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ANNUAL REPORT 2016

Registered School Number: 1299

SALESIAN COLLEGE SUNBURY | STRIVING IN LIFE

ANNUAL REPORT 2016 | of 39

Table of Contents Contact Details ........................................................................................................................... 3

Minimum Standards Attestation ............................................................................................... 3

Our College Vision ...................................................................................................................... 4

College Overview ....................................................................................................................... 7

History ........................................................................................................................................ 7

Present ....................................................................................................................................... 7

Our Strategic Intent ................................................................................................................... 8

Principal’s Report ....................................................................................................................... 9

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

Learning & Teaching ................................................................................................................ 14

Student Wellbeing ................................................................................................................... 19

Child Safe Standards ................................................................................................................ 23

Leadership & Management ..................................................................................................... 27

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

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

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

Survey Results .......................................................................................................................... 38



Contact Details

ADDRESS 1 Macedon Street, Sunbury VIC 3429

PRINCIPAL Mr. Mark Brockhus

PARISH PRIEST Father Kevin McIntosh

SCHOOL BOARD CHAIR Mr. Stephen Lucardie

TELEPHONE (03) 9744 0000

EMAIL [email protected]

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

Minimum Standards Attestation

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

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

• Australian Government accountability requirements related to the 2016 school yearunder the Australian Education Act 2013 (Cth) and the Australian EducationRegulations 2013 (Cth)

19 May 2017



Our College Vision

Salesian College Sunbury is an inclusive and welcoming Catholic Faith Community in the spirit of St John Bosco. We take pride in our unique heritage and environment. We value engagement and excellence in learning for a life committed to making a difference in the world.

Central to these values is an unequivocal commitment to fostering the dignity, self-esteem and integrity of young people and providing them with a safe, supportive and enriching environment to develop spiritually, physically, intellectually, emotionally and socially.

We are a welcoming COMMUNITY that fosters an atmosphere of joy and optimism. We strive for engagement in LEARNING for which we are collectively responsible. We promote the pursuit of EXCELLENCE in all aspects of life. We are inspired by our FAITH to serve others and develop as resilient, thoughtful and caring citizens of the world.

Together, they form CLEF. A clef is, quite simply, a KEY... that opens doors to opportunity. We believe that a key is a fitting symbol for a vibrant school like Salesian College. We believe our four keys open the gateway to an exciting and meaningful educational journey.

At our school, CLEF is the key.

"A Faith Community committed to Excellence in Learning"



Our College Values



College Overview

History

Salesian College Sunbury is the oldest Salesian educational foundation in Australia, having become a registered Victorian school in 1929. In the early 1990s, it was transformed from a secondary boarding and day school for boys to a modern Years 7-12 co-educational college for children from Sunbury and the surrounding area.

Throughout our history, the school has educated students to contribute to a society based on Christian principles. We strive to be examples of St John Bosco’s living charism, fostering the growth of the whole person in an atmosphere of reasonableness and kindness. John Bosco was not born a saint; he became one through the way he responded to the inspiration of God and the challenge of his particular time and place in history.

Present

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

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

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

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

There is the opportunity for students to study a wide range of courses and pathways in Years 10 to 12 [Bosco Campus]. Our curriculum means students can choose subjects including VCAL options. There is also a range of extra-curricular activities on offer.

We aim to engender in all of our students a passion for life-long learning and a deep understanding of the importance of education in their lives. Our dedicated teachers encourage and challenge students to develop independent and group learning skills. They are always ready to help students at any time and are highly respected in their field.



Our Strategic Intent

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

As a Faith Community committed to Excellence in Learning, our challenge for 2013-16 will be:

• To continue to strengthen the Catholic culture of the college for all its members• To engage students in a contemporary pedagogy that challenges them to achieve

excellence and enables them to be lifelong learners• To continue to develop a culture at the College where wellbeing is integral to learning

and consciously connects wellbeing to student achievement• To develop a vibrant, empowering professional culture based on collaboration,

openness and trust that aims to ensure "engagement and excellence" for all studentsand staff

• To foster active partnerships between the College and the wider community



Principal’s Report

It is my pleasure to present the Salesian College Sunbury Annual Report for 2016, highlighting our key milestones and achievements for the reporting year.

The College continues to strengthen its reputation for the pursuit of excellence in education and continues to strive to meet the growing needs of our community.

The College recognises the worth of each individual. This is a community that enables young men and women to become life-long learners and to appreciate the joy of learning.

It is a community of faith, which promotes values of excellence and academic rigour, discipline and dedication, integrity and honesty, justice and generosity of spirit. Our supportive and nurturing environment encourages a style of relationship that recognises and celebrates the unique gifts and talents of every student.

