TRINITY CATHOLIC COLLEGE LISMORE
1 Dawson Street, Lismore NSW 2480 Telephone: (02) 6627 6600 Facsimile: (02) 6622 1914
www.trinitylismore.nsw.edu.au
2018 ANNUAL SCHOOL REPORT
Registered Year 7 to Year 12 from 1st January 2019 to 31st December 2023 Accredited for Years 7 to 12 for courses to the Award of the Record of Achievement and Higher School Certificate
from 1st January 2019 to 31st December 2023
TABLE OF CONTENTS
Section: Page
1. INTRODUCTION 1
2. GOVERNANCE 2
3. PROFESSIONAL LEARNING & TEACHER STANDARDS 3-7
4. STUDENT PERFORMANCE IN STATEWIDE & NATIONAL TESTS & EXAMINATIONS 8-13
5. RESPECT & RESPONSIBILITY 13-16
6. COLLEGE POLICIES 16-18
7. COLLEGE DETERMINED IMPROVEMENTS, TARGETS AND VALUE ADDED 19
8. PARENT/STUDENT & TEACHER SATISFACTION 20-22
9. SUMMARY OF THE COLLEGE’S FINANCIAL INFORMATION 23
10. FULL TEXT - ENROLMENT POLICY 24-26
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1. INTRODUCTION
THE SCHOOL
School Profile Trinity Catholic College Lismore is an independent co-educational College for students in Years 7 to 12 with an enrolment of approximately 1100. The College is located in Lismore, occupying two adjacent sites. Students are drawn from a large radius that extends to Ocean Shores in the north, Woodburn in the south, Ballina and Byron Bay in the east and Kyogle in the west. Foundations: The College traces its foundation to 1886 when the Presentation Sisters began St. Mary’s College, an independent school for girls, in 1886. This also marks the foundation of Catholic Education in Lismore. The Marist Brothers opened St. Joseph’s High School in 1911 and the two schools operated independently until they amalgamated in 1985 to form Trinity Catholic College. Both Orders maintain an active involvement in the College. At present, there is one Presentation Sister on the Staff and the Principal is a Marist Brother. Through the charisms of St. Marcellin Champagnat, Founder of the Marist Brothers and Venerable Nano Nagle, Founder of the Presentation Sisters, the spirit of Mary, the Mother of Jesus permeates all aspects of College life.
The College motto “In Word and Deed” echoes the Marian spirit of the community which is identifiable in the strong sense of family, love of the poor and marginalised and emphasis on the development of the whole person.
Mission Statement Enabling students to achieve the fullness of life (John 10:10)
Vision Statement
Trinity Catholic College is inspired by Jesus Christ and shaped by the values and traditions of the Presentation Sisters and the Marist Brothers. The College is a contemporary faith community committed to nurturing each student in an innovative and supportive learning environment. The Trinity family is dedicated to educating young people who strive for excellence and are courageous, compassionate and inclusive. We seek to instil a spirit of service and inspire them to act with integrity and contribute to their community in word and deed.
Ratified by the College Council, 31 May 2018
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2. GOVERNANCE
The College is owned by the Member which is a Body Corporate known as “The Trustees of the Roman Catholic Church for the diocese of Lismore”. Trinity Catholic College is governed by a College Council of 11 Directors appointed for varying periods of up to an initial period of three years and a maximum of nine years. Directors are appointed by the Member of the Company. The Principal of the College is the Company Secretary and Chief Executive Officer.
The Constitution of Trinity Catholic College Lismore Limited states that its prime purpose is ‘To carry on and promote the mission of the Catholic Church in education in the Diocese of Lismore; To govern conduct and carry on Trinity Catholic College Lismore as part of the mission of the Catholic Church and subject always to the provisions of relevant legislation; and, To provide within a Christian environment, the highest standard of education.
The College Council
The College Council meets twice per Term. Its mandate is governed by the provisions of Corporations Law and concerns itself with governance and not the day to day management of the College. It is guided by three foundational Principles: 1. An understanding of Church; 2. An understanding of Governance; and, 3. An understanding of Ministry.
The College Council has an overall duty to guide the mission and vision of the College and plan for the College’s future through strategic directions. It has four appointed Committees: Employment Relations, Finance, Administration and Master Planning.
It is always the intention of the College Council, the Principal and the staff of Trinity Catholic College Lismore to comply with all legislative requirements of both the NSW and Commonwealth Governments as they apply to the operation of a school in NSW and in receipt of both State and Commonwealth funding.
A Message from the Chair of the College Council
Trinity Catholic College Lismore is the largest secondary College in the Northern Rivers region of NSW. It is recognised as a place where excellent teaching and learning takes place in a strong Catholic context. Its predecessor schools: St Mary’s College Lismore (previously run by the Presentation Sisters) and St Joseph’s High School (previously run by the Marist Brothers) are what gives Trinity its unique ability to deliver a quality Catholic education. With the amalgamation of these two schools in 1985, Trinity Catholic College was formed and this amalgamation gave birth to what is Trinity Catholic College Lismore today.
Trinity provides opportunities for young people to grow in their faith commitment and in consciousness of the need to express that commitment in practical ministry. The College offers a broad curriculum, allowing students to choose courses of study which will equip them for work or higher education with a wide offering of co-curricular sport and activities. The Principal of the College, Br John Hilet fms, leads the College in innovation and continual review and assessment of the Pastoral care, Mission and Evangelisation and Learning and Teaching programmes offered by the College.
As the accredited and listed Responsible Persons, the 9 Directors of Trinity Catholic College Lismore Company govern the College and take seriously their duty of seeing that the College remains true to its purpose and remains compliant under Australian Government regulations.
This report illustrates that Trinity continues to nurture each student, fostering the gifts and talents of all, empowering them to respond with strength and determination to the challenges of contemporary society. I am delighted to present the Annual Report for 2018.
Br Neville Solomon, fms - Chair, Trinity Catholic College Council
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3. PROFESSIONAL LEARNING AND TEACHER STANDARDS
Teacher Standards
All permanent teachers employed at Trinity Catholic College Lismore meet the accreditation requirements of the NSW Education Standards Authority (NESA).
Teacher Standards Category Number of Teachers
(a) Teachers who have teaching qualifications from a higher education institution within Australia or are recognised within the National Office of Overseas Skills recognition (AEINOOSR) guidelines, or
78
Teachers who do not have qualifications as described in (a) and 0
(b) But have relevant successful teaching experience or appropriate knowledge relevant to the teaching context.
