2014 annual report - pcw.vic.edu.au€¦ · details of in this report. all presentation people here...

2014 Annual Report to the School Community

PCW Melbourne, Windsor REGISTERED SCHOOL NUMBER: E1013

PCW Melbourne, Windsor

2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................................. 2

Minimum Standards Attestation ................................................................................................................................ 2

Our College Vision ....................................................................................................................................................... 3

College Overview .................................................................................................................................................... 4 ‐ 5

Principal’s Report .................................................................................................................................................... 6 ‐ 7

College Board Report ............................................................................................................................................. 8 ‐ 9

Education in Faith ....................................................................................................................................................... 10

Learning & Teaching .............................................................................................................................................. 11 ‐ 13

Student Wellbeing ................................................................................................................................................ 14 ‐ 16

Leadership & Management .................................................................................................................................. 17 ‐ 19

College Community ............................................................................................................................................. 20 ‐ 21

Financial Performance .............................................................................................................................................. 22

VRQA Compliance Data ....................................................................................................................................... 23 ‐ 25



Contact Details

ADDRESS 187 Dandenong Road WINDSOR VIC 3181

PRINCIPAL Leonie Keaney

PARISH PRIEST Father Barry Moran

SCHOOL BOARD CHAIR Michaela Moloney

TELEPHONE (03) 8517.2777

EMAIL [email protected]

WEBSITE www.pcw.vic.edu.au

Minimum Standards Attestation

I, Leonie Keaney, attest that PCW Melbourne is compliant with:

All of the requirements for the minimum standards and other requirements for the

registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and

the Education and Training Reform Regulations 2007 (Vic), except where the school has been

granted an exemption from any of these requirements by the VRQA

Australian Government accountability requirements related to the 2014 school year under

the Schools Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth)

22 May 2015



Our College Vision



College Overview PCW Melbourne is a Years 7‐12 girls’ school owned by the Presentation Sisters Victoria (Members of the Company) and governed by an incorporated Board of Directors (Corporations Act). The College community is ethnically, socio‐economically and religiously diverse, reflecting the contemporary Australia this generation of young people will lead ‐ internationally connected, open and tolerant, interested in excellence and innovation. The College promotes respect for government and the rule of law and is guided by the Melbourne Declaration (2008) on the National Goals of Schooling. The College was founded in 1873 by a group of seven Irish Sisters who came to Melbourne from Limerick in response to a request from the local Parish Priest in the aftermath of the 1872 Education Act. It is the second oldest Catholic girls’ school in Victoria. The Presentation Sisters’ founder, Nano Nagle, known as ‘the woman of welcoming heart’, was a brave, innovative activist for social justice whose vision of education as the most powerful liberating force for the poor and powerless infuses the Congregation’s mission ‐ now absorbed by the school. Both these elements of the school’s story provide a rich, enlivening context in which to offer education to girls and are central to PCW’s religious, cultural and social life. In 2014, the College concluded its celebration of 140 years of Catholic, Presentation education with the Opening of the year Mass at St Ignatius Richmond marking the anniversary of the beginning of classes in February 1874. PCW Melbourne is a Catholic school which celebrates our multi‐cultural and multi‐faith community and welcomes all to come together to rejoice in 'our presentation'. In this environment, difference is normal. It is good. It breeds tolerance, acceptance and understanding. The pervasive educational energy at PCW is driven by outstanding staff and energetic students. However, this is only part of the picture which is complemented by integration with the wider community: parents and families, Stonnington Council, Melbourne, Monash and Swinburne Universities, the Sacred Heart Mission, Richmond Football Club and many more. In 2014, our educational partnerships extended to Singapore with links established with NUS (National University of Singapore) High School, the Singapore Sports School and the Republic Polytechnique as part of the MEL SING Flyer project which was piloted in August. At PCW Melbourne student learning is the compass for all planning and programs and the commitment to learning for all is genuine where six years of secondary education offers true promise for the future. The commitment to six years for each students is reflected in the wide range of programs offered including 35 VCE studies (in conjunction with CBC St Kilda), a vibrant VCAL program, strong links with VET providers, an extensive learning support program, and targeted programs for high achievers. It is our goal at PCW for all students to find what they are good at and to have experiences of success. The class of 2014 achieved excellent results across both VCE and VCAL with nearly half of the graduating class achieving scores in the top 30% of the State. Seventy five per cent of students were offered a top three preference, most of these at University, and half were offered their first preference. The four‐yearly School Improvement Framework (SIF) and Victorian Registrations and Qualifications Authority (VRQA) review was conducted in May and June of 2014. The final report was presented in July and offered a very strong endorsement of the College’s programs and culture as the following indicates:



The review finds the school:

Engages young people in quality learning.