We are immensely proud of this College and our achievements since the first Salesians arrived in Sunbury in 1927. We are also proud of the achievements we have made during this annual year.

Mark Brockhus Principal



Education in Faith

Goals & Intended Outcomes

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

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

the College is continually improved.

Achievements

• The third year of the publication of the College Liturgical Calendar, with expansionand development across all year levels to include the celebration of the Sacramentsof Reconciliation and Eucharist on a class-by-class basis.

• Celebration of Campus Feast Day Masses and associated activities.• Student involvement in Catholic Education Week Masses at St Patrick’s Cathedral

and in the local parish.• Student involvement in the Archdiocese Children’s Mission Mass.• College student leaders attending the Conversation with the Archbishop.• Staff Retreat led by Ms. Christine Carlton, focusing on the development of our

personal narrative and the implications for our faith.• Salesian Strenna theme for 2016 “With Jesus-Let Us Adventure in the Spirit

Together”, workshopped and liturgically celebrated with both staff and students.• Hosted Salesian Students Leadership Conference• Facilitated 6 senior students attending the annual OzBosco Youth Festival in Sydney.• Yr 11 Community Service program commenced at Ozanam Community Centre.• Students and staff participated in the Winter Sleepout for St Vincent DePaul Society.• Continued with local ‘Young Vinnies Conference’.• Student Leaders and Student Action Teams appointed in the areas of Liturgy and

Social Justice at senior and junior levels.• Continuation of the Yr 10 CSYMA (Catholic Schools Youth Ministry Australia) course.• One staff member continuing with a Bachelor of Theology at CTC.• One staff member continuing with a Masters of Theology at the University of

Divinity.• Four staff members undertaking audit units at Catholic Theological College to gain

hours towards Accreditation to Teach in a Catholic School.• Staff professional development in the area of faith education.• The writing and publishing of “agreed behaviours” for staff in the area of Education

in Faith.



• Four students undertook sacramental program with College Rector, and receivedtheir First Communion and Reconciliation.

• Two senior students sponsored to attend World Youth Day 2016 in Krakow, Poland.• R.E. Course outlines reviewed and rewritten to incorporate contemporary pedagogy

such as the “re-contextualisation” of the learning narratives.• 12 staff members attended a weekend residential retreat at Don Bosco Retreat

Centre, Lysterfield focusing on “Jesus- the Christ of Faith”.• The College Rector, Religious Education Leader and Pastoral Assistant visiting local

Catholic primary schools to present a workshop as part of the schools sacramentalprogram.

Value Added

Throughout the calendar year of 2016, Years 7-12 undertook either a three-day camp with a substantial Retreat component of a full day externally facilitated Retreat. The purpose of the Camps and Retreats program is two-fold. Whilst there is the explicit dimension of students engaging in an examination of their relationships to significant aspects or dimensions of their lives, including school, home and community with the direct purpose of increasing their understanding of the innate worth of themselves and others, more fundamentally, the Camps and Retreats aim to provide students with opportunities to express their faith and spirituality and to find the presence of Christ in a unique setting where contemplation and reflection form the core objective. The Retreat program provides students with the opportunities to engage with, and contribute to building a Christian community through a focus on positive relationships in a Salesian charism and Christian context. It seeks to allow students to gain a greater sense of self-awareness through an examination of self-esteem, empathy and resilience by providing opportunities to reflect on their personal journey, to acknowledge their gifts and talents, to set goals and have clarity of focus for their schooling.

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

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



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

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

For the fourth consecutive year, Year 11, students attended a transition into Year 12 camp in November (post-end of year exams and before scheduled transition classes). The venue was Rutherford Park, Blampied. The program was significantly reviewed and altered for 2016. As a new program, a summary of the specific aims of the camp included a significant Retreat component and a focus on preparing for Year 12 in 2017. Themes examined included:

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

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

service and self-giving• To proclaim the challenge of community building, commitment to others and

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

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

relationship with God



Other Programs and Events

OzBosco

The annual OzBosco weekend was held at St John Bosco College, Engadine NSW. Six senior students and three staff members from the college attended this event. OzBosco drew approximately 210 students, young adults and numerous staff from various Salesian works around Australia and the Pacific region. The focus or theme for the OzBosco 2016 was “With Jesus-Let us Adventure in the Spirit Together”, the Salesian Strenna theme. Over the course of the weekend, students participated in workshops, attended keynote addresses, and spent time in reflection in several prayer services as well as celebrating the Eucharist together.

