are conveyed to our Foundation Chaplain, Rev

Duncan McArthur on his Christian and pastoral

oversight at SCAS.

Annual Presentation Days/Nights

Presentation Days/Nights in December 2015

were a significant acknowledgment to an

outstanding year. Archdeacon John West, Rev.

Ken Fenton, and family Ministers Alan Wood

and Bruce Blackbell were present alternatively

at the four presentations, and spoke highly

of our students, staff and Council. The various

Primary School functions were held in the Iona

Centre, with the Secondary School nights in

the “Glasshouse” Port Macquarie CBD. SCAS

Board conveys its appreciation to Principal

Terry Muldoon, Head of Secondary School Alan

Guihot, and Head of Primary School, Bruce Little

and all staff and students. I take this opportunity

here, to thank the enormous number of donors

responsible for the academic, cultural, sporting

and Christian Studies awards made available

each year to outstanding students.

Parents and Friends Association (P&F)

During 2015 I attended a P&F meeting with Terry

Muldoon (a regular at P&F meetings), and we

forged a “closer relationship” with them. There

are a number of new initiatives “coming on line”,

which are exciting for the school community.

Our thanks particularly to the P&F Executive and

their significant contributions to SCAS.

Mid North Coast Independent Trade Training

Centre (MNCITTC)

Again in 2015 the MNCITTC embraced both

Hospitality and Carpentry courses with great

success. As yet the Electro-technology course

has insufficient numbers. It is our desire subject

to Govt. permission to introduce courses in

Child-Care in the future, which will enhance

future employment opportunities at CCELC.

The MNCITTC is a tremendous facility for SCAS,

and used in a great variety of uses. School Board

members Howard Durant and David Crofts

comprise a Sub-Committee, and continue to

address the opportunities and challenges for

2015 and beyond.

Columba Cottage Early Learning Centre

(CCELC)

During 2014 it became apparent that the

occupancy of 138 students a day was proving

difficult to manage and provide the parent/

staff contact that is so essential in the 0-5 years

students. From a Centre that commenced in

2009 with 79 places, increasing to 90 places in

January 2011, and finally 138 places in July 2012,

our staff was well qualified to monitor efficiency,

productivity, and student/parent relationships.

As a consequence and by agreement with

the joint partnership, CCELC occupancy was

amended to 123 places per day, comprising 23

places for 9.00am to 3.00pm students, and 100

places for all day students.

Following the retirement of the Director of

CCELC, on 1st July 2015, Jenna Lindsay then

Grace Cooper acted in the leadership role and

did an outstanding job. A comprehensive

recruitment process was entered into, an

interview panel engaged, who interviewed the

“short-listed “candidates, and recommended the

outstanding applicant Susanna Christie. SCAS

Council and Corp. Trustees (the joint partners)

approved the recommendation. Susanna

commenced part-time between Oct – Dec 2015,

and will be full-time in 2016. Her leadership is

evident from the start, with increased morale,

new and state-of-art technology, improvements

to buildings and grounds, re-vamped leadership

model, new CCELC “branding”, and increased

occupancy rates.

Out of Schools Hours Care (OSHC)

The OSHC programme in 2015 has seen

significant growth, despite the enormously

successful extra-curricular activities that are

available on SCAS campus each day.

June White from CCELC manages the OSHC

programme together with CCELC staff. The

programme incorporates Before School Care

(BSC), After School Care (ASC) and Vacation Care

(VC).

Vacation Care has been particularly well

attended, providing a well-balanced and

resourced programme during school holidays,

Dec/Jan, April, June/July and Set/Oct.

Occupancy has been extremely high at +90%.

SCAS Master-Plan

The following chart outlines the fourteen stages

of the development of the SCAS Master-Plan.

SCAS has been enormously indebted to

our project manager, Bill Amy, who has had

oversight of our Master-plan (Built environment)

since 2005. Bill has delivered, “on time, and on

budget”, a very enviable record.

2001 to

2002

Nosworthy Building (Primary

School) and Jones Building (Primary

School)

2003 Barrett Science Building

Dawson Library

2004 Rogers Building (formerly Middle

School)

2006 Deutchbein Building (formerly Staff

Central now the Creativity,

Innovation and Excellence Centre.

2007 McArthur Administration Building

and School Chapel

2008 Pitt Building (Primary School)

2010 Iona Centre (Multipurpose Centre)

2011 Syd Hopkins (Senior Studies Centre)

2012 Mid North Coast Independent Trade

Training Centre

2013 Jenkins Building (Purpose built Year

6 Centre)

2014 Phillips Building (Secondary School

extension)

2016 to

2017

Performing Arts Centre of Excellence

(PACE)

Performing Arts Centre of Excellence PACE

The Performing Arts Centre of Excellence Faculty

is going from strength to strength. Music, Dance

and Drama are brought together across the

SCAS Campus. SCAS embraces a very impressive

Co-Curricular programme. Ensembles in K-12

represent around 80% of the entire student

enrolment (800+ students).

Led by Mark Brown and an enormously talented

team of staff, our Performing Arts students, by

their sheer enthusiasm, talent and dedication

have placed enormous pressure on the

availability of classrooms at SCAS. The PACE has

been envisioned for a number of years, with the

SCAS Board engaging our Project Manager Bill

Amy (ten years of experience at SCAS) together

with a number of highly qualified Consultants

who have past experience in the former twelve

stages at SCAS. The sheer numbers of Regional,

State and National awards give testimony to

the significance of SCAS students in Performing

Arts.