Develops a common vision among children and young people, parents and staff.

Values and empowers its staff and young people.

Promotes wellbeing and respect – highly developed and systemic, a clear strength.

Committed to social justice across students, staff and parents.

Develops a culture of ambition and achievement. External Review Report, 2014 When the SIF Review process was completed, the College embarked on a further strategic planning exercise which produced the document included in this report. This document will guide our planning and goals setting for the next four years.



Principal’s Report Welcome to the Annual Report for Presentation College Windsor (PCW Melbourne) for 2014. The Annual Report is a requirement of the Victorian Registration and Qualifications Authority (VRQA). The report incorporates all of the Australian and Victorian Government compliance items and is placed on the Victorian State Register. The Annual Report also fulfils requirements of the Catholic Education Office Melbourne (CEOM) to report on the School Improvement Framework (SIF).

The 2014 school year was full of new initiatives and outstanding achievement which you will find details of in this report. All Presentation people here at PCW Melbourne are inspired by the courage and vision of our founders and pray that, like them, we might be stirred by 'life's insistent cry, the Spirit's voice'. There is evidence of this everywhere in the work of staff and students. An increased focus on our international links in 2014 saw the continued growth of our International student program, the launch of three study tour visits to our school from schools in Japan, India and China, and the expansion of our exchange student program from Italy, France and Germany. Additionally, the Mel Sing flyer project was launched to extend the opportunity of study in Singapore to Year 10 and 11 students. At a local level, links with our neighbouring primary schools were extended in the Bright Sparks program where Year 5 and 6 students from five local schools worked with Year 9 students in a science and sustainability project. The crowning achievement of the year was the opening of the new Aquinas library. The relocation of the library to the first level of the 1908 Kavanagh building in spaces which were initially boarders’ dormitories and then computer labs speaks of the changing story of our school and the needs and priorities of education. The old library has become a drama and performance venue and the room below the new Library is now a companion, flexible learning space. The Report is presented in five sections consistent with the SIF:

Education in Faith

Learning and Teaching

Student Wellbeing

Leadership and Management

College Community The goals set by the College in each of those areas for 2014 are listed and a summary of Achievements in each area is provided. As 2014 concluded the four‐year SIF cycle and included the VRQA and SIF Review, the College did not participate in the survey. The cycle will begin again in 2015 with completion of staff, student and parent surveys in July. Federal and State Government compliance reporting is provided as follows:

Federal Government

Staff attendance

Staff retention

Teacher qualifications

Expenditure and teacher participation in professional learning

Student attendance

Proportion of students meeting national minimum standards at Years 7 and 9

Changes in national minimum standard results at Years 7 and 9

Value added

Median NAPLAN results for Year 9



Senior secondary outcomes

Year 9–Year 12 student retention

Post‐school destinations

Parent, teacher and student satisfaction

Victorian Government

Information about a school’s performance must be provided to the school community including those as identified by the Australian Government as well as:

A description and analysis of student learning outcomes on statewide tests for the current year and for the previous two years

A report of the school’s financial activities The Annual Report for PCW for 2014 indicates that the College continues to perform at a higher than average standard on all SIF measures and has made significant improvements in a number of areas in the last year. Notable achievements include:

Completion and opening of the new Aquinas Library Participation in the ‘Enhancing Catholic Identity Project’ was completed and included in the

four‐year Review

Conclusion of the College’s 140th anniversary celebrations involving all members of the community

Review of all Positions of Leadership and new three‐year appointments Launch of MEL‐Sing Flyer Project

The Report also includes information on a range of new programs and continued success in a number of areas of school development. The range of data and information provided in the Report reflects the variety of measures of achievement and improvement which apply to contemporary schooling and these are consistent with the mission of the College and of the Presentation Sisters as well as the Goals of the Melbourne Declaration, 2008. I hope that you find the Annual Report informative and interesting. Please do not hesitate to contact the College regarding any aspect of the Report.