Feast Day Mass

In August, the college celebrated the first “Salesian Feast Day”. The college Rector, Fr William Matthews SDB, along with the College Chaplain, Fr Joe Bin Dinh SDB, concelebrated this Mass, which focused on the Salesian family as the central theme. Following Mass, the college participated in its annual MADD Day celebration.

Year 11 Community Service

A new initiative in 2016 saw Year 11 students attend Ozanam Community Centre in Nth Melbourne on Fridays to prepare and serve the lunchtime meal to clients who access this service. This allowed the senior students to engage in an outreach service of a practical nature. The ongoing connection that the college has with St Vincent De Paul Society continues to grow and develop.

VCAL Community Service

VCAL Community Service continued in 2016. This included supporting our local Catholic Primary school, Our Lady of Mt Carmel, by Senior VCAL students planning and running sessions within classrooms with junior classes. Students were also involved in numerous activities located within the Sunbury community. The program was conducted one day a week throughout second semester.

Social Justice Initiatives

The profile of social justice within the college continues to grow and foster both staff and student active involvement. Throughout 2016, activities included: raising over $7000 for Project Compassion, an active Social Justice Student Action team, students attending the annual Young Vinnies Conference, students attending the Annual Kid’s View Bahay Tuluyan Conference, Caritas Leadership and Justice Conference, the whole school participated in activities to acknowledge Migrant and Refugee Week and NAIDOC week Several lunchtime



workshops with prominent Catholic Social Justice Advocates were held and the annual Stand Up for Poverty Day in October raised over $3000.

The college also assisted the local St Vincent De Paul Conference with their “Tinnies for Vinnies”, “Winter Woolies” and “Christmas Hamper” appeals and continued with its ongoing commitment to the Australian Salesian Mission Overseas Aid Fund (ASMOAF), and the Salesian Sisters (FMA’s) working in the Solomon Islands. Young Vinnie’s students also participated in a “Winter Sleepout” as a sign of solidarity with homeless and marginalized people.

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

College Feast Day



Learning & Teaching


Goal:

• To engage students in a contemporary pedagogy that challenges them to achieveexcellence and enables them to be lifelong learners.

Intended Outcomes:

• That student learning outcomes will continue to improve.• That students will develop as autonomous, confident, motivated learners.

Achievements

In 2016, the College continued to develop its focus on student growth. Learning continua were developed in all faculties that clearly identified stages of learning based on the Victorian Curriculum standards, due for implementation in 2017. This process led to the auditing of all courses and assessment tasks, and the creation of developmental rubrics based on the work of Professor Patrick Griffin. This focus on more precisely defining student achievement will facilitate greater differentiation in the classroom, and the data generated will allow for reporting on student growth in specific skill areas.

Concurrent with this focus on growth, the Digital Learning Leader led a review of Daymap, the College’s learning management system (LMS), and alternative LMS packages. After surveying staff, students and parents, and investigating several LMS options, the College decided to adopt Schoolbox as the College LMS from 2017. This decision was based on Schoolbox’s greater functionality as a classroom tool, its potential for more effective parent communication, and as a more effective platform for continuous reporting. Schoolbox will support the College’s focus on contemporary pedagogy and personalised learning. All teaching staff were required to complete training modules on Schoolbox processes, and courses were created in Schoolbox ready for implementation in 2017. The rollout of BYOD was also completed, with continuing professional development provided regarding the effective use of ICT to develop autonomous and motivated learners.

The College’s use of student data to inform learning and teaching continued to develop, with the introduction of the Maths Pathways program at Year 9 and the adoption of PAT Reading and Maths testing to identify the range of ability levels in Years 7 to 9. VCE data was analysed on a whole school as well as learning area level, with individual VCE teachers engaging in data reflection and goal setting meetings with Learning Area Leaders.

The Mazzarello campus continued to develop its use of project based learning with staff attending professional development, including school visits to PBL schools. This led to



curriculum and pedagogy being refined in response to increased understanding of PBL principles, and collaboration will be deepened through the use of team teaching in 2017. PBL pedagogy will be trialled in Year 8 in 2017, with professional development in PBL to be extended to all teaching staff.

All students who are funded because of a disability are supported in the College’s learning and teaching programs with the provision of a Learning Support Assistant to assist them in class to access the material being covered. A Learning Strategies PD leader was appointed for the first time, with the role focusing particularly on dyslexia and developing teachers’ skills in dealing with alternative learners. Additionally, students with low literacy and numeracy testing are provided additional assistance through the BOOST program. Special arrangements are also made to support students during exams, and students in Year 12 are supported in accordance with the instructions from the VCAA.