By resolution of the SCAS Board, Architects,

Engineers, Sound and Acoustic Consultants,

Quantity Surveyors, etc. have been engaged

to develop a state-of-the-art building which

will contain also, four further classrooms,

urgently needed for our 2017 enrolments, and

Performing Arts rooms of the highest quality for

the overwhelming number of Performing Arts

students. This is an enormously exciting project.

Anglican Diocese of Grafton

The SCAS Board and the SCAS School Executive

convey their appreciation to the Rt. Rev Dr

Sarah Macneil, Bishop of the Anglican Diocese

of Grafton, Chris Nelson, Registrar, Julie White,

Diocesan Accountant and indeed the entire

Diocesan staff for their continuing support and

encouragement during 2015.

Charles Sturt University

The new Charles Sturt University campus

(adjacent to SCAS) opens in April 2016, with

up to 1,000 students and in excess of 100 staff.

Building commenced in November 2014, and

SCAS Council has enjoyed a very strong working

relationship with former Head of Campus,

Emeritus Prof. Ross Chambers. SCAS has already

a number of MOUs in place with respect to

co-operation between the two institutions,

particularly with respect to the use of SCAS

science class-rooms. We trust this relationship

will continue particularly as both educational

facilities are adjoining.

Audit 2014

The 2015 Audit was undertaken by Matt.

Edwards, CPA, Director of PDD, a Port Macquarie

Accountancy firm. On behalf of SCAS Council I

thank, and acknowledge Matt. for his significant

contributions to SCAS & CCELC’s audit processes.

We appreciate Matt’s sound comments, advices

and performance. SCAS has achieved a very

solid result for 2015.

Sporting Facilities Master-Plan

With our increasing sporting participation and

successes, district, regional, and State-wide,

the PDPHE Department recommended to

SCAS Council a Sporting Facilities Master-Plan.

With SCAS’s young, enthusiastic, and highly

motivated staff, we will readily embrace this

venture.

This year we have seen the advent of highly

functional cricket nets, a new state-of-the-art

cricket pitch on the main oval, a superb new

additional tennis court, and long jump/triple

jump venue.

SCAS has many outstanding sporting students

who are representing SCAS locally, at HISAs, and

even at State level. Well done to our students.

Chaplaincy & Pastoral Team

Under our Foundation Chaplain, Rev Duncan

McArthur and Scott Hazelton, Head of Ministry

and Christian studies, SCAS offers students

sound guidance in good and difficult times,

opportunities to embrace Christian faith, and

above all to value and appreciate their fellow

students. SCAS Council and SCAS School

Executive and staff where proud to see Scott

move onto the Deputy Principal of the Orange

Anglican Grammar School. We wish him success

and fulfilment in this new role.

“Blessed are those who have learned to acclaim

you, who walk in the light of your presence, O

Lord. They rejoice in your name all day long; they

exult in your righteousness. Psalm 89: 15-16

Rev Canon Dr John Barrett OAM Foundation

Chair, SCAS Council

For and on behalf of:

The Right Reverend Dr Sarah Macneil, Anglican

Bishop Grafton, President, Andrina Dawson

(Deputy Chair), Dr Stephen Begbie, Dr Gordon

Burch, David Crofts, Jennifer Crofts, Alan

Deutschbein, Chen Gaul, Howard Durant, Loris

Hendy, Archdeacon John West. Julie Cooper

(Secretary)



STUDENT REPRESENTATIVECOUNCIL REPORT

Students at St Columba Anglican School participate in leadership positions at the following levels and capacities: Primary School Secondary School

Captains Captains

Vice Captains Vice Captains

House Captains House Captains

Seniors YearRepresentatives

Leadership in the Secondary School also comprises the Senior Leadership Committee (SLC) and Year Representatives. The SLC is composed of the Captains, Vice Captains, House Leaders and Prefects. The Year Representatives involve one female and one male leader per cohort from Years 7 to 11.

As part of the School’s commitment to training student leaders, a number of different activities have been undertaken to provide opportunities for students to observe, develop and model appropriate leadership skills. For Primary School (Year 6) and Secondary School, Leaders Training is provided on a continuing basis throughout the year.A Senior Studies and Leadership Expedition is held for all Year 11 students in Term I. The SLC meet weekly and Year Representatives meet fortnightly to discuss student issues and to raise funds for student projects. In addition, students from Years 9 to 12 are eligible to join the Rotary sponsored group Interact, which meets fortnightly. Interact members are active in fundraising activities, public speaking and seven representatives attended the Model United Nations Assembly in the state this year. As part of their role as Student Leaders, the SLC students are inducted in a two day Leadership Training Retreat where they have the opportunity to discuss what Leadership is and plan their contribution to the School community for their particular year of involvement. A modified program for the Year Representatives is also run where they participate in a one day leadership program held on school grounds. Online voting has also helped to make the voting process more efficient.The types of skills that are important for people to lead well include:

EffectiveCommunication; Problemsolvingskills;Decisionmakingskills;Teamworkingskills;Theability to dealwith stress and stressful situations; Goal setting; Evaluating; Supervising others;Motivation;TimeManagement;PublicSpeaking

St Columba Anglican School is a Christian school with an Anglican foundation, and provides a comprehensive educational experience from Kindergarten to Year 12.

The value of the individual and recognition of each student’s endeavours, achievements and potential to contribute to the community are at the core of the school.

In all areas of school life we aim to provide a supportive, nurturing environment where fun is balanced with good discipline, and self expression balanced with personal responsibility. SCAS is a place where friendships and teamwork are encouraged and developed by a staff that is dedicated, compassionate and understanding of the needs of young people.