0
In addition to this information, of the 78 teachers with a teacher qualification, 25 of these teachers have also completed a Masters degree or higher.
Teacher Attendance Rates
The Attendance rates for Teaching Staff at Trinity appear below. During 2018, Trinity had 76.4 full time equivalent Members of Teaching Staff, held by a total of 78 teachers. Staff Attendance is very high. The data below shows that staff average less than 6% of total days absent on sick/carers leave.
Attendance Rate Days Percentage of Total Days
Total Days of Attendance in 2018
15,509 days 100%
Sick/Carers Leave Days taken by Teaching staff in 2018
940 days 6%
Long Service Leave Days taken by Teaching Staff in 2018
726 days 4.7%
After allowing for Sick Leave and Long Service Leave = 89.3% Excluding Long Service Leave = 94%
Teacher Retention Rates
Teacher Retention Rates are traditionally very high with little turnover in teaching Staff. Rates for 2018 are: Total Number of Teaching Staff = 76.4 Staff Changes in 2018 = 3
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Workforce Composition
Teaching Staff Full-Time Part-Time
Male Female Male Female
HC HC HC FTE HC FTE
Total Teaching Staff 23 38 5 4.7 12 10.7
Non-Teaching Staff Full-Time Part-Time
Male Female Male Female
HC HC HC FTE HC FTE
Specialist Support 1 0 1 0.8 2 1.6
Administrative & Clerical support 6 14 5 3.4 16 10
Building Operations Maintenance etc. 3 0 0 0 2 1.7
Total Non-Teaching Staff 10 14 6 4.2 20 13.3
There are no indigenous teaching staff . There is one Indigenous member of the non-teaching staff, female at 0.9 FTE.
Teacher Qualifications
All staff at Trinity Catholic College are appropriately qualified, many of them being equipped with post-
graduate qualifications. Their qualifications, categorised by the highest degree obtained, are presented below.
All permanent teachers meet the accreditation requirements of the NSW Education Standards Authority.
Professional Development
The ongoing professional development of the Staff of Trinity Catholic College continues as a priority. Staff Development Days which are held at the start of each semester offer professional development opportunities for various groups within the staff or as a whole.
By the end of 2018 the College commenced a process in moving towards the 70 | 20 | 10 model of professional learning, which promotes the idea that developing the collaborative practices of staff here at the College is the most fruitful form of professional learning.
2%
71%
8%
19%
0%
Teacher Qualifications
Diploma Bachelor Post Graduate Masters Doctorate
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Teacher Involvement in Professional Development
Teachers who are required to register with the NSW Education Standards Authority (NESA) are provided with mentoring support by Heads of Department and additional professional development assistance in line with NESA requirements. Two teachers completed the accreditation process at the level of Professional Competence with NESA during 2018 and two other teachers are undertaking the Certification process as Highly Accomplished Teachers.
New teachers to the College were offered the following PD modules throughout the year:
Student Discipline and Behaviour Management
Assessment and Reporting (for new and continuing staff)
Administrative processes and procedures
Professional Standards and Child Protection Policy (This is a regular yearly induction for all Members of staff, not just those new to the College).
NSW Education and Standards Authority accreditation requirements and processes
Whole School Staff Wellbeing
Review of the First Fortnight then a Review of the First Month, Student management issues, Reporting Processes and procedures, and finally, organisational matters and Administrative Processes.
Spirituality and Charism: The Charisms of Venerable Nano Nagle & St Marcellin Champagnat
Regular professional development occurs in Heads of House and Heads of Department Meetings (held fortnightly) and Department Meetings held twice each term. Professional reading lists are regularly disseminated to staff and learning community groups. On site professional development support is also provided to support learning for the Gifted and Talented Programme, Literacy and Numeracy and Learning Support.
The PD at the start of this year focused on Child Protection for all members of Staff as well as Anaphylaxis, CPR and Asthma training. At the start of each Term, each Faculty held their own specific PD meetings. In addition, Members of Staff applied for and attended professional development courses, workshops and conferences held away from the College. Sixty five percent of the whole staff accessed professional learning opportunities through the year. Individual records of attendance are maintained for each Member of Staff and access is monitored for equity.
The College supports individual Members of Staff undertaking external courses of study by subsidising HEC’s costs. For a first course sponsored, a 25% contribution is made and for a second course, twelve and a half percent is payable. Paid leave to sit for examinations is also provided.
Members of Staff comprised of teachers in the local region and are also members of professional associations such as the English Teachers’ Association, the MLTA (Languages) and the Mathematics collegiate.