VCAL students participated in an application process to complete Senior VCAL, introducing a pathway structure that encourages students to aspire to a VCAL certificate most suited to their ability level. The application process added structure and a point of reflection for students, and provided an opportunity to model aspects of industry settings. Following this process, 59% of students are completing a Senior VCAL. This is more reflective of typical distribution of VCAL levels, as across the state in 2014 31% of VCAL students successfully completed a Senior VCAL.

Students enjoying Japanese experience Mark Brockhus and 2016 Dux, Sahil Balak



Student Learning Outcomes

Victorian Certificate of Education (VCE)

The mean study score for Salesian College in 2016 was 29.4, compared to 30 in 2015. Below are the mean study scores and percentage of student scores of 40 or more over the last five years.

Year Mean Study Score % over 40 2016 29.4 3.8 2015 30 3.8 2014 30.2 5.9 2013 30 4.8 2012 29.7 3.9

ATAR % Summary

ATAR 2016 Total

% 2015 Total

% 2014 Total

% 2013 Total

% 2012 Total

%

90+ 9 6.3 6 4.1 7 6 7 5.5 7 5.5 80-89 15 10.5 20 13.6 16 13.8 17 13.3 19 14.8 70-79 31 21.7 26 17.7 18 15.5 25 19.5 22 17.2 60-69 23 16.1 30 20.4 27 23.3 26 20.3 28 21.9 50-59 35 24.5 19 12.9 22 19 22 17.2 21 16.4 40-49 18 12.6 21 14.3 12 10.3 23 18 17 13.3 30-39 8 5.6 16 10.9 9 7.8 5 3.9 5 3.9 20-29 4 2.8 6 4.1 4 3.4 1 0.8 3 2.3 10-19 0 0 2 1.4 1 0.9 2 1.6 5 3.9 0-9 0 0 1 0.7 0 0 0 0 1 0.7 TOTAL 143 147 116 128 128

Nine students received an ATAR of 90 or more in 2016, with Sahil Balak awarded College Dux with an ATAR of 99.1. The highest study score was achieved by Rebecca Payne, with 50 in Health and Human Development. Daniel Shaw in Year 11 obtained a 49 in Drama.

Senior Secondary Outcomes 2016

VCE Median Score: 29 VCE Completion Rate: 97% VCAL Completion Rate: 93%



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

2016 TOTAL STUDENTS 168

TERTIARY STUDY 113 67%

TAFE / VET 44 26%

GAP YEAR OR SEEKING EMPLOYMENT 11 7%

VTAC APPLICANTS 138

1st preference offers 95

2nd preference offers 25

Direct Applications –Private or TAFE 10

Apprenticeships or Traineeships 9

Student Leadership



Student Wellbeing


Goal:

• To continue to develop a culture at the College where wellbeing is integral to learningand consciously connects wellbeing to student achievement

Intended Outcomes:

• That each student will be provided with the best possible wellbeing support in allaspects of College life.

• That students will continue to develop into autonomous, resilient, confident andresponsible learners and leaders.

Achievements • Inclusion of a Student Leadership Coordinator in the POL pool

• Implemented a Mazzarello Student Leadership Team that reflects a StudentRepresentative Council and the Student Action Groups

• Held a training day for the Savio, Mazzarello and Bosco Student Leaders- looking atAgreed Behaviours and setting two goals for each Student Action Team.

• Extended the offering of Clubs within the school: Writers Workshop, Knitting, Gaming,Robotics, and Drawing. Craft, Magic and Debating. Many of these take place in thelibrary during lunchtime. Provision of venues for students to access during Term 2 & 3to keep out of the cold and provide safe places for students to be at lunch time.

• Greater involvement of Student Wellbeing Team in the direction of Pastoral CareProgram within the College. This supports the College’s action to continue to developand implement a Pastoral Care Program to meet the needs of students- this involvesthe offering on Teen Mental Health First Aid for Year 10s; a ‘Brain Gro’ for Year 9s,‘Secret Agent Society Program for targeted students with ASD; Bullying (through Socialmedia) program in Year 7 & 8 called ‘Cyber Pass’ conducted in Pastoral Care.

• Opening of Student Hub: a central areas for all student enquiries, and student accessto first Aid.

• Opening of Student Hub: greater parent’s interaction with College Nurse and StudentHub Coordinator.

• Community links established through offerings at the College: examples being thepresentation Parenting Adolescent Program- ‘Tuning into Teens’, Resilience Project- staff, Real Man Project- parent night

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



CLEF award presented each year to a person in each Year Level, as well as anAnnual Campus CLEF Award for one person at each campus for achievement

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

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

‘Certantes Award’ presented to a Year 12 male & female student, nominated bypeers

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

• Continued the recognition of student achievement through the sending of lettershome to students who achieved excellent Work Habits/Behaviour

• Employed a Social Worker in the Wellbeing team, expansion of the team to amembership of four. The team composes of the following personnel: Counsellor,Youth Worker (two) and Family Support. This team is also supported by outsideagencies where required, an example being Headspace.