SCAS follows the curriculum as set down by the NSW Board of Studies and participates in all external examinations up to the Higher School Certificate. Our aim is that students will leave us as fulfilled young adults with their skills and talents recognised and developed.

At SCAS co-curricular activities are seen as a valuable part of the School’s educational experience. Outdoor education programmes, House activities, clubs, a great range of sports, drama, dance, debating, public speaking, chess, musical ensembles, academic clubs and choirs mean there is an opportunity for everyone to explore their interests.

CONTEXTUAL INFORMATION



STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING

NAPLAN Test Results Years 3, 5, 7 and 9:The NAPLAN results for 2015 demonstrate the quality of the student achievements at St Columba. The results for the school are consistently above the National and State averages for both Literacy and Numeracy and once again the percentage of students at or above national benchmarks are greater than 93% in all aspects of these tests. These results reflect the school’s reputation for academic excellence.

Comparative tables showing the St Columba candidature’s mean, the State’s mean and the National mean for each test

Year 3

Reading Writing SpellingGrammar and

Punctuation Numeracy

St Columba 462.8 453.7 431.7 458.7 436.2NSW AIS Schools 457.7 443.1 442.2 471.5 427.6NSW 430.3 423.1 418.5 439.7 402.5

Year 5



St Columba 519.9 491.2 515.7 530.2 524.8NSW AIS Schools 529.0 502.6 525.8 540.9 521.3NSW 502.0 483.5 506.4 509.1 498.5


Year 7

Year 9

Proportion of students at or above National Minimum Standards



St Columba 585.7 537.8 570.6 581.4 572.1NSW 549.5 511.5 555.1 546.6 548.9Australia 546.0 510.6 546.7 543.1 542.5



St Columba 598.5 582.5 603.6 587.0 598.0NSW 584.1 545.0 591.9 571.5 599.6Australia 580.2 546.5 583.2 567.9 591.7

Reading Writing Spelling Grammar Numeracy

Year 3 97% 99% 97% 96% 98%Year 5 99% 96% 99% 97% 100%Year 7 98% 95% 94% 98% 98%Year 9 95% 95% 94% 94% 98%


Year 3

Year 5

Comparision of NAPLAN Results for 2015 Years 3 & 5with Diocesan Schools plus local Independent SchoolsSt Columba’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2015 and reflect positively in comparison to similar schools in the local area. The results for both of our Year 7 and Year 9 cohorts were particularly strong across all aspects of these tests.The key shows the comparison in results:

• St Columba Anglican School in green• Diocesan/Local Schools in black• State in blue

NAPLAN 2015: Overall Numeracy


Year 3

Year 5

Comparision of NAPLAN Results for 2015 Years 3 & 5with Diocesan Schools plus local Independent Schools

NAPLAN 2014: Grammar and Punctuation


Year 5

Year 3

NAPLAN 2015: Literacy - Reading


NAPLAN 2015: Literacy - Writing

Year 3

Year 5


NAPLAN 2015: Literacy - Spelling

Year 3

Year 5


Comparision of NAPLAN Results for 2015 Years 7 & 9with Diocesan Schools plust local Independent Schools

St Columba’s results have remained skewed towards the higher bands in Literacy and Numeracy for 2015 and reflect positively in comparison to similar schools in the local area. The results for both of our Year 7 and Year 9 cohorts were particularly strong across all aspects of these tests.

The key shows the comparison in results:• St Columba Anglican School in green• Diocesan/Local Independent Schools in black• State in blue

Year 7

Year 9

NAPLAN 2015: Numeracy - Number, Patterns and Algebra


Year 7

Year 9

NAPLAN 2015: Numeracy - Data, Measurement, Space and Geometry

St Columba Anglican School Annual Report 2015 Page 21t

Year 9

Year 7

NAPLAN 2015: Literacy - Reading


NAPLAN 2015: Literacy - Writing

Year 7

Year 9


NAPLAN 2015: Literacy - Spelling

Year 7

Year 9


RECORD OF SCHOOL ACHIEVEMENT

Students who leave St Columba Anglican School before receiving their Higher School Certificate, may be eligible to receive a Record of School Achievement (RoSA). The RoSA is a cumulative record of courses completed in Stages 5 and 6 and participation in any uncompleted Preliminary Stage 6 courses whilst the student was at the school.

To qualify for the RoSA credential at St Columba Anglican School, a student must have attended and completed the approved Board of Studies curriculum set for study in Year 10. Grades will be awarded to students completing approved courses of study in Stages 5 and 6 whilst at the School. These grades will appear on a student’s Transcript of Study which can be accessed online from the Board’s website. A formal RoSA credential is only issued after a student has left the School.

Students leaving school who do not meet the RoSA requirements will be issued with a printed Transcript of Study.

Students who complete their HSC will be able to receive a RoSA at the same time as their HSC, detailing their achievement in their earlier years of study.

A student who does not satisfy a course requirement whilst at School and who receives an N-determination in a mandatory course at the end of Year 10, will not be not eligible for the award of a RoSA. Students who find themselves in this position may have right of appeal to the principal and subsequently to the Board of Studies.

Further information on the RoSA can be found at www.boardofstudies.nsw.edu.au


HIGHER SCHOOL

CERTIFICATE RESULTS

HSC RESULTS 2015Students at St Columba Anglican School have continued to build on the academic tradition of the school with excellent HSC results. The recent trend of over 50% of students examination results being in band 5 or greater continued in 2015 and over 15% of our students appeared in the Distinguished Achievers List. Notable results include 86% of students in Design and Technology achieved Band 6 results; 67% of the Dance students achieved Band 6 results; 60% of students studying Music 1 achieved Band 6 results; 50% of the Drama students achieved Band 6 results. Four students achieved State rankings in the Top Achievers List with a 9th in Business Studies, 4th in Construction, 2nd in Legal Studies, 15th in Business Studies. These results are a reflection of the hard work and efforts of our students and staff and enhance the schools culture of academic excellence and achievement.