The result of a structured and planned approach to professional learning is that a culture is developed and nurtured so that teachers engage as a professional learning community where they:
Engage in dialogue of pedagogy with fellow colleagues
Seek professional learning/development in teams and individually
Recognise and ask to share in professional excellence of curriculum provision
Look for and offer mentoring opportunities
Acknowledge expertise, knowledge and experience
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Contribute to and distribute the excellent pedagogy
Develop and enhance reflective practice among each other. 79 Staff Attended Professional Development Opportunities and 77 Staff attended individual work related meetings in 2018. A number were of two or more days’ duration and the remainder represent full days of Professional Development:
Professional Development
OnSTAGE HSC Performance TAS Network Meeting (North) - New Technology Syllabus
HSC Analysis - DeCourcy Enhancing the Links Seminar
SHAPE Exhibition - HSC Seminar Sessions Art in Clay
Digital Technologies MOOC - Online Course PHYS131 Final Examination
Authentic Assessment in Mathematics Advanced Training in Suicide Prevention
Emotion Management for Children and Teens with Autism Spectrum Disorder
Visit to Mount Alvernia College
Introduction to Lego Robotics in the Classroom Professional Learning Communities in Action
Deus Ex Photos Photomedia Conference CSO Year 7-12 Indigenous Workers Training
Happiness Mission: Technology Mandatory - Agriculture and Food Technologies
ETA Conference Stage 6: the Common Elements Texts & Human Experience & The Craft of Writing
UNE Physics Intensive Byron Bay Writers' Festival
2018 Mental Health in Schools Conference eYouth: Maintaining Safety, Balance & Health in the digital World
ACEL Disability Summit Effective Practices in Stage 6 Assessment Workshop
Women in Education Leadership Summit VET Cert IV TAE Upgrade (Group 2)
Youth Ministry Teachers Professional Development Year 12 Hospitality Work Placement Checks + PD Industry Currency
Careers Advisers Association 2018 Annual Conference HSC Trial Marking Dance
White Card Training Technology Mandatory - Materials Technology - Textiles focus
Collaborative Common Assessment - CSO eYouth: Maintaining Safety, Balance & Health in the digital World
University Examination (Chem 100) Diploma of Business (Governance) Course
The Happiness Mission - Year 9 Food Technology Fun Stagecraft 2018 Conference NIDA
Year 10 Food Technology Recharged (Strategies Tips and Resources) Proficient Teacher Planning Accreditation Day
Youth Mental Health First Aid Course Positive Schools Conference
Extension 1 for Year 12 New English Syllabus 2019 SCOUT Training for NAPLAN Analysis
AICD The Board and the Company Secretary Suicide Postvention Planning Workshop
HTANSW Lismore History's Teacher Conference Preparing to Teach Unit 2 Mathematics Preliminary Course
CSO Geography Collaboration Day Footsteps
EduTECH International Congress & Expo 2018 NEAA Conference - Student Leadership Conference
iTX Conference CSO VET Cert IV TAE Upgrade
ETA Mapping Writing in English Years 10 - 12 HSC Senior Marking - Drama
STANSW Chemistry Conference Australian Teacher Aide Online Membership
ETA The Craft of Writing - English Advanced and Standard
Genes, Disease and the Future of Health - Teacher Professional Development
Access-it Roadshow 2018 Professional Mentoring Training
7-12 Literacy and Numeracy Collaborative Learning Network 7 - 12 PDHPE Collaborative Network
MANSW 2018 Annual Conference IEU Seminar for Aboriginal Workers and Australian Women's Conference
IEU Representatives Training Day DramaWorks HSC
7-12 Literacy Collaborative Learning Network Additional Needs Teacher Meeting
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Summerland Careers Network - Melbourne University PD Tour Marist Assistant Principals' Conference
Presentation Assembly UNE Physics Intensive
Teaching Contemporary HSC CAFS Extension Science
Physics Stage 6 - Preparation for new Year 12 Syllabus New Biology Syllabus
Digital Inclusion for All Governance and Effectiveness Training
CSO Stage 6 Curriculum Audit Science Departments Brisbane Catholic Education Secondary Sports Conference
St Johns First Aid Recertification The Happy Educator (ACEL)
English Teacher Association Annual Conference SLANSW 2018 Conference - Making Connections, Engaging Learners
Marking VALID extended responses ISRA - SORI&II HSC + Year 11 Training
HSC History Extension Marking The Happiness Mission - Hospitality at Your Service
PopupGlobe MacBeth Performance 2018 Visual Arts Practical Marking Experience
HSC Student Day Introducing Extension 2 From Wisdom to Ways - Enhancing Student Wellbeing
From Wisdom to Ways - Enhancing Student Wellbeing Senior Marking Training
HSC Marking CSO 7-12 Mathematics Collaborative Network Meeting
Coding and Game Development with Unity New Stage 4 PDHPE Syllabus - 2019 Programming, Scope & Sequence, Assessment
Work Studies Year 12 Brisbane Excursion CSSA Forum
Rugby Coaching CSSA Forum and NAPLAN Forum
Rural North Best Start Year 7 NSW Anti-Bullying Regional Workshop
HSC Marking - Legal Studies New Stage 6 Mathematics Syllabus Standard and Advanced
New Syllabus HSIE Planning Day
Teacher Appraisal
A small group - Teacher Appraisal Group (TAG) - exists to oversee the enactment of the Australian Teacher Performance & Development Framework within the College. In 2018 the Group comprised of:
Director of Pedagogy [Chair]
Director of Curriculum
Head of House
Leader of Learning - English
Leader of Learning - HSIE The TAG facilitates one ‘Cluster Meeting’ per Term with all teaching staff. At these meetings staff are guided through the performance & development process, in light of the College’s goals. That is, teachers set their own goals to reflect those of the College, they collaborate with colleagues, give and receive feedback and reflect on their progress. In 2018 the TAG led the teaching staff in the process of enacting the following goals.
The College’s goal for teaching and learning 2018:
Australian Professional Standards for Teachers Goal
To enhance assessment practices across the College, particularly those related to assessment for and as learning:
Assessment for learning and assessment as learning approaches, in particular, help teachers and students to know if current understanding is a suitable basis for future learning. Teachers, using their professional judgement in a
To collaboratively respond to the needs of students by differentiating their classroom learning experiences at the College:
A differentiated curriculum makes learning accessible for all students at Trinity: the top, the middle, the bottom. Differentiated learning activities ensure students are engaged in the learning process and feel a sense of achievement.
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standards-referenced framework, are able to extend the process of assessment for learning into the assessment of learning.
4. STUDENT PERFORMANCE IN STATEWIDE AND NATIONAL TESTS AND EXAMINATIONS
STANDARDISED NATIONAL LITERACY AND NUMERACY TESTING (NAPLAN)
Students at Trinity Catholic College Lismore undertook paper-based NAPLAN tests between 15-18 May 2018. The following overview presents a succinct summary of student results. Year 7 NAPLAN at Trinity Catholic College, 2018:
Test Number of Students
Grammar & Punctuation 166
Numeracy 166
Reading 164
Spelling 166
Writing 164
Year 7 Positives:
● Spelling = Trinity well above State average
● Writing = Trinity well above State average
● Numeracy = Trinity well above State average
● Trinity students positively compared to performance at or above expected growth gains in writing,
spelling, reading and numeracy.
● Grammar & Punctuation - 53% of students demonstrated at or above growth between NAPLAN
years.
● Numeracy - 71% of students demonstrated at or above growth between NAPLAN years.
● Reading - 57% of students demonstrated at or above growth between NAPLAN years.
● Spelling - 67% of students demonstrated at or above growth between NAPLAN years.
● Writing - 64% of students demonstrated at or above growth between NAPLAN years.
Year 7 Female Students:
● Spelling = Well above (15 points) State and Statistically Similar Schools
● Writing = Above State and Statistically Similar Schools
● Numeracy = Above state average but significantly lower than male peers at Trinity.
Year 7 Male Students:
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● Numeracy = Well above State and Statistically Similar Schools
● Writing = Well above State and Statistically Similar Schools
● Grammar and punctuation = below State and Statistically Similar Schools
Year 7 Areas for Improvement:
● Reading = Trinity below State average comparison but aligned with statistically similar schools.