• Visiting psychologist present at the College one day per fortnight to work withstudents at risk who have a Mental Health Plan

• Incorporated a Student Wellbeing presentations at staff Professional Learning Days:examples of sessions on offer were (I) Modification of work for Learning Supportstudents, (ii) An ASD (Autism Spectrum Disorder) Friendly Classroom, (iii) BehaviourManagement Process in the classroom, Resilience Project, Restorative JusticeRefresher, and Mediation Workshop for all Directors, House Leaders and WellbeingTeam.

• Continued to work on ways to enhance feedback regarding student progress.Informed conversations supported by data held twice a Year in Years 7-10 with Homegroup Leaders interview mid-year, and the Goal Setting Interviews at the end of theyear.

• Child Safety: The College established a working Committee to not only implement theVRQA Child Safety Students, but also set about trying to achieve a change in cultureto ensure the College is welcoming, inclusive and safe for all- this required many newand /or modifications to policy.

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



Management of Non-Attendance

The College recorded all attendance on DAYMAP for Homeroom and each period of the day. Reminders are sent to staff regarding the importance of maintaining correct records. The Attendance Officer sends out an SMS message to the designated parent/guardian, when the daughter/son is absent from Homeroom and the reason is marked as ‘unknown’. Parents are expected to respond to the SMS via text or a phone call. A daily report is then generated and it is given to each Homeroom Leader to seek clarification of any ‘un explained’ absence the following day. Daily reports are returned to the Attendance Officer.

Value Added

• Student leadership opportunities including Student Action Groups

• Peer Support Program - Year 10 Peer Support Leaders

• Whole school College Assemblies at the end of term facilitated by students

• Workshops to support our Year 11 & 12 Cohort through Elevate, Michael Carr-Gregg

• VCEase Lunchtime session

• Mindfulness offered to Year 12 on a weekly basis

• Youth Space Room: open every lunch time to all students.

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

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

• Various programmes on offer to Year 12 students through RE to support educationin Stress Management: Mediation, Yoga

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

• Student Safety was analysed by the Child Safety Committee and new policies put inplace to support these results- investigation of Child Safety Button on LMS.

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

• Overseas Study Tours and Student Exchange programs

• Opportunities for exposure of student Media work in College Publications

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

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



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

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

• Feast Day Activities: Swimming, Athletics and end of Year Activity Day of Years 7-9at the Aquatic Centre

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

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

• Introduction of Year 12 Breakfast: one per month

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

STUDENT SATISFACTION

According to the 2016 Insight SRC data it is the perception of students that the following areas have seem improvement since 2015:

• Student Morale• Purposeful Teaching• Teacher Empathy• Learning Confidence• Student Safety- remained the same as per 2015.

According to the 2016 Insight SRC data it is the perception of students that the following areas have seem a decline since 2015:

• Classroom Behaviour

Outdoor Education



Child Safe Standards

Goals and Intended Outcomes

Goal:

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

Intended Outcomes:

All students deserve, as a fundamental right, safety and protection from all forms ofabuse and neglect.

Our school works in partnership with families and the community to ensure that theyare engaged in decision-making processes, particularly those that have an impact onchild safety and protection.

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

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

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

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

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

Staff, clergy, volunteers, contractors, parents and students should feel free to raiseconcerns about child safety, knowing these will be taken seriously by schoolleadership.

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

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



Achievements

1. The development of policies and commitments

• Establishment of a Child Safety Commitment with membership of Staff (teaching andnon-teaching), Students, Clergy, College Board Members. This committee was chargedwith putting in place process, policies and an organisational culture and platform theensured the College embed child safety.

• Establishment of a Terms of Reference for Child Safety Committee• Following policies reflect some of the College’s commitment to child safety:

- Child Safe Policy/Statement of Commitment- Code of Conduct- Processes for responding to and report suspected child abuse, such as

Mandatory Reporting and PROTECT protocol.• All policies reflect collaboration and input from students, parents and non-staff,

nonteaching staff – this was facilitated by a comprehensive survey targeted at theparticular audience.