Some other notable results included 7 nominations for HSC Dance ‘Callback’, 4 nominations for HSC ‘Design Tech’ and a nomination for both HSC Drama ‘On Stage’ and HSC Music ’Encore’.

In 2015 St Columba Anglican School ranked 94th in the to 100 schools in the state (source: Sydney Morning Herald).

HIGHER SCHOOL CERTIFICATE

TESTNO OF

STUDENTS

PERFORMANCE BAND ACHIEVEMENT BY %EXAMINATION MEAN

SCHOOL VS STATE

Bands 6-4 Bands 3-1 School State

Ancient History 2 Unit 8 School: 100

Statewide: 61School: 0

Statewide: 39 81.34 71.34

Biology 26 School: 73


Statewide: 30 77.91 71.13

Business Studies 9 School: 89Statewide: 66

School: 11

Statewide: 34 84 73.65

Chemistry 18 School: 94Statewide: 73

School: 6Statewide: 27 82.14 75.81

Community and Family Studies 6 School: 100


Statewide: 35 81.6 72.73

Dance 6 School: 83Statewide: 77

School: 17

Statewide: 23 84.53 77.09

Design and Technology 7School: 100


Statewide: 21 91.57 76.25


HIGHER SCHOOL CERTIFICATE

TESTNO OF

STUDENTS

PERFORMANCE BAND ACHIEVEMENT BY %EXAMINATION MEAN

SCHOOL VS STATE

Bands 6-4 Bands 3-1 School State

Drama 5School: 100


Statewide: 18 88.76 77.81

English (Standard) 26 School: 42


Statewide: 58 67.79 67.10

English (Advanced) 53School: 92


Statewide: 9 78.29 80.43

English Extension 1 8 School: 100


Statewide: 7 38.86 41.80

English Extension 2 5School: 100


Statewide: 18 40.56 39.54

Geography 12School: 92


Statewide: 34 77.72 73.85

Information Processes and Technology 11School: 91


Statewide: 34 79.33 72.36

Legal Studies 11School: 100


Statewide: 32 85.91 74.60

General Mathematics 38 School: 63Statewide: 50

School: 37

Statewide: 50 71.93 68.64

Mathematics 26 School: 85Statewide: 81

School: 15

Statewide: 19 75.98 77.89

Mathematics Extension 11 Unit

9 School: 67Statewide: 84

School: 33

Statewide: 16 72.13 81.20

Mathematics Extension 2 3School: 67


Statewide: 14 75.67 82.28

Modern History 16 School: 81Statewide: 72

School: 19Statewide: 28 77.13 75.29

History Extension 7School: 86


Statewide: 22 39.39 38.64

Music 1 5School: 100


Statewide: 12 90.12 80.60

Music 2 1School: 100


Statewide: 12 91.6 86.68

Music Extension 1School: 100


Statewide: 7 49.40 43.60

Personal Development, Health & Physical Education 30

School: 77


Statewide: 38 76.89 73.10

Physics 19 School: 74


Statewide: 37 75.24 72.66

Society and Culture 18 School: 100


Statewide: 19 85.76 77.21

Software Design and Development 3School: 100


Statewide: 33 82.00 73.53

Studies of Religion 2 Unit 8 School: 100


Statewide: 29 80.65 74.20

Textiles and Design 7School: 100


Statewide: 21 87.26 77.48

Visual Arts 9 School: 89Statewide: 88

School:11

Statewide: 12 79.13 79.21

French Continuers 4School: 25


Statewide: 11 67.80 82.16

Japanese Continuers 2School: 100


Statewide: 22 71.00 78.91

Entertainment Industry 8 School: 87Statewide: 57

School: 13

Statewide: 43 79.18 72.58

Construction 11School: 100


Statewide: 54 83.24 71.74

Hospitality 6 School: 100


Statewide: 32 84.97 75.96


COMPARATIVE HSC PERFORMANCE OVER TIME

TEST2012 2013 2014 2015

Bands 6-4 Bands 6-4 Bands 6-4 Bands 6-4

Ancient History 2 UnitSchool 75 67 100 100

State 55 61 61 61

BiologySchool 92 100 78 73

State 63 68 62 70

Business StudiesSchool 87 100 93 89

State 68 66 67 66

ChemistrySchool 93 57 77 94

State 71 74 76 73

Community and Family StudiesSchool 100 86 60 100

State 68 66 71 65

DanceSchool 87 100 100 83

State 70 71 77 77

Design and TechnologySchool 100 100 70 100

State 77 78 75 79

DramaSchool N/A N/A 100 100

State N/A N/A 84 82

English (Standard)School 50 25 7 42

State 49 35 43 42

English (Advanced)School 94 86 92 92

State 89 86 92 91

English Extension 1School 83 86 71 100

State 87 88 93 93

English Extension 2School 72 100 78 100

State 79 78 77 82

Geography School 80 N/A 87 92

State 66 N/A 69 66

Information Processes and TechnologyN/A 100 N/A N/A 91

N/A 61 N/A N/A 66

Legal StudiesSchool 100 100 80 100

State 69 70 76 68

General Mathematics School 75 57 59 63

State 51 42 51 50

MathematicsSchool 82 28 79 85

State 80 76 81 81

Mathematics Extension 11 Unit

School 86 100 40 67

State 85 84 84 84

Mathematics Extension 2School 50 100 17 67

State 88 87 86 86

Modern HistorySchool 100 100 82 81

State 75 76 75 72

History ExtensionSchool 50 67 100 86

State 67 64 78 78


TEST2012 2013 2014 2015

Bands 6-4 Bands 6-4 Bands 6-4 Bands 6-4

Music 1School 100 100 100 100

State 90 89 60 88

Music 2School N/A 100 N/A 100

State N/A 85 N/A 88

Music Extension 1School N/A 100 N/A 100

State N/A 98 N/A 93

Personal Development, Health & Physical Education

School 67 76 36 77

State 63 59 63 62

PhysicsSchool 92 75 75 74

State 67 66 63 63

Society and CultureN/A N/A N/A N/A 100

N/A N/A N/A N/A 81

Software Design and DevelopmentSchool N/A 100 100 100

State N/A 65 66 67

Studies of Religion 2 UnitSchool N/A 75 50 100

State N/A 75 74 71

Textiles and DesignSchool N/A N/A 100 100