This is a contrast to results in reading in 2017 and analysis of explanations as to why needs to be
considered.
● Writing = 9% of students sit in Band 3 and 4 and will require intervention in their time at Trinity
in order to meet HSC minimum standards by Year 12.
● Trinity students negatively compared to performance at or above expected growth gains in
grammar and punctuation.
Year 9 NAPLAN at Trinity Catholic College, 2018:
Test Number of Students
Grammar & Punctuation 179
Numeracy 176
Reading 177
Spelling 179
Writing 179
Year 9 Positives:
● Spelling = Trinity well above State average
● Writing = Trinity above State average but slightly below Statistically Similar Schools
● Trinity students positively compared to performance at or above expected growth gains in writing,
spelling, grammar and punctuation and numeracy.
● Grammar & Punctuation - 58% of students demonstrated at or above growth between NAPLAN
years.
● Numeracy - 66% of students demonstrated at or above growth between NAPLAN years.
● Reading - 66% of students demonstrated at or above growth between NAPLAN years.
● Spelling - 66% of students demonstrated at or above growth between NAPLAN years.
● Writing - 60% of students demonstrated at or above growth between NAPLAN years.
Year 9 Female Students:
● Female students statistically outperformed their Male peers in spelling, reading and numeracy.
● Spelling and Numeracy = Trinity Females above State and Statistically Similar Schools
● Grammar & Punctuation and Reading = Trinity Females below State and Statistically Similar
Schools
● Writing = Trinity Females in Year 9 above State but below Statistically Similar Schools
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Year 9 Male Students:
● Male students statistically outperformed their Female peers in writing and Grammar and
Punctuation.
● Spelling & Writing = Trinity Males above State and Statistically Similar Schools
● Numeracy & Reading = Trinity Males below State and Statistically Similar Schools
Year 9 Areas for Improvement:
● Reading = Trinity below both State and Statistically Similar Schools
● Numeracy = Trinity slightly below both State and Statistically Similar Schools
● Writing = Trinity has 14% of Year 9 students with a result of Band 5 or lower. These students will
require intervention in writing in order to meet HSC minimum standards by Year 12.
● Trinity students negatively compared to performance at or above expected growth gains in
reading.
The College’s Learning Team, which consists of all Head of Departments, has considered the SCOUT data produced from NAPLAN 2018. In Term 4, 2018, all staff were trained in how to access and use SCOUT data. The Learning Team is committed to tracking student achievement data throughout the course of the year. 2018 HSC Overview
● The College offered 38 courses to its 142 (61 males, 81 females) Year 12 students in 2018.
● 23 students were recognised as Distinguished Achievers with 44 individual Band 6 (or E4) results.
● The College Dux obtained an Australian Tertiary Admission Rank (ATAR) of 97.00.
● 10 students in the cohort received ATARs above 90.
● Four Year 12 students have been nominated for various HSC showcases, including 1 for InTech, 1 for Callback 2 for Encore.
● 57.6% of ‘standard’ courses and 20% of ‘extension’ courses were above state mean.
● Across the Lismore Diocese, Trinity had 10 students who placed first in HSC course: Business Studies, Mathematics, Modern History, Extension History, French Beginners, French Extension, German Beginners, Italian Extension, Business Services, Entertainment Industry.
Trinity offered 38 courses. There were 142 HSC candidates and 23 students were on the Distinguished Achievers List. 20 of the 38 courses were above State Mean.
Band 6s = 44
Band 5s = 183
Band 4s = 250
Band 3s = 188
Band 2s = 43
Band 1s = 6
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TVET (TAFE Delivered Vocational Education) Vocational Education and Training (VET) courses are offered as part of the Higher School Certificate. They enable students to study courses which are relevant to industry needs and have clear links to post-school destinations. These courses allow students to gain both Higher School Certificate qualifications and accreditation with industry and the workplace as part of the Australian Qualifications Framework (AQF). The nationally recognised framework helps students to move easily between various education and training sectors and employment. Courses have a specific workplace component and a minimum number of hours students spend in the workplace or a simulated workplace at school. Students receive documentation showing the competencies gained in these courses.
Students undertaking School Based Traineeships or Apprenticeships are eligible to take Industry-Based Learning.
TVET (x22) 22 students participated in NSW Institute of TAFE courses across various campuses, 21 through Wollongbar and 1 through Lismore.
NSW Institute of TAFE Courses No. of Students
Aviation – Flight Operations 1
Beauty Services – Make Up 3
Construction (General) 3
Early Childhood Education and Care 7
Electrotechnology 2
Hairdressing Salon Skills 1
Human Services – Individual Support (Ageing) 1
Information and Digital Technology – Networking and Hardware 1
Metal & Engineering 1
Tourism, Travel & Events 2
SCHOOL BASED APPRENTICESHIPS and TRAINEESHIPS - SBAs (x5) and SBTs (x4)
Certificate Courses No. of Students
Baking SBA 1
Beauty Therapy SBA 1
Business Services SBT 1
Construction SBA 2
Construction SBT 1
Early Childhood Education and Care SBT 1
Retail SBT 1
Sport and Recreation SBT 1
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DISTANCE EDUCATION 25 students participated in Distance Education, 22 through Southern Cross School Distance Education in Ballina, 2 through NSW School of Languages in Sydney and 1 through Alice Springs Language Centre.
Distance Education Courses No. of Students
Alyawarr Indigenous Language – Year 9 1
French – Year 9 1
German – Year 9 1
Italian – Year 9 1
Korean – Year 10 1
Japanese – Year 10 4
Latin – Year 10 1
Spanish – Year 10 1
Visual Design – Year 10 1
Dance – Year 11 1
Geography – Year 11 1
German Continuers – Year 11 1
Investigating Science – Year 11 1
Italian Continuers – Year 11 1
Japanese Continuers – Year 11 2
Spanish Beginners – Year 11 2
German Beginners – Year 12 1
Industrial Technology – Graphics Technology – Year 12 2
Senior Science – Year 12 1
HOME SCHOOLING: No students are enrolled in home schooling.