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

• Commitment by the College to develop an Inclusion Policy in 2017• Ongoing schedule of meetings for the Child Safety Committee into 2017 and on• Commitment to do the Child Safety Survey annually

2. Training and awareness strategies:As the process of child safety began the Child Safety Commitment were committed toawareness raising, professional learning for staff, input from students.Ways in which we achieved this were:

• Comprehensive Survey to all members for the community stating the College’scommitment to Child Safety and seeking input into the current status into Child Safetyin the College

• Newsletter Articles from the Principal and Deputy Principal to enableparents/community member to remain informed

• Articles in the Student Bulletin• Topics presented at College Campus Assemblies, Year Level Assemblies and Whole

School Assemblies• Presentation to College Board• Professional Learning and awareness raising for teaching and non-teaching staff on

the following topics:- Reporting Obligations: eLearning Module- Consultation with all staff on Code of Conduct



- Presentation of final Code of Conduct commitment and agreement to the Codeof Conduct by all staff. This was done at staff meeting and then facilitated byuse of Care Monkey

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

• Numerous articles in the newsletter to raise awareness for parent community• Articles and policies on the Website: Child Safety Policy, Reporting Obligations, Code

of Conduct• Presentation at Campus and Whole School Assemblies to raise awareness to students

by student representatives on the Child Safety Committee regarding the Child SafetySurvey and what Child Safety at Salesian College is about

• Reiteration to student body regarding current policies and process that supportedChild Safety ( for example the Anti-Bullying Guidelines)

• Introduction of a visitor sign in facility that raised the awareness of Child Safety at theCollege

• Investigation of an online alert button on the College LMS to assist with promotingempowerment of students

• Began to look at the inclusion of Respectful Relationship / resilience Curriculum withinthe Wellbeing Pastoral Program for 2017

• Standards of Behaviour for students attending Salesian College put on the Website,LMS

3. Consultation with Community:As the process of child safety began the Child Safety Commitment were committed toconsultation. A significant amount of time and varied approaches provided consultation withthe Community. At Salesian College we refer to community when we think of the followingwho are involved in our school: parents, volunteers, contractors, local parish, theRupertswood Sports Association, the College Board, students, and staff.Some ways in which we did this were:

• Newsletter Articles inviting community to have input and comment on proposals• Comprehensive Survey targeting Staff, Parents and Students• Dedicated consultation sessions with all staff to present policies and ideas and allow

time for input and feedback• Professional Learning sessions with staff• Establishment of the Child Safety Committee that had members for all aspects of our

community; these members were then the conduit to their respective groups



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

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

• Log of Volunteers and Contractors• Education and Information sessions held the HR team with all Contractors and

Volunteers• Through ARMS, Child Safety is discussed• All Job descriptions having a clear Child Safety Component, including requirement,

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

duties and responsibilities regarding child safety• All reference checks have a question regarding Child Safety• All records for staff centralized and streamlined: working with Children, VIT

registration• Initial investigation of online induction and online refresher courses for all staff,

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

College.

Collaborating on Child Safety



Leadership & Management


Goals:

To develop a vibrant, empowering professional culture based on collaboration, openness and trust that aims to ensure “engagement and excellence” for all students and staff.

Achievements

In 2016, Salesian College Sunbury underwent an external review as part of the Catholic Education Melbourne’s four-year School Improvement Framework. The Reviewer’s Report made reference to the significant increase in enrolments and the College’s positioning as a “secondary school of first choice” within the local district.

The Report cited a number of achievements including the following:

• Increasing enrolments.• Leaders at Salesian College actively model the Salesian values in their everyday

dealings.• A sound wellbeing program contributing to reducing bullying issues.• A shared vison of leadership and professional responsibility at all levels.• Developed leadership capabilities at all levels.• A review of the roles and responsibilities of the three Deputy Principals, placing

greater emphasis on key accountabilities.• Developed Agreed Behaviours of Leadership based on a model of servant leadership.• A consultation process to arrive at a published set of agreed behaviours that

maintained Salesian pedagogy. These behaviours underpinned both individual staffand whole-school professional learning.

• Building a feedback culture by trialling a 360o - feedback approach, including theGroup 8 peer coaching, Educator Impact for Leaders and mentoring.

• Used performance data at a whole school level to identify, support monitor andimprove student achievement

• More evidence of the use of a common language of learning.



Expenditure and Teacher Participation in Professional Learning

DESCRIPTION OF PL UNDERTAKEN IN 2016

The professional development of staff at Salesian College is a priority and in 2016 there were a number of activities that engaged staff in a range of skills and knowledge that ultimately benefits the student body.

In February all staff were involved in various professional learning activities covering: the Salesian Strenna, the role of the homeroom teacher, curriculum planning, pastoral program, etc.

Coaching continued into 2016. Coaching is a process of professional learning that can support teachers to improve their practice. The coachee is encouraged to identify their development needs, uncover appropriate solutions and take action with support from their coach. Coaching is a professional learning strategy using questioning and conversations to support professional growth. This model was used throughout the year. Each coach worked with up to 4 staff members. These sessions were based on the classroom agreed behaviours and the CLEF statements. Each staff member wrote various goals for the year and discussed these with their coach monthly to discuss their progress.