State N/A N/A 71 79

Visual ArtsSchool 100 100 100 89

State 89 88 85 88

French ContinuersSchool N/A N/A 100 25

State N/A N/A 88 89

Japanese ContinuersSchool 0 0 0 100

State 68 78 78 78

Entertainment IndustrySchool 100 67 100 87

State 45 48 56 57

ConstructionSchool N/A 100 N/A 100

State N/A 40 N/A 46

St Columba has continued to achieve consistent results in the HSC as reflected in the data above. Performance in the majority of subjects over time has been near or above state average. The trend in results in the higher band has shown a consistent improvement, with over 53% all examination results in the top 2 performance bands in the HSC.

Senior Secondary Outcomes

Category %

Percentage of Year 12 attaining a Year 12 Certificate 100

Percentage of Year 12 undertaking at least one subject of vocational or trade training - Hospitality, Construction or Entertainment Industry 30


The following professional development activities were undertaken by staff throughout 2015:

PROFESSIONAL LEARNING

AND TEACHER STANDARDS

Professional Learning Activity No. of Staff ParticipatingProfessional Learning Teams All Secondary Staff

Staff Meetings Weekly Tuesday afternoon meetings

Staff Development Days January 2015 All Staff (3-5 days) - 86 teaching staffStaff Development Days December 2015 All Staff (2 days) - 86 teaching staffStaff Orientation All new staff for 2015

Subject/Key Learning Area Specific Courses All teaching staff Faculty & Stage meetings

Pedagogy - external subject specific and classroom practice PD (eg PBL) 60

Leadership 14

Compliance 11

Higher School Certificate Marking 7

Governance 1

Pastoral Care 17

Information Technology - TASS, SCAS Computational Thinking Conference, STEM

40

Embedding Excellence Program 11

Staff Presenting at Conferences 6First Aid Course 37

Learning Support - Multilit, Minilit 5

Sport 5

Admin - AIS Exec PA 4

Table 10: Overview of Professional Learning 2015

The Professional Development identified above does not include training provided to staff within regular school meetings (g Faculty or Stage meetings), or Professional Development undertaken by staff on their own accord (eg those studying for Masters or higher degrees, Moocs, online courses etc)

The average expenditure per teacher on professional learning during 2015 was $824 and for support staff $813. This does not include salary for staff attending professional development or the cost of replacing staff on leave for PD.


Category Number of

TeachersTeachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

89

Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or

1

Teachers who do not have qualifications as described in (a) and (b) but have rel-evant successful teaching experience or appropriate knowledge relevant to the teaching context

NIL

Teaching Standards

Table 11: Overview of Staff Qualifications 2015

All members of staff are supervised by Heads of Faculty and/or Heads of School, with Co-ordinators appointed to stages in the Primary School.


WORKFORCE COMPOSITION

Workforce Composition

Category Number

Teaching Staff 90Full Time Equivalent Teaching Staff 79.74Non-Teaching Staff 42

Full Time Equivalent Non-Teaching Staff 36.74Indigenous Staff Members 1


STUDENT ATTENDANCEAND MANAGEMENT OF

NON-ATTENDANCE

Student attendance: 95.72% of students attended school on average each school day in 2015. (95.74 Non-Indigenous and 94.95% Indigenous)

Non-attendance procedures are outlined in our enrolment policies.

Academic Year 2015 Non-Indigenous

Attendance PercentageIndigenous

Attendance PercentageYear 1 97.37 93.13Year 2 95.71 100.00Year 3 97.07 98.00Year 4 96.69 96.50Year 5 95.65 96.00Year 6 96.49 93.00Year 7 96.17 94.00Year 8 95.99 100.00Year 9 94.34 95.33

Year 10 92.80 92.00


The school’s growth parameters include the three streams in Primary School four streams in Secondary School.

Table 12: Overview of Enrolments 2002 to 2015

Year/Grade K 1 2 3 4 5 6 7 8 9 10 11 12 Totals

2002 23 26 26 15 902003 29 16 13 23 28 21 21 42 25 2182004 32 39 22 26 30 39 28 41 43 23 323

2005 50 30 41 26 26 34 45 45 44 37 23 401

2006 41 53 41 46 33 31 46 54 42 42 38 21 4882007 56 50 56 46 55 38 34 48 56 47 44 31 18 5792008 56 55 51 65 52 62 41 59 51 58 48 34 25 6572009 53 60 57 51 66 56 70 52 49 52 46 33 35 6802010 67 55 63 64 53 72 62 78 55 43 49 40 29 730

2011 52 66 63 65 76 53 75 66 78 46 44 44 40 7682012 76 58 60 64 68 78 59 104 75 75 58 40 45 8602013 65 81 63 67 67 75 80 85 103 81 76 52 40 9352014 65 67 84 68 72 79 76 97 85 98 80 82 53 10062015 64 66 69 85 73 81 89 95 97 85 99 70 79 1052

St Columba is a comprehensive, co-educational school that presented its nineth Year 12 in 2015. The school commenced with 76 students in Kindergarten to Year 7 in January 2002 and as at the August 2015 census the School had 1052 students enrolled from Kindergarten to Year 12. This growth is shown in Table 12 below.