Leonie Keaney Principal



College Board Report The College is an incorporated company limited by guarantee (Corporations Act). In 2014, The College Board comprised eight Directors including one Presentation Sister. The Presentation Sisters’ role in the life of the school continues to be critical to its ongoing health and wellbeing. The Sisters own the school and the Leadership Team of the Congregation are the Members of the Company. The school is governed by the Board of Directors on their behalf. The presence of the Sisters and Directors at many College events means a great deal to staff and especially to students. All Directors bring specialised expertise which they contribute generously: spiritual, legal, financial, marketing, educational, corporate, building and planning. Without this, much of what has been achieved in recent years would not have been possible and the College is extremely grateful and appreciative of the time and energy these busy people devote to our school. The personal support provided by the Board to the Principal and the Leadership Team is also greatly appreciated. The contribution of all Board members in 2014 was outstanding with additional involvement by all Directors outside the monthly meetings. Directors participated in the Presentation Sisters Formation program and attended many College events such as the Music Festival, Welcome Mass, Simply Sharing Mass, Musical and Presentation Day celebrations and the 140th anniversary celebrations. The end of 2014 brought great change to the make up of the Board. The Board Chair, Ms Brigid James, concluded ten years of distinguished and dedicated service to the College and five other long‐serving Directors concluded their terms. Three new Directors were appointed in the second half of 2014 and a fourth has been appointed at the beginning of 2015. Recruitment of new Directors for 2015 and beyond continues. The College expresses its gratitude to the retiring Directors: Brigid James Trish Fields Catherine Reid Tim Crawford Jim Flynn Gill Brewster In May 2014, the Business Manager and Company Secretary, Mr Russell Saunders was appointed as Business Manager at Padua College, Mornington. In June, Mr Stephen O’Shea was appointed as Business Manager. The College Board of Directors in 2015 is as follows:

Michaela Moloney (Chair) Joan Marshall pbvm Mr Bert Quan Ms Victoria Myers Ms Lisa Deramond Ms Regina Crameri



Executive Board members: Leonie Keaney, CEO (Principal) Stephen O’Shea, Company Secretary Key achievements and developments for the year include:

1. Appointment of new Business Manager 2. Oversight of College Principal Appraisal 3. Completion of Master Plan work on the new Aquinas Library 4. Participation in Presentation Sisters formation program 5. Induction of new Directors



Education in Faith

Goals

That students and teachers recognise and value the importance of faith and that staff and students are most strongly connected to the Catholic Identity of the school

Intended Outcomes

Improve student and teacher appreciation of the importance of faith within the life of the College

Achievements

During 2014 the College Mission Team has continued to understand and explore the recommendations of the Enhancing Catholic Schools Identity Project conducted by the Catholic University of Leuven. One of the main directions from this data was to explicitly link our work to that of the Gospel and to continue to form students enriched in their own tradition and their encounter and share their world with others. This has led to an audit of all Religious Education curriculum documentation and the planning of staff professional learning about this project and its data in lay terms.

VALUE ADDED

Theological formation of all staff across a number of areas including Scripture, Christology, and Missology

Students participated in the national Presentation Schools Student Conference at St Ursula’s College in Yeppoon

Clear linking of all works of justice with the gospel

Formalization of all liturgical expression and experience



Learning & Teaching

Goals

That the college enables every young person to be a successful, engaged and purposeful learner

Intended Outcomes

To improve literacy outcomes including growth of literacy dimensions (reading, writing, grammar & Punctuation) between Years 7 to 9

To improve numeracy outcomes for Years 7 to 9, with a particular focus on learning confidence for girls in Mathematics in the Senior School