Throughout the year a considerable number of staff undertook first aid training. All staff also underwent anaphylaxis training which comprised of theory and practical components. Asthma training was also covered.

In August all College staff had the opportunity to attend a Shadow day.

The aim of the shadow day was to allow all staff to visit other schools to witness good pedagogy, innovative curriculum, wellbeing programs, and/or excellent practice. The staff then shadowed other staff. The staff visited a variety of schools and worked on the following:

1. Developing community connections: Our Community CLEF statement says “Our staffrespects the opinions of others and networks with teachers in our school and community toenhance students’ learning”.

2. Professional connections with staff from different schools: Some staff wanted to makeconnections with outstanding educators in their chosen subject.

3. Investigated outstanding programs: This included such programs as PBL, literacyprograms, reading programs, Specific learning strategies programs, Alternative campusesand VET programs

4. Outstanding results in VCE: Staff visited schools who have achieved outstanding results/folios



5. Non-teaching staff worked with and shadowed other ancillary staff

After the shadow day, staff had an opportunity to share their experiences with their peers. This was a great opportunity to share ideas and learn from each other.

Also in August, the College welcomed Brendan Murray, the principal of Parkville College. Brendan spoke to staff about his role as an educator working with youth in custody. He discussed the role of the school and its challenges. This was a fascinating insight into another school.

At the end of the year, teaching staff concentrated on developing Victorian Curriculum assessment rubrics and course outlines. All staff were trained in setting up our new Learning management system; schoolbox

Professional learning activities were offered for staff every second Thursday throughout the year. All sessions began with a showcase of exemplary practice. This included presentations from, the year 9 team, VIT presentations, VCAL programs and others.

Learning Activities offered:

• BLP and mindfulness• Certificate of Youth Mental Health Wellbeing• Dyslexia- what you need to know• Managing student leadership groups• Stile Activities In Your Classroom• PLPs-personalised learning plans• Game based learning• Behaviour matters: Restorative justice refresher• Project Based Learning and Contemporary Learning in Practice• Supporting students with working memory difficulties.• An introduction to Biblical Studies using the Gospel of Luke• Taize meditation• Using Schoolbox• Creating rubrics using the Victorian Curriculum• Behaviour Management• VCE Data• OH&S• Learning disabilities.



A number of staff also attended professional learning outside of the College. These included:

Description of PL Undertaken in 2016

• Asthma Management Training• First Aid & Anaphylaxis Training• Certificate IV in Training and Assessment• Salesian Immersion program• CONSTA, MAV, Comview, HEV, Drama Vic, VATE, JLTAV conferences• Victorian Curriculum planning• Women in leadership conference• Emerging Leaders program• Applied Learning conference• Positive Psychology conference• Welfare Leaders conference• Schoolbox training• accreditation to teach in a Catholic school

NUMBER OF TEACHERS WHO PARTICIPATED IN PL: 140

AVERAGE EXPENDITURE PER TEACHER FOR PL $340.00



College Community


To foster active partnerships between the College and the wider community. Specifically:

• That parent, student, staff and alumni connectedness with the college will improve.

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

Achievements

• Continued strong support for the College [as evidenced in the Parent SatisfactionIndex]

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

• Improved networking between primary feeder schools and the College

• Improved use of online sharing of information using DayMap

• Continuation of CEOM Transition Project to monitor transition of students tosecondary

• Further strengthening of parent forums through the College Twilight School Program

• Increased opportunities for parent involvement at Years 7-9

• Ongoing commitment to Rupertswood Sports Association & College Alumni

Value Added

• College Development Department [incl. Alumni, Public Relations, etc]

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

• Twilight School programs on Child Safety, ASD, Languages, etc

• Information Evenings at most year levels

• House Family Evening for new families to the College



Parent Satisfaction

According to the 2016 Insight SRC data it is the perception of parents that:

• Their children get on well with their peers and other students at the school

• The education programs and subjects at the school are suitable for their children

• Students are developing good social skills

• The school is always striving to improve

• Students are well prepared for the next stage in their education

• Academic standards provide adequate challenges for students

• Are comfortable about approaching the school about any concerns

Other key indicators of parent satisfaction include:

• Feedback from parents regarding Year 6-7 Transition has been positive.

• Positive Feedback regarding Parent Teacher Interviews & Goal-Setting expectations

• Positive support for use of email, DayMap and SMS as an effective form ofcommunication.

• Parents very positive about the move to BYOD

• Large numbers attending Open Day/Evening, as well as monthly tours.