RETENTION OF

YEAR 10 TO YEAR 12

Years ComparedYear 10 Total Enrolment on

2013 Census Date

Year 12 Total Enrolment on 2015

Census Date

Year 10 Enrolment at Census Date remaining in Year 12 at Census Date

RetentionRate (%)

2013/2015 76 79 62 81.6

Table 13: Enrolments compared from Year 10 2013 to Year 12 2015

The departures from Year 10 were mainly as a result of students wishing to pursue vocational and/or TAFE studies.


Many of The Class of 2015 will continue on their journey of lifelong learning with further studies.

The Class of 2015 demonstrated that through hard work and persistent effort, students can achieve outstanding results. A good number of the graduating class have deferred their studies in 2016. Several students have opted to take a GAP year here or abroad.

POST SCHOOL DESTINATIONS

Areas of Further Study Number

Sciences 8

Arts 6

Law 4

Education 3

Criminal Justice 2

Film 1

Medicine 2

Communications/Media 5

Zoology/Animal Science 2

Dance 3

Sport Science 4

Social Work 1

Commerce/Business 7

International Studies 1

Music 1

Creative Arts 2

Nursing 3

Engineering 4

Tourism 2

Psychology 2

Politics 1

Computing 3

Design/Architecture 2

Destination Universities

University of Sydney (5)

University of NSW (13)

Charles Sturt University (7)

University of Wollongong (4)

University of Newcastle (8)

Australian National University (5)

Southern Cross University (3)

University of New England (9)

Macquarie University (4)

SAE (Film) (1)

Western Sydney University (2)

University of Technology Sydney (3)

Central Queensland University (2)

Australian Catholic University (1)

University of Canberra (2)

ICMS Sydney (2)


ENROLMENT POLICY ANDCHARACTERISTICS OF

THE STUDENT BODY

St Columba Anglican School is a comprehensive co-educational K-12, in the Anglican tradition that provides an education underpinned by excellence and individual responsibility and operating within the policies of the NSW Board of Studies.

All applications are processed in order of receipt and consideration will be given to the applicant’s support for the ethos of the school, siblings already attending the school and other criteria determined by the school from time to time. Once enrolled, students and parents are expected to support the school’s ethos, and students are expected to comply with the school rules to maintain the enrolment.

Enrolment procedures

Enrolment appointments are conducted in the twelve to eighteen month period prior to the expected date of the student commencing tuition at the School. In cases where parents apply several years in advance this appointment would not coincide with the year in which the application is lodged. These parents will be contacted to invite them to an enrolment appointment within eighteen months of the commencement date indicated on the original application. A place will not be held unless the enrolment interview has taken place and the acceptance fee paid.

Enrolment appointments are held to ensure parents and/or caregivers agree to support the ethos and philosophy of the school and undertake to maintain and uphold the principles and policies of the School as they apply to the school’s educational programmes, activities and excursions, its Codes of Conduct and its students’ good reputation within the broader community. Each enrolment appointment will also explain the School’s Discipline Code and the procedures used in its implementation, the outdoor education and sports programmes and the school’s Uniform Code.

Places are offered on the following criteria, in strict order of priority:

1. demonstrated understanding of, and support for, the goals of the School in interview with the Principal or his representative;

2. siblings of enrolled students;3. students of the CCELC;4. children of staff and clergy; then5. date of application for enrolment interview.

If the Principal determines during the appointment that a mutually beneficial relationship of trust and co-operation between a parent and the school is unlikely to be established, the Principal may direct that the application will not proceed. No remission of the application fee will apply in such cases.

Non Attendance Procedures

Maintaining accurate Attendance Rolls is a legal requirement of the School, a professional responsibility of teachers, and an active expression of our care of our students’ welfare and education. In order to meet our legal and pastoral care responsibilities, St Columba Anglican School adheres to the following process.

Families of students absent without any contact from parents or guardians are forwarded a reminder SMS message by the School’s administration. Year Patrons/teachers contact the family (within 48 hours of being alerted to three day absences) to ascertain the reasons for the absence, the proposed date of return and to enquire as to any assistance the School may offer.

If such absences are a regular event, the Year Patron/teacher requests an interview with the family and informs the relevant Head of School of the time and date of the interview.

If the Year Patron/teacher is unable to make contact with the family, the matter should be forwarded to the Director of Pastoral Care and relevant Head of School. If contact cannot be made by the Head of School in a reasonable time by phone, the matter is addressed in an official letter and brought to the attention of the Principal, along with any background relevant to the matter. Should the Principal deem it necessary, reporting in regard to the absence may be made to the Department of Community Services or Department of Education.

Student population profile

St Columba Anglican School ended 2015 with 1052 students of whom 527 were in the Primary School and 525 in the Secondary School.

As it is a comprehensive school, St Columba Anglican School students come from a wide range of backgrounds, including a small percentage of language backgrounds other than English and a number of students with special needs.