To improve the Value Added outcomes for VCE results

To improve student engagement and purposeful teaching data

Achievements

In 2014, 51 Principal’s Awards were distributed to students in Years 7‐11. These awards are given to students achieving a GPA of 9.5 (95%) or above in all studies across the semester. 2014 was a School Improvement Review year, consequently SIF data was not included for this year. Observations within the Review Report relating to achievements in Learning and Teaching included: The school is strongly committed to providing each student with the opportunity to experience success and to achieve at the highest level she is capable of. Students are offered a very wide range of studies and are encouraged to complete six years of secondary school. Continuous improvement has occurred at PCW over the last four years because of highly committed and professional leadership and teaching staff. The focus on opportunities of success for every student has created a culture in which attention is given where students may be failing. Innovation in learning and teaching has become common place with new initiatives occurring each year. External Review Report, 2014

In 2014, PCW Melbourne launched the MEL‐SING Flyer Project. In developing this project we are seeking to deepen the experience and knowledge of Asian history, culture, language and the place of Asia in 21st century social, economic and geopolitical development. The program involves PCW Melbourne partnering with three Singapore Schools including NUS (National University of Singapore) High School, Republic Polytechnic and Singapore Sports School. Students participated in two days of classroom observations and cultural immersion before participating in a three day Model United Nations Youth Sustainability Convention at NUS High. They buddied and trained with students at Singapore Sports School and participated in their Year 1 IB Program, then undertook a Problem Based Learning Project in the areas of Science, Sport and Biomechanics at the Republic Polytechnic.

Comments from Student Participants included: Overall, the trip was absolutely fantastic! What I liked most was that rather than just watching and listening, we were actually immersed into different programs, feeling like we had a purpose and that we were part of something special and important



The MEL‐SING Flyer Program is different to other school trips in the way that it was an educational‐based trip, with the purpose of the NUS Youth Convention and such, yet a cultural one as well, getting to see the amazing attractions and aspects of Singapore. It was truly the best of both worlds!

The inaugural Bright Sparks program was launched involving PCW Melbourne, Year 9 STEM class and five local Primary Schools. The foundation for this program is Science, Technology, Engineering and Mathematics. Thirty six primary school students worked with sixteen Year 9 PCW Melbourne students in developing a solution to a global issue in the area of sustainability: the United Nation’s Zero Hunger Challenge to determine if Hunger can be eliminated in our lifetimes. It is anticipated this program will extend into other Learning Areas in 2015.

STUDENT LEARNING OUTCOMES

In 2014 students achieved close to, above or substantially above both All Australian schools’ average and schools serving students from statistically similar backgrounds. This was similar to the 2013 data. Students in Year 7 achieved substantially above the All Australian schools’ average in Persuasive Writing, again this was similar in 2013 for the same category. The 2014 NAPLAN Report indicates that a minimum of 97% of the Year 7 cohort is meeting minimum standards for all dimensions. At least 94% of the Year 9 cohorts were meeting the minimum standards for these same dimensions. The proportion of Year 7 students meeting these standards between 2013–2014 improved in the areas of: Reading, Writing, Spelling and Punctuation. No variation was recorded in Numeracy as 100% of the Year 7 cohort met the minimum standards in both years. The percentage meeting the minimum standards in Grammar and Spelling and Punctuation for the Year 9 cohorts between 2013‐2014 increased. The NAPLAN results along with student Grade Point Averages (GPA) are used to support the review and development of teaching and learning programs within the school. This data enables staff, students and parents to monitor student achievement over time and set academic targets. It also enables the College to identify students requiring additional support and/or enhancement. 100% of eligible students satisfactorily completed their VCE and 97% of VCAL units were completed in 2014. Nine students were awarded the VCE (Baccalaureate) and 75.6% of students received one of their top three Tertiary Preferences. In 2014 a higher percentage of students elected to defer compared to previous years, reasons included travel, work and/or combination of both.



POST‐SCHOOL DESTINATIONS

TERTIARY STUDY 59%

TAFE / VET 20%

APPRENTICESHIP / TRAINEESHIP 0%

DEFERRED 15%

EMPLOYMENT 3%



Student Wellbeing

Goals To have the student at the heart of everything that we do for their six years at Presentation