Feedback from parents regarding major events (eg Year 11 Presentation Ball) continue to be very positive.



Financial Performance

REPORTING FRAMEWORK ACCRUAL $

Recurrent income Tuition

School fees 5,092,334

Other fee income 603,598

Private income 471,982

State government recurrent grants 2,769,522

Australian government recurrent grants 10,250,616

Total recurrent income 19,188,052

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 13,193,703

Non salary expenses 6,213,261

Total recurrent expenditure 19,406,964

Capital income and expenditure Tuition

Government capital grants 0

Capital fees and levies 2,149,908

Other capital income 53,785

Total capital income 2,203,693

Total capital expenditure 1,643,973

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

Total opening balance 6,375,504

Total closing balance 5,730,234

The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the diocesan supplementary capital fund supporting primary schools’ capital borrowings.

The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included.



VRQA Compliance Data

E1125 Salesian College, Sunbury

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2014

%

2015

%

2014–2015 Changes

%

2016

%

2015–2016 Changes

%

YR 07 Reading 99.5 99.1 -0.4 98.2 -0.9

YR 07 Writing 98.1 95.8 -2.3 97.3 1.5

YR 07 Spelling 97.6 96.8 -0.8 95.1 -1.7

YR 07 Grammar & Punctuation

96.2 97.7 1.5 96.0 -1.7

YR 07 Numeracy 100.0 100.0 0.0 99.1 -0.9

YR 09 Reading 94.9 98.6 3.7 98.1 -0.5

YR 09 Writing 90.5 95.0 4.5 92.6 -2.4

YR 09 Spelling 93.9 95.4 1.5 93.5 -1.9

YR 09 Grammar & Punctuation

95.5 95.4 -0.1 94.5 -0.9

YR 09 Numeracy 99.4 99.1 -0.3 98.0 -1.1



YEARS 9–12 STUDENT RETENTION RATE

Years 9–12 Student Retention Rate 84.50%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y07 94.45

Y08 93.23

Y09 91.55

Y10 91.44

Overall average attendance 92.67

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 86.41%

STAFF RETENTION RATE

Staff Retention Rate 86.60%



TEACHER QUALIFICATIONS

Doctorate 2.11%

Masters 23.16%

Graduate 42.11%

Certificate Graduate 5.26%

Degree Bachelor 86.32%

Diploma Advanced 14.74%

No Qualifications Listed 4.21%

STAFF COMPOSITION

Principal Class 7

Teaching Staff (Head Count) 108

FTE Teaching Staff 95.950

Non-Teaching Staff (Head Count) 58

FTE Non-Teaching Staff 47.760

Indigenous Teaching Staff 0



MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Reading 583.50

Year 9 Writing 572.90

Year 9 Spelling 575.60

Year 9 Grammar & Punctuation 575.60

Year 9 Numeracy 582.30

SENIOR SECONDARY OUTCOMES

VCE Median Score 29%

VCE Completion Rate 99%

VCAL Completion Rate 82%

POST-SCHOOL DESTINATIONS

Tertiary Study 55.0%

TAFE / VET 15.0%

Apprenticeship / Traineeship 10.0%

Deferred 13.0%

Employment 7.0%



Survey Results

Parent Approachability 91.07%

Attitude to Survey 82.18%

Behaviour Management 82.45%

Classroom Behaviour 59.20%

Connectedness to Peers 95.48%

Connectedness to School 91.83%

Extra-Curricular 83.09%

Homework 79.81%

Learning Focus 94.47%

No# of Parents 104.00

Parent Input 92.00%

Parent Partnerships 84.37%

Reporting 77.23%

School Improvement 95.29%

Social Skills 94.86%

Stimulating Learning 93.07%

Student Motivation 78.85%

Student Safety 82.20%

Teacher Morale 95.00%

Transitions 95.54%

Staff Act on Results – Personally 80.20%

Act on Results – School 66.99%



Acted on Previous Surveys – Personally 67.33%

Acted on Previous Surveys – School 60.40%

Issues Coverage 75.49%

No# of Staff 107.00

Overall Enthusiasm 60.19%

Survey Usefulness – School 69.90%

Student Classroom Behaviour 59.84%

Connectedness to Peers 92.35%

Connectedness to School 79.02%

Learning Confidence 90.64%

No# of Students 960.00

Purposeful Teaching 85.50%

Stimulating Learning 71.82%

Student Distress 72.79%

Student Morale 74.27%

Student Motivation 94.67%

Student Safety 84.62%

Survey - Easy 88.82%

Survey - Enthusiasm 57.61%

Teacher Empathy 85.12%

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