annual report - loreto normanhurst...04 annual report 2018in another excellent year for loreto...

01 Annual Report 2018

2018 Annual Report


Loreto Normanhurst, in the spirit ofMary Ward, as a school community:

Encourageseach student to fulfil her academic andpersonal potential in an atmosphere of

freedom, care and respect for the individual

Celebratesa joyous Christian faith which growsfrom reflection and leads to justice

Developsindependent, articulate and

compassionate women of integrity

Loreto Normanhurst is registered and accredited by theNSW Education Standards Authority (NESA). It is an

independent, Catholic Day and Boarding school for girls established in 1897. This report is prepared for NESA

and includes details regarding specific educational and financial data. It is available on the School’s website:

www.loretonh.nsw.edu.au

This report should be read in conjunction with theinformation about Loreto Normanhurst which appears

on www.myschool.edu.au

Mission Statement


Table of Contents

04 Principal’s Message 06 Theme 1: A Message from the School Board

08 Theme 2: Contextual Information about the School and Characteristics of the Student Body

10 Theme 3: Student Outcomes in Standardised National Literacy and Numeracy Testing

12 Theme 4: Senior Secondary Outcomes (Student Achievement)

16 Theme 5: Teacher Professional Learning, Accreditation and Qualifications

18 Theme 6: Workforce Composition

20 Theme 7: Student Attendance, Retention Rates and Post-School Destinations

24 Theme 8: Enrolment Policy

28 Theme 9: Other School Policies

30 Theme 10: Priority Areas for Improvement Testing

32 Theme 11: Initiatives