College Windsor Intended Outcomes

A robust mentoring model between students

Teachers know their students well and support their growth as learners

Student behaviour is recorded in the top quadrant

Consistency of teacher practice in the management of students

Achievements

Programs to support wellbeing and connectedness at the College are intended to strengthen the safe and supportive environment for students that contributes to positive learning outcomes and wellbeing. Success in this area is reflected in the positive data and review conducted on the College

in 2014. There is widespread agreement that students feel connected to the school. Connectedness to school is a strength in the SIS student and parent data. This was corroborated in the focus groups. Staff, students and parents spoke of the strong community feel, the sense of belonging and welcoming. Wellbeing leaders explained how the school has used attendance data to track students and follow up on those whose attendance is of concern. The school believes that it has made considerable gains in this area, leading to improved attendance rates for some of the more recalcitrant students. Further indication that the students are happy to be at the school is in the extremely high retention rates for Years 7‐10 and for Years 11 & 12 (SIR data). External Review Report, 2014 The success of this sphere lies in strong distributed leadership, clear and well developed structures, realistic policies and guidelines, teamwork and a commitment from the leaders to ensure student wellbeing is everyone’s business. The college should be proud of what it has achieved in the area of student wellbeing. The focus on reverencing relationships is palpable. All members of the community spoke highly of the respectful relationships within and between all of the stakeholder groups. In the focus groups and on panel day a consistent theme emerging was that the strength of the Wellbeing sphere was that every girl is known, cared for and looked after. External Review Report, 2014



A description of how non‐attendance is managed by the school.

Parents who have not contacted the College regarding their daughter’s absence will

receive a College generated SMS message.

Homeroom teachers contact home if the student is absent for a second day and there

has been no contact from home

Students who are late on three occasions receive an afternoon detention. Parents

notified.

Students who begin to demonstrate a pattern of non‐attendance are highlighted and

parent meetings scheduled.

The College Portal alerts teachers as soon as a student has missed three classes

VALUE ADDED

Student participation in school programs beyond the classroom is recognized as significant contributors to connectedness and sense of belonging. The excellent results from the SIR student surveys on these measures for PCW are indicative of the range and quality of activities which students have access to and which add value to their school experience. Assemblies are held to celebrate student achievement and share College and individual student participation in a range of events. These occur in year levels and in Houses where a strong sense of identification with the group is developed. Sporting activities throughout the year extend opportunities to all students to participate – from elite level to beginners in a range of sports. Competition occurs at the school level – inter house (Swimming, Athletics) inter class, staff/students etc – and at inter school level where eleven sports are offered through the SCSA. In July each year, the College participates in the International Waverley Netball Competition. A Sportswoman of the Month Award has been introduced to celebrate the achievements of individual student pursuits outside the College. Key events which extend the classroom program and give individual students with particular skills and talents deeper learning experiences include:

The Science Expo where Year 10 students demonstrate a range of experiments and offer a

scientific explanation for outcomes

The Annual Art Show in September showcasing the work completed in classes throughout

the year and includes the judging of the Annual Art prize

The Writers Collective provides additional opportunities for keen writers along with the

biennial Writer in Residence program and annual contribution to the Shared Stories project

DAV Debating, the Social Justice Group, the Environmental Group, and the Stonnington Primary School and St Mary’s Primary School volunteer programs give students interests in

engaging with others and their world additional opportunities

The Bright Sparks Program was introduced in 2014 to further develop the relationship between primary and secondary students. Year 9 students in STEM work closely with students from 4 primary schools to explore a big question



Leadership is prominent throughout the school with class, year level and House leadership roles as well as Peer Support and Music, Sports, Liturgy, Social Justice and Environment

Captains roles. All are supported with training and mentoring throughout the year.

Students are able to participate in overseas trips to Italy, Japan, Vietnam and India. Each trip

runs every two years and extend the study of language, art and social justice

STUDENT SATISFACTION

The score for student behaviour (SIF student survey) is nudging the top quartile and a clear strength in the data. This is consistent for staff and parent scores. These excellent scores are also consistent with the positive responses to ensuring an orderly environment on the School Reviewers’ Survey Tool (median score 9 out of 10). Classroom behaviour and student safety are strengths in the data, the findings corroborated in discussions with staff, students and parents in the focus groups. Students spoke of the school as a safe and secure place to be. The behaviour management policy provides clear expectations and consequences that are realistic and manageable. The processes are consistently enacted in ways that ensure the rights of staff and students are respected. While it is usual for some inconsistencies in the way staff follow through on student behaviour management issues, these instances appear to be the exception rather than the rule. The support received from leaders, be it from the Deputy Principal or House and Year Level leaders, is much appreciated by the staff and students. External Review Report, 2014