Student Welfare PoliciesThe School aims to create and maintain a learning community with a family atmosphere in which each student is valued as an individual and as a member of the School. St Columba Anglican School aims to provide a safe learning environment in which the talents of each individual are identified and nurtured for the benefit of each student’s development and the enrichment of all. The school is committed to the delivery of high quality teaching and learning programmes based on NSW Board of Studies syllabuses.

Therefore, the school’s policies and programmes are formulated to:

• promote student safety and wellbeing;

• encourage connectedness across the SCAS community

• acknowledge the value of each individual;

• accommodate differences;

• follow processes that incorporate procedural fairness; and

• realise and extend the abilities, gifts and talents of each individual.

In this way each student is presented with a range of opportunities in which they can experience success in a safe and supportive environment that:

• minimises risk of harm and ensures students feel secure; and

• supports the physical, social, academic, spiritual and emotional development of students.

The School provides student welfare policies and programmes that develop a sense of self-worth and foster connectedness and personal development. The Pastoral Care system is based in the classroom structure of the Primary School and for Secondary School in small, vertical groups based on the school’s four Houses.

On entry to the School, every student in Secondary School is linked to a member of staff, their “House Tutor”, who has oversight of a Pastoral Care group of boys and girls. This small group meets with their mentor regularly throughout each week and so members of each “Tutor Group” get to know one another well. The Tutor is the first point of contact for parents and a conduit for information between the individual, the family and the wider school body. Pastoral Care sessions are structured towards developing students’

emotional intelligence and social responsibility, covering topics such as communication, digital citizenship, resilience, conflict resolution, empathy, compassion and global issues. Assemblies and Chapel services form integral aspects of the Pastoral Care Program.

Tutor groups form an important component of the School’s “House” System. Houses are groups that perform pastoral, leadership and developmental functions and which foster participation in the wider school community. Senior students have opportunities for exercising leadership within this smaller group.

In 2008 the School introduced a further level of Pastoral supervision in the form of Year Patrons. Year Patrons are assigned to each Year group 7 -12 and oversee the pastoral needs of the students in each year group. This role has enhanced the ability of the School to meet the pastoral needs of our students and give overall care to the Year Group. Year Patrons offer informal counselling to students and can refer students to a variety of mental health workers as needed.

Students of each school level are elected to specific school leadership responsibilities as members of the Student Leadership Council. Positive contact between seniors and juniors is encouraged by numerous means including carnivals, curriculum days, co-curricular activities, interest group activities, shared reading groups and peer support.

CounsellingThe school may recommend various types of intervention strategies for student wellbeing including referral to Health Practitioners and Counsellors, App aids and Government Service Agencies. Should this need arise, Counselling services are available on and off the school site on a contract

basis.

SCHOOL POLICIES


Policies for student discipline Students are required to abide by the school’s rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary according to the nature of the breach of discipline and a student’s prior behaviour. Corporal punishment is not permitted under any circumstances.

All disciplinary action that may result in any sanction against the student, including suspension, expulsion or exclusion, follows processes based on procedural fairness.

The full text of the school’s discipline policy and associated procedures is provided to members of the school community through:

• The Staff Handbook (which incorporates more information regarding the principles of procedural fairness);

• The Student Diary; and

• The Orientation Handbook for new students and parents.

A copy is also available on the School’s Parent Lounge.

These have been continually implemented and supported by a Values Forum in which parents, students and staff reflected on the School’s core values and how they are reflected in the ethos and climate of the school. This process will continue to be consolidated in future years.

As part of this process of review and improvement, the School’s behaviour policy was reviewed by the Director of Pastoral Care. A revised policy on student behaviour was implemented in 2009. This document is reviewed each year and changes are made as necessary.

A “no bullying” email address is set up for students so that

they can email issues concerning them.

Policies for Complaints and GrievancesThe School’s Complaints and Grievances Policies are available in:

• The Staff Handbook (which incorporates more information regarding the principles of procedural fairness);

• The Orientation Handbook for new students and parents.


SCHOOL DETERMINED IMPROVEMENT TARGETS

The following priority targets were achieved during 2015:

Area Targets for 2015 Achievements

Learning and Teaching

Progressive Reporting Progressive reporting was implementing across Year 7 – 11 utilising the Parent Lounge portal to provide real time access for parents to student results.

Focus on Feedback Feedback cycle was successfully implemented with all assessments in Year 7 to 12. This was in conjunction with progressive reporting.

Embedding Excellence The embedding excellence team established 4 core pillars for the school to focus on; Excellence, Care, Citizenship, Enterprise. Staff input into this work was sought and teams established to champion each area.

Project Based Learning Project based learning (PBL) was the focus of the excellence pillar. A team was established to investigate the potential to implement PBL at SCAS. They undertook professional development at Parramatta Marist High and reported back to executive. A plan for further investigation and potential implementation in 2017 was produced.

Professional Learning Teams PLT’s continued in 2015 with staff undertaking mini action research projects in an area related to either feedback or differentiation.

Student Welfare

School Cohesion The expansion of the Peer Support program, shared Year 11 and 12 Reading Program with K-2 and initiation of the Year 9 and 10 Shared Interest Activity Program with Years 5 and 6.

Whole School Wellbeing Program The introduction and adoption of a shared K-12 language of five key aspects for physical and mental wellbeing. Give, Connect, Be Active, Keep Learning, Take Notice. The program centres on prevention of illness rather than cure, and development of positive behaviours.

Careers The banner of Careers has been overseen by the Pastoral Care Team. Initiatives include: Individual workshops, Alumni student speakers, Careers Markets, visiting experts from CSU and the continual updating of a Careers Classroom with all incoming information available for Year 11 and 12.