STUDENT ATTENDANCE AND RETENTION RATES
YEAR LEVEL AVERAGE DAILY
ATTENDANCE
Year 7 92.80%
Year 8 92.57%
Year 9 91.58%
Year 10 91.93%
Year 11 92.24%
Year 12 92.96%
Whole School 92.28%
Student Retention Rates
Retention Rates at Trinity are high, despite the high level of transient population in the local region. Data for Year 7, 2013 to Graduation of the cohort in November 2018 provides Actual and Apparent Retention Rates tracked for the compulsory and post compulsory years: Years 10 and 12: 179 students completed Year 10 in 2016, and of this group, 143 completed the Higher School Certificate Course in 2018. At the commencement of the Preliminary Course and during the two years, new students joined the cohort, most of whom completed the Course, maintaining an Apparent Retention Rate at 80% for the cohort.
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Overall Comment The nature of employment in Lismore as a regional centre and other socio economic factors characteristically results in a significant level of transience at a local level and this has an impact upon the Actual Retention Rate. Anecdotally, students who move from the area and subsequently return, frequently seek re-enrolment which is provided if possible. In addition, College Policy provides leave for individual students for Overseas Exchange Programmes and to undertake specialist courses that are not available regionally, at the discretion of the Principal.
Post-School destinations
The 2018 cohort’s post school destinations may be summarised in the following percentages:
Further Training (University/TAFE) – 60%
Employment – 24%
Travel/ GAP Year – 16%
5. RESPECT AND RESPONSIBILITY
COMMUNITY SERVICE AND SOCIAL JUSTICE INITIATIVES Throughout 2018 Trinity Solidarity, and the Saint Vincent de Paul Chapter continued to promote
justice initiatives in our community. Immersion opportunities to Santa Teresa (in the Northern Territory),
the Solomon Islands, Cambodia and India continued in 2018. Such Immersions have consistently proved
to be valuable opportunities for students to service their community locally and abroad.
The three student groups, the Trinity Chapter of Amnesty International, the Trinity Environmental Justice Team and the Trinity Ministry Team have each continued to evolve and offer important opportunities for students to lead, serve and promote justice. The students involved are to be commended on their commitment to such fine causes and the initiative they take. The College recognised with great dignity Anzac Day hosting a service at the College inviting local service women and men who are parents and grandparents of students among others. Harmony Day, National Reconciliation Day and Naidoc Day were also recognised and celebrated as a College. FAITH FORMATION As in all Catholic schools the Religious Education Curriculum is an essential element of our overall Faith Formation programme. The curriculum is continually being refined and developed, and the Religious Education Faculty constantly seeks new ways of engaging students in this key area.
60%
24%
16%
POST SCHOOL DESTINATIONS
Further Education
Employment
GAP Year/Travel
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The distinctiveness of Catholic education lies in its explicit intention to provide an environment in which people’s faith can be nurtured and formed. This environment is one that is first and foremost imbued with Christian values and recognises God as real and religious faith as a vital dynamic in life. This is the culture of Trinity. The College’s Faith Formation programme covers a wide range of areas.
PASTORAL CARE
In 2018, the College continued its use of the Learning Curve Planner for its students and moved back to a hard copy option for students in Years 10-12. This Planner has a wealth of information contained in it (Study skills, mental health, goal setting and review, personal development and much more) and Tutors and students have it in their hands every day. Approximately each fortnight Tutors meet with their group for 30 minutes to provide an extended session to unpack and respond to stimulus in the Planner. Brainstorm productions continued its relationship with the College and throughout the year to Years 7 to 11 with dramatic presentations to highlight cyber safety, stress, relationships and substance abuse. The ‘Be Your Best’ programme continues to be popular with students as it recognises the average student who goes about their everyday work being respectful, responsible, reconciling, just and hopeful. The College has continued its Year 7 Transition programme to assist students from 30-40 primary schools to learn the Trinity culture. For those students who come from very small schools our Counsellors and Transition Co-ordinator run a Small School's Transition Programme that assist this specific group of students. There is very close communication between our Learning Enrichment department and the Transition Co-ordinator to ensure we are aware of the needs of our incoming students and that steps can placed so that transition is as best as it can be. Students in Years 7 -10 participated in Cyber safety presentations provided by a company called “Safe on Social”. Two parent presentations and a staff presentation on cyber safety coincided with the student presentations. Student Leadership with the College has continued to flourish. Our College and Ministry Captains (24 in total) are the face of student leadership in the College and try very hard to work for the benefit of the College and its students. The House captains, although part of the senior leadership group have a greater focuses on their individual Houses. Our SRC consists of students from Year 7- 11 and work in unison with the College Captains. Their work has a whole school focus. Student discipline is one aspect of student pastoral care and is based on procedural fairness. It is discussed with students on a regular basis. Student Planners are issued to all students and outline expectations of behaviour and some of the consequences for some misbehaviour. The classroom teacher has responsibility for discipline in the classroom and may be supported by the Head of Department and the Head of House where necessary. The Student Behaviour Management Plan provides a consistent approach to classroom management and involves the Heads of Department in subject based classroom management issues and Heads of House in issues relating to individual students across a range of subjects, in Tutor Group or the playground. The College has in place a Suspension and Expulsion Policy that addresses serious disruptions to the teaching and learning program, disrespect of Codes of Conduct or threats to the security and well-being of its members.
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Policies and Procedures are designed to promote procedural fairness and attempt to foster responsibility for actions, and to both change and heal destructive behaviours and breaches of order. The full text of the policies mentioned may be obtained by contacting the College. The Pastoral Care Team continue to develop specific Year based pastoral care programmes, so that issues of particular relevance to specific Age and Year Groups can be addressed in a systematic way. Pastoral care procedures The following documents detail the College’s Student Pastoral Care procedures and may be accessed in the Student Planner and by request from either College Receptions. a) Contacts For Parents And Students b) Student/Parent Services c) Monitoring Student Progress d) Students’ Code of Behaviour e) Student Rights and Responsibilities f) College Expectations Relating to Health g) Student/Staff Emergency Evacuation and Safety Issues Procedures h) College Uniform
SMS text messaging The College continues to alert parents/carers via SMS text messaging of any absences without prior notice. Once rolls are completed for the day, the parents/carers of any student who is absent without prior notice is sent a text message alert. These alerts are sent to the nominated mobile telephone contact which is provided to the College. The message alerts the parent/carer that their child is absent without reason and enables the College, in partnership with the parent/carer to closely monitor and respond to various student absences. The Pastoral Care Team (Assistant Principals, Heads of House and relevant tutor) closely monitor absentee information, are charged with following up of any extended absences without reason as part of their pastoral responsibilities, and any long term absences which cannot be substantiated are referred to the Principal for further action. COUNSELLING SERVICES AT THE COLLEGE The College is fortunate to have the services of our College Counsellor and Parent Connect Coordinator. They have supported students at difficult times, encouraging them and helping them to work through a variety of issues. Each year students and staff face personal challenges. We have been fortunate to have the services of our Pastoral Care Team. They have supported students at difficult times, encouraging them and helping them to work through a variety of issues. Part of supporting and counselling students is supporting teachers and enabling them to understand and establish working relationship with students. Information sharing, introducing and advising on management strategies for behaviour problems, learning disorders or psychological and psychiatric conditions is often a follow-up to an individual consultation with a student. Anxiety, depression, ADDHD and Oppositional Defiance Disorder, are all conditions that require different management skills from the classroom teacher and Trinity is fortunate to have a skilled and experienced pool of teachers, the vast majority who are prepared to modify their practice to fit the demands of the 21st Century teenager.