Leadership & Management

Goals Promote and develop subsidiarity through shared, visionary and inspirational leadership that

enables a culture of creativity and innovative practice Intended Outcomes

A robust developed confident leadership practice at all levels in the school

High levels of collective accountability which support improved learning outcomes for students

Highly developed collaborative practice between teams that supports a sense of empowerment

Achievements

The focus of work in the area of leadership and management has been to continue to build leadership capacity across the school for staff and for students. Key goals in 2014 which were achieved included: All Positions of Leadership were reviewed and a new structure developed. All positions were advertised externally and internally and new three‐year appointments made.

The College completed the VRQA and SIF review process and received an excellent report. This report formed the basis of the Strategic Planning exercise in Semester 2 which saw the development of the new Strategic Statement for the College 2015‐2018. This Statement identified the work of the College under four headings: Mission, Stewardship, Learning and Citizenship. The new Statement was launched at the beginning of 2015. Because 2014 was a review year, the College did not participate in the SIF surveys so results from this measure cannot be reported here. The College will be participating in the SIF survey as usual in 2015. Staff participated in a number of Professional Learning opportunities locally, nationally and internationally. The Professional Learning Project extended into its 6th year with all teaching staff participating in professional observation and feedback. The PLP continues to address the AITSL standards and provide a foundation for the ARM process.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2014

Amount %

Whole School Curriculum Development 8002.09 14.7

Faculty 7032.99 12.9

Leadership 7067.86 13.0

Student Learning & Wellbeing 5796 10.7

Health & Safety 1136.63 2.1

Professional Memberships 10770 19.8

Faith Development 2750 5.1

Organisational & Admin 6900.2 12.7

Overseas Conferences 4926.5 9.1

Total: 54382.27

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 69

AVERAGE EXPENDITURE PER TEACHER FOR PL $788

Whole School Curriculum

Development

Faculty

Leadership

Student Learning & WellbeingHealth & Safety

Professional Memberships

Faith Development

Organisational & Admin

Overseas Conferences

PD



TEACHER SATISFACTION

As 2014 was a School Improvement Review Year the SIF data was not included for this year. Observations within the Review Report relating to the area of Leadership and Management, specifically teacher satisfaction included: Responses to the SIF surveys on staff climate indicate very positive responses in terms of teacher satisfaction and engagement with their work. Responses in relation to Staff Morale, individual and school, are in the top quartile. Role Clarity and Supportive Leadership are in alignment as are Teamwork and Empowerment. The data indicates that staff enjoy their work and feel confident about what is expected of them. They enjoy working with each other. They are very positive about Student Behaviour, Professional Growth and Appraisal and Recognition. They are not as positive about Student Motivation which has been and will continue to be a focus of professional learning. External Review Report, 2014



College Community

Goals To be a strong Catholic Presentation school open to multiple links within the Community.

Intended Outcomes Intended Outcomes

Improve the active engagement of parents in their child’s learning

To become better known and strongly interact with the agencies and organisations in our community

Achievements

Key goals which were set in the 2014 Annual Action Plan and achieved included:

Increased participation of parents in the Parent Association and a highly successful fundraising program to support the Science Faculty Continued participation in the Monash University STEPS study Establishment of MEL SING Flyer project in partnership with three schools in Singapore: NUS High School, Singapore Sports School, Republic Polytechnique The Indoor Soccer Team moved up to Division 1 with 5 teams now in Division 1.