Staff Development

All new staff qualified in Senior First Aid and updates for existing staff as required.

Certified training provided for staff requiring updates or initial training.

Survey staff to determine School Professional Development priorities.

Survey carried out and school PD priorities determined with input from School Leadership Team

Professional Learning Teams focus aligned with Embedding Excellence Pillars

Professional Learning Teams focussed on Feedback and Differentiation

Provision of internal BOSTES QTC accredited training

BOSTES Accreditation obtained for all National Standards allowing SCAS to run Professional Development course that are QTC (Quality Teaching Council) approved.

Computational Thinking Conference to provide STEM training for K-12 staff.

Obtained Google CS4HS funding to run Professional Development for SCAS staff and teachers from local school.


Area Targets for 2015 Achievements

Staff Development(Continued)

AIS Early Literacy Program to improve literacy tracking and teaching in Infants

All Primary teachers involved in Early Literacy training workshops. All Stage 1 teachers also completed AIS online modules. Development of continuum and collection of data for Stage 1

Increase focus on targeted programs for Pastoral Care.

Training for Primary Pastoral Care staff to implement KidsMatter. A number of Primary and Secondary staff attended Rock & Water training

Improve the Professional Development application process

Responsibility given to Head of Innovative Learning to oversee Professional Development and clear process of application developed and applied.

Review of the role of Sport within the School Increased focus on Professional

Development at staff meetings

Meeting focus for Leadership Team changed to focus on a specific strategic issue. Head of Faculty, Primary and Secondary meetings have PD component.

Facilities and Resources

Primary School Classrooms Several classrooms have been refurbished, air conditioned and new furniture acquired and a long-term maintenance schedule implemented.

Secondary School Classrooms Several classrooms have been refurbished and air conditioned and a long-term maintenance schedule implemented.

Performing Arts Centre of Excellence Construction to commence in 2016.School Grounds Construction of cricket pitch, cricket nets, long jump pit

and additional tennis court. Ongoing upgrade sof Primary playground areas and Secondary areas.

School Entrance The School Front Entrance was relocated, upgraded to include a dedicated bus lane and a new traffic management plan implemented.


INITIATIVES PROMOTING

RESPECT AND RESPONSIBILITY

In accordance with the school’s mission statement Encouraging intellectual, spiritual and culturaldevelopment of each student through excellencein teaching ina caring,Christianenvironment the

school aims for all students to recognise that they are valued and integral members of the school community, with parents and staff providing the care and support that engenders self esteem, mutual respect and responsibility.

This is achieved by having comprehensive and challenging educational programmes that:

• encourage an integrated attitude to faith and learning, with regular Christian Studies classes and Chapel Services with a pastoral focus as part of the school’s curriculum;

• develop a partnership between school, parents and students that will enhance the teaching/learning process;

• encourage students to participate in a well-balanced programme of curricular and co-curricular activities that enable them to discover their individual strengths and talents;

• develop confidence, self-esteem and respect for and tolerance of others, in the belief that social awareness is a critical aspect of the Christian faith; and

• promote mutual respect, acceptance and trust between teachers and students.

Feedback on many aspects of the school life, including student learning, student behaviour, teacher professional practice and relationships within the school were very positive and formed the basis of the values programme incorporated into the Pastoral Care – Tutor Group meetings since 2007.

A statement of the School’s Vision & Values is being compiled, drawing on feedback from all levels of the School Community. This will be displayed in the School foyer and posted on the website.

PARENT, STUDENT ANDTEACHER SATISFACTION

SCAS actively seeks to be a part of its broader community and as such:

• is responsive to the needs of the community in terms of formulating its curriculum offerings

• is focused on developing and promoting positive rela-tionships with all members of the School community

• actively supports parental involvement in the learning process

• actively seeks the involvement of members of the com-munity in volunteer activities

• offers the widest possible range of educational activities in academic, cultural and sporting areas

• provides clear and varied modes of communication between School and parents/guardians

• provides multiple fora for parental input

• is dedicated to providing accurate and valid formal and informal feedback to parents

SCAS provides:

• A safe campus for visiting community members

• Necessary training for staff and volunteers

• Input into local festivals and events

• A clear set of goals and values to potential students.

SCAS’ positive reputation in the community is reflected in:

• High retention rates

• A high demand for student places

• The popularity of its performance culture

• It’s reputation for high academic achievement

• The employability of its students in part-time and full time positions

• The high demand of trainee teachers to undertake practicum experience at the school



SUMMARY OFFINANCIAL INFORMATION

The following graphics outlining St Columba Anglican School’s income and expenditure for the 2015 academic year were derived from the information provided to the Commonwealth Department of Education, Science and Training as part of its financial accountability requirements.

Figure 8: Recurrent/capital expenditure for the Academic Year ending 31st December 2015

Income

Expenditure

Figure 7: Recurrent/capital income for the Academic Year ending 31st December 2015


CONCLUDING STATEMENT

This document provides a brief outline of the activities and programmes undertaken by St Columba Anglican School during the 2015 academic year.

For more information please refer to the Principal’s and Heads of Schools’ reports published for the 2014 Awards Presentations. The School’s weekly newsletters and other publications including the Student Diary, curriculum and assessment handbooks and the school’s website www.scas.nsw.edu.au provide deeper insights into the school’s operation.

Alternatively you may wish to contact the Support Services Manager, Mrs Julie Cooper, by telephone on (02) 6581 4188, via facsimile to (02) 6581 4190 or by email to [email protected]

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St Columba Anglican School Port Macquarie Annual Report 2015 · 2020-02-13 · St Columba Anglican...

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