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On other occasions there is an overlap of familial and educational issues and the College Counsellor has been involved in parental interviews and conferences with Heads of House and the Assistant Principals, to plan ways forward for difficult students. In some cases it necessitates the arrangement of individual management plans. Where necessary, the College Counsellor has referred clients to other health, welfare and medical specialists. Staff and Student Wellbeing 2018 saw the College continue to recover from the devastating flood which occurred in March 2017. Both Campuses were inundated with severe losses to equipment and resources. The focus on Whole School Well Being continued in 2018. A Staff Activities Day (pupil free) was devoted to Student well-being. The weekly focus on Whole School Well Being continued in the weekly Staff Newsletter focusing on various aspects of self-care of the body, mind and soul.
6. COLLEGE POLICIES
The College has developed a suite of policies and procedures that can be accessed by contacting the school. A summary of relevant policies is given to parents/carers in the Student Handbooks made available at Information nights and in the Student Planner and some are available from the College website: http://trinitylismore.nsw.edu.au
Attendance Policy & Procedures Conflicts Of Interest
Employment Screening Policy and
Procedures
Billeting Policy & Procedures Disability Provisions Policy And
Procedures Enrolment Policy & Procedures
Bullying Safe School And Bullying Policy
Disability Support Policy Evacuation Handbook
Critical Incident Policy & Procedures
Delegation Of Authority Policy Examinations Policy
Child Protection Policy & Procedures
Educational And Financial Reporting Policy
Excursion Policy - Overseas
Coaching And Tutoring Policy Employee Grievance Procedures Executive Limitations Policy
Complaints Policy
Employment Relations Policy Higher School Certificate Marking
Policy
Corporal Punishment Policy Media Guidelines Homework Policy
Induction of New Members of Staff
Maintenance Policy NESA Reporting Policy
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Illness and Injury Management Policy and Procedures
Management of College Council Documents Policy
Privacy Policy
Literacy and Numeracy Policy Marking of the Higher School
Certificate Policy Professional Learning Policy
Risk Management Policy Sexual Harassment Policy Responsible Person’s Policy
Staff Code of Professional Standards and Conduct
Student Pastoral Care Policy WHS Policy
Student Discipline Policy Suspension and Termination of
Enrolment Policy Workplace Bullying Policy
Workplace Gender Equity Policy
Enrolment Policy and Profile The College Enrolment Policy has been developed in the context of government and school requirements. Children from all families who are prepared to support Catholic ideals and principles may be considered eligible for enrolment. Priority for enrolment is given in a specified order as outlined in the full policy document, however special consideration may be given to individual cases. The full text of the enrolment policy is located at the end of this report and, it can also be accessed from the College Website at:
http://trinitylismore.nsw.edu.au/publications-and-policies/
Parents/carers are provided with an enrolment package that includes a prospectus, an application form, an outline of the enrolment process and fee structure. This is also available on the College Website. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Parents/carers and the prospective student must attend an Enrolment interview with the Principal. For any applicant to be accepted, her/his last school report and/or other recommendations must indicate that the effort put into schoolwork is adequate and their behaviour at school is satisfactory. A copy of the full text of the Enrolment Policy is available from the College Registrar. Enrolment Profile: Trinity is a Co-educational College with an enrolment composition of 55% female students and 45% male students. Trinity attracts students from the regional area from Oceans Shores to the north, Casino and Kyogle to the west, Ballina to the east and Evans Head and Coraki to the south.
Complaints Policy The College Policy is based on procedural fairness and recognises that parents and caregivers must have access to processes that allow them to resolve concerns in a supportive and conciliatory environment. The scope of the guidelines encompass children’s learning, behaviour and pastoral care, school organisation and management, and student health and safety issues. Any parent or guardian has the right to raise a concern and have it responded to promptly, fairly and without repercussions. Most concerns will be resolved informally and confidentiality is always maintained. Any person raising a concern may have a support person present as an observer or by mutual agreement may take a more active role. The Principal is to be advised of the attendance of the support person prior to the meeting. Similarly, the Principal will advise of any person he may invite to attend. The Principal has delegated authority to manage concerns and complaints at school. Where the matter involves child protection or other areas
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covered by specific legislation, the Principal is required to conduct an appropriate investigation and/or reporting process. Student Welfare Policies:
(i) Disability Provisions Policy The College offers Special examinations provisions for students in all years and in particular, the HSC by way of practical arrangements designed to help students who could not otherwise make a fair attempt to show in an examination room what they know.
The provisions granted are solely determined by how the student’s examination performance is affected. Provisions may include large print papers, use of a reader and or scribe, extra time or rest breaks.
for students who intend to sit for the School Certificate tests or Higher School Certificate examinations. Students who wish to apply for special examination provisions should see the Teaching Support Coordinator who will both provide the necessary information and handle the application process. Negotiation then follow regarding: the provisions for which the student is applying: how the special examination need affects the student's work in the classroom and in examination situations and, supplying of evidence of the student's special examination need. Once NESA has received the application, a letter acknowledging receipt is sent to the school.
“Disability Provisions” means making reasonable adjustments to conditions of examination and assessment to ensure equitable opportunities for all students. Disability Provisions for Examinations Application forms and information guides are available from the Office of Student Learning, Disability Provisions may apply to any student, depending on the circumstances, evidence and documentation. For students in Stage 4, 5 and Preliminary, a decision about eligibility for Disability Provisions is made by the College. For the HSC the
decision for eligibility is made by NESA after an application by the College. Support in examinations and
assessments is organized by the College based on these decisions.