VALUE ADDED

The College provides students with a very wide range of opportunities both in and out of the classroom as a part of the commitment to success for all. In 2014, the Music Festival at Hamer Hall was once again a spectacular success involving very high numbers of students. Many students were also involved in the CBC St Kilda production of Return to the Forbidden Planet in September. The number of Division 1 Teams we compete in rose from 4 to 5 and the decision was made to introduce Lacrosse at Division 1 Level in 2015. In the eleven inter school sports we compete in, students were winners in four different sports: tennis, indoor cricket, volleyball, and soccer. Year 10 students attended the biennial Presentation Schools Student Conference in Yeppoon and, in what is now a regular event, Year 11 and 12 Art students travelled to Hobart to visit MONA. In August the annual Music Showcase was held off campus for the first time at the Glen Eira Town Hall. The standard of music at this event has always been excellent but in a new and better venue, it was enhanced even further. The cultural immersion trip to Vietnam took place in September and In November, senior students travelled to India to work with the Presentation Sisters in their many educational and outreach programs in Delhi, Colachel and Chennai. There were Science and Engineering projects, language competitions, Maths, spelling and public speaking contests, dramatic performances, the annual Art show, rosters at the Sacred Heart Mission, Ballroom and Bush dancing. At the end of the year, a combined Christmas Carols concert was held in the gardens of St Mary's with students and families from St Mary's primary school, CBC St Kilda and PCW Melbourne.



PARENT SATISFACTION

There is a real community feel in the school. The reviewers heard consistent messages about the tight knit community, a sense of belonging, welcome and hospitality. People in the community genuinely feel cared for and known. The parent SIS data is very strong. While care must be taken in placing too much emphasis on this data, given the low response rate to the survey, it is nevertheless very heartening. The parent focus group was very affirming of the school’s performance. Despite the small sample sizes, it is still worth acknowledging that the focus group and survey messages were consistently positive and optimistic. Parent responses to all variables, with the exception of one, (extra‐curricular) were in the top quartile compared with Victorian secondary schools. These scores in almost all variables increased in the previous 12 months. The Community Engagement Aggregate indicator has improved over the past 4 years, placing the school above the mean for Victorian schools. Parent response to the ECSIP surveys was also very strong, as has been the response to school generated surveys in relation to curriculum, class and school profile. External Review Report, 2014



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 3,022,751

Other fee income 470,747

Private income 170,930

State government recurrent grants 964,191

Australian government recurrent grants 3,850,609

Total recurrent income 8,479,229

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 7,182,859

Non salary expenses 2,273,633

Total recurrent expenditure 9,456,492

Capital income and expenditure Tuition

Government capital grants

Capital fees and levies 304,160

Other capital income 100,000

Total capital income 404,160

Total capital expenditure 355,004

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

Total opening balance 2,857,423

Total closing balance 2,808,267

Note that the information provided above does not include the following items: System levies charged to individual schools, intra‐systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school‐level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees.



VRQA Compliance Data

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2012 % 2013 % 2012–2013 changes

2014 % 2013–2014 changes

YEAR 7 READING 98.9 98.9 0.0 100.0 1.1

YEAR 7 WRITING 98.9 96.6 ‐2.3 97.8 1.2

YEAR 7 SPELLING 95.7 100.0 4.3 97.8 ‐2.2

YEAR 7 GRAMMAR & PUNCTUATION 98.9 98.9 0.0 100.0 1.1

YEAR 7 NUMERACY 96.7 100.0 3.3 100.0 0.0

YEAR 9 READING 96.2 100.0 3.8 96.4 ‐3.6

YEAR 9 WRITING 95.5 98.8 3.3 94.0 ‐4.8

YEAR 9 SPELLING 91.1 97.6 6.5 97.7 0.1

YEAR 9 GRAMMAR & PUNCTUATION 97.8 96.4 ‐1.4 98.9 2.5

YEAR 9 NUMERACY 97.6 97.7 0.1 96.4 ‐1.3



YEARS 9–12 STUDENT RETENTION RATE

Years 9–12 Student Retention Rate 100.95%

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 86.4%

STAFF RETENTION RATE

Staff Retention Rate 90.32%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 11.5%

Graduate 0.00%

Certificate Graduate 5%

Degree Bachelor 95%

Diploma Advanced 39.66%

No Qualifications Listed 0.00%



STAFF COMPOSITION

Principal Class 4

Teaching Staff (Head Count) 69

FTE Teaching Staff 49.26

Non‐Teaching Staff (Head Count) 29

FTE Non‐Teaching Staff 21.87

Indigenous Teaching Staff 0

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Reading 600.45

Year 9 Writing 582.50

Year 9 Spelling 590.70

Year 9 Grammar & Punctuation 602.05

Year 9 Numeracy 577.60

2014 annual report - pcw.vic.edu.au€¦ · details of in this report. all presentation people here...

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