The due date for applications is always the last day of Term 1, except for applications based on chronic fatigue syndrome, post-viral syndrome, Ross River fever or glandular fever as well as other medical or psychological issues.
(ii) Student Pastoral Care Policy
College-based pastoral care refers to the total care of the student. It is a term used to describe both an attitude and process, and is based upon a belief in the dignity of the person. In a school it is expressed through:
the development of quality relationships
the provision of satisfying learning experiences
the establishment of an effective care network
(iii) Bullying – Safe School and Bullying Policy At Trinity Catholic College there is an expectation that the individuality and dignity of all its members will be respected. Harassment of any kind is not acceptable. Bullying is similarly unacceptable. Incidents of harassment and bullying will be dealt with quickly and firmly and according to established procedures The full text of the above policies are available from the College Website on
http://trinitylismore.nsw.edu.au/publications-and-policies/
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7. COLLEGE DETERMINED IMPROVEMENTS, TARGETS AND VALUE ADDED The following areas were identified and acted upon in 2018:
Faith Formation and social justice opportunities continue to be enhanced by the commitment to our Immersion Programme.
The emphasis on Year 7 Transition was further developed ;
A continued emphasis on Parent connectedness with home and school for 2018 and a deepening involvement and association with the Diocesan ParentNet Forums;
Continued refinement to the number an placements of Student, parent teacher interviews process;
Planning for the introduction of BYOD for its introduction commencing in Year 7 2018 and Year 10 in 2019;
The ongoing review of the College’s Improvement Plan and the Master Plan commenced as a result the substantial damage done to the College by the flood.
The continued development of flexible learning spaces to support a more innovative and collaborative pedagogical approach in the College;
The ongoing investigation of how the College may broaden its Stage 6 offerings to include a pathway that is non-ATAR and meet the needs of the increasingly larger cohort of students seeking access to employment, traineeships / apprenticeships / TAFE at the end of Year 12. To this end, the College will be introducing the position of Leader of Learning - Alternative Pathways Programme (LOL APP)
2018 saw a further development of the focus on Teaching and Learning. This included the deepening of ongoing conversations in cross faculty cluster groups discussing professional growth and development as teachers including the formalization of Professional Learning Teams (PLTs).
School improvement is a process of ongoing growth that builds on the College’s existing strengths and addresses any issues and needs identified in a logical and strategic manner;
OTHER PRIORITIES AND ACHIEVEMENTS
CO‐CURRICULAR ACTIVITIES Trinity is a large school and its co-curricular programme is correspondingly expansive. By any measure Trinity enjoys an extraordinary wide and successful involvement in its co-curricular programmes: in performance and the arts, debating and public speaking, sport, retreats, academic enrichment and extension opportunities. All of these are dependent on the generosity and competence of staff and the enthusiasm and talent of students. I thank and congratulate them all. Students have been involved in a range of other activities: public speaking, debating, chess, academic competitions and environmental opportunities. SOCIAL AND COMMUNITY UNDERTAKINGS Noteworthy activities held during 2018 were the Anzac Day Marches within the local towns also commemorated at the College with an assembly honouring the grandparents and parents/carer of current students who have served in the forces. All of these events were highly organised and most enjoyable. A large number of our students volunteer with a number of community projects. These include:
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Bexhill scripture at Bexhill Public School
Our House
In Word and Deed Service
Vinnies Winter Sleep out
Christmas Appeal
Choir@Lismore Carols
The College is grateful to the Members of Staff who make that extra commitment to the students by being coaches or managers of various sporting teams and events.
8. PARENT/STUDENT AND TEACHER SATISFACTION
Parent Meetings are held for Year 11 and Year 12 at the commencement of the year and provide a venue for issues to be raised by parents and carers. There were 11 Directors of the College Council in 2018, many of whom are parents at the College as well. The Annual General Meeting was held in July.
Students are involved in House based and College Leadership Councils and provide input into College events and plans.
Teachers and non-teaching staff are invited and encouraged to include items on the Agenda of the term Staff Meetings and are surveyed from time to time. The College structure has two Assistant Principals responsible for various ‘teams’, enables all members of staff to have their opinions and issues heard via staff team meetings, for example: whole school, various non-teaching staff meetings, Heads of Department meetings, Heads of House meetings and Faculty based meetings.
The following activities took place in 2018: 1. Year 7-12 (new parents) Welcome Function; 2. Year 7 Open Night: Feedback from parents/carers on the Open Night; 3. House Activities: including a breakfast, BBQ dinners and camps. 4. Parents/Carers, Student and Staff participated in a number of online surveys looking at various
issues as well as a number Department Head Reviews and Staff Appraisals took place. 5. The Principal seeks and receives regular feedback from the parent body on various issues via the College’s
weekly Electronic Newsletter called the E-Lantern. The results of the online surveys conducted with parents/carers/staff and students are reproduced below:
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PARENT SURVEY RESULTS
Questions
Strongly Agree
%
Agree %
Disagree %
Neither %
Strongly disagree
%
Don't know
%
Satisfaction with the Catholic Ethos of the College (e.g. Religious Education, Prayer, Liturgy).
28.78%
58.27%
11.51%
1.44%
0.00%
0.00%
Satisfaction with the Pastoral Care and Discipline in the College.
30.22%
57.55%
7.91%
2.88%
1.44%
0.00%
Satisfaction with the Curriculum (e.g. the quality of teaching and learning, understanding the ‘basics’, academic excellence, use of technology).
34.78%
44.93%
9.42%
10.87%
0.00%
0.00%
Satisfaction with the Organisation and Management of the College (e.g. communication, opportunities to meet with teachers, general organisation).
38.41%
50.72%
6.52%
2.90%
1.45%
0.00%
Satisfaction with the Resources and Facilities of the College (e.g. grounds, teaching facilities, teaching resources, safety).
42.34%
52.55%
4.38%
0.73%
0.00%
0.00%
STAFF SURVEY RESULTS
Questions
Strongly Agree
%
Agree %
Disagree %
Neither %
Strongly disagree
%
Don't know
%
Satisfaction with the Catholic Ethos of the College (e.g. Religious Education, Prayer, Liturgy).
40.74%
50.00%
5.56%
0.00%
0.00%
3.70%
Satisfaction with the Pastoral Care and Discipline in the College.
18.52%
55.56%
11.11%
12.96%
0.00%
1.85%
Satisfaction with the Curriculum (e.g. the quality of teaching and learning, understanding the ‘basics’, academic excellence, use of technology).
26.42%
52.83%
9.43%
7.55%
0.00%
3.77%
Satisfaction with the Organisation and Management of the College (e.g. communication, opportunities to meet with teachers, general organisation).
11.54% 69.23%
5,77%
13.46%
0.00%
0.00%
Satisfaction with the Resources and Facilities of the College (e.g. grounds, teaching facilities, teaching resources, safety).
39.22%
49.02%
3.92%
3.92%
1.96%
1.96%
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STUDENT SURVEY RESULTS
Questions
Strongly Agree
%
Agree %
Disagree %
Neither %
Strongly disagree
%
Don't know
%
Satisfaction with the Catholic Ethos of the College (e.g. Religious Education, Prayer, Liturgy).
16.13%
48.39%
18.43%
6.45%
2.76%
7.83%
Satisfaction with the Pastoral Care and Discipline in the College.
12.90%
52.07%
17.97%
9.22%
4.15%
3.69%
Satisfaction with the Curriculum (e.g. the quality of teaching and learning, understanding the ‘basics’, academic excellence, use of technology).
21.33%
48.34%
13.27%
13.27%
1.42%
2.37%
Satisfaction with the Organisation and Management of the College (e.g. communication, opportunities to meet with teachers, general organisation).
20.92%
50.51%
14.29%
9.18%
4.08%
1.02%
Satisfaction with the Resources and Facilities of the College (e.g. grounds, teaching facilities, teaching resources, safety).
31.38%
49.47%
12.77%
3.72%
1.60%
1.06%
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9. SUMMARY OF THE COLLEGE’S FINANCIAL INFORMATION
(i) Income: The following graph details College Income (rounded to the nearest whole number)
(ii) Expenditure: The Following graph details College Expenditure (rounded to the nearest whole number)
15%
42% 5%
38%
Recurrent Capital Income
State Recurrent Grants
Commonwealth recurrentGrants
Government CapitalGrants
Fees and Private Income
60% 20%
20%
Recurrent / Capital Expenditure
Salaries, Allowances andRelated Expenses
Capital Expenditure
Non Salary Expenses
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ENROLMENT POLICY
Purpose: To - establish the terms on which students are enrolled at
Trinity Catholic College Relevant to: Prospective Students Parents of Prospective Students Interested members of the Community Registrar Responsible Officer(s): College Council Principal Date of Introduction: 18th September, 1984 Date of Review: June 2019 Modification History:
25th July and 29th August, 1989 8th August, 1991 10th August, 1994 16th August, 2001 July 2014 November 2018 December 2018
Related Documents: Enrolment Form Ratified by College Council: 6th December 2018
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POLICY Within the mission of the Church, Trinity Catholic College is an "institution where young people gradually learn to open themselves up to life as it is and to create in themselves a definite attitude to life as it should be". (The Catholic School 31) A spirit of community and concern for one another is an important aim as is the teaching of Christian values within the context of the doctrines and practices of the Catholic Church. The beliefs which underpin the Enrolment Policy of Trinity Catholic College are:
commitment to support each student to grow into their baptismal responsibilities. special orientation to the poor and those distant from the faith. focus on the total development of the student. respect for the dignity of each person. respect for the parents as the primary educators of their children. promotion of the home/parish/school partnership to build an educational and religious
community. recognition of Christian education as a call to service. support for Catholic teaching as revealed by God through scripture and tradition. In order to protect and foster the community spirit of the College class sizes are limited. The
Principal may increase the number in exceptional circumstances. Realising that the Spirit works in each person and acknowledging the contribution that non-Catholic students can make to the school community, non-Catholic students are also welcomes at Trinity. In order to preserve the "Catholic" nature of the school non Catholic students will only be enrolled if the parents understand and accept the Catholic ethos of the College. ENROLMENT GUIDELINES When there is a need to restrict enrolments the Enrolment priorities will be observed. 1. Year 7 Intake The order of preference for enrolment in Year 7 will be as follows:
1. Catholic Students from Catholic Primary Schools. 2. Catholic Students from Primary Schools. 3. Brothers and sisters of current students and children of current staff members. 4. Non-Catholic students who are attending Catholic Primary Schools. 5. Children of former alumni 6. Further enrolments at the discretion of the Principal.
Students whose names have been placed on the College Registry and students transferring from
other Catholic Schools will be given special consideration within these arrangements. 2. Transfer Students
1. Catholic students transferring from a Catholic School because of change of residence will normally be accepted.
2. Catholic students wishing to transfer from State Schools will be interviewed with their parents and only accepted if:
a. there are indications of goodwill on the part of the student; b. parents understand and accept the Catholic ethos of the College. c. the relevant classes are not overcrowded.
3. Further enrolments at the discretion of the Principal.
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3. Year 11 Intake 1. Students applying to continue from Year 10 at Trinity Catholic College. 2. Catholic students transferring from other schools will be interviewed with their parents and
accepted if: a. there are indications of goodwill on the part of the student; b. parents understand and accept the Catholic ethos of the College. c. the relevant classes are not overcrowded.
4. Further enrolments at the discretion of the Principal. While this is an objective, it is not possible to accept every application for places in the College. Those seeking enrolment must be aware that as a condition of enrolment there is an assumed acceptance of a responsibility to support the College in its policies and practices. Lack of such support may result in the contract of enrolment being terminated. Financial or other hardship should not deter a family from seeking enrolment. The College will treat such situations sympathetically and attempt to find a way to overcome such disadvantage. Acceptance of enrolment is at the discretion of the Principal. Criteria other than the above may be determined a priority at their discretion.
FINAL CONSIDERATIONS
1. Students are normally only accepted as students if they reside with and are in the direct care of a parent or legally recognised guardian.
2. Overseas students who are not Australian citizens will only be accepted once all Australian government requirements have been satisfied, and the full year’s fees have been received by the College. Students who leave the College before the conclusion of their course of study will have their fees refunded on a pro-rata basis (at least one Term’s fees is payable in all circumstances).
3. The College has a duty of care towards the students and parents/carers are required to fully disclose all information concerning the physical, mental and emotional health of the child seeking enrolment necessary to enable the College to fully exercise this duty of care. Failure to have done so, at the absolute discretion of the Principal, may result in the contract of enrolment being terminated.
4. The enrolment and interview process will follow the agreed Standard Operating Procedures also commonly referred to as Guidelines and Procedures.
POLICY UPDATES This policy will be revised from time to time and be placed on the College website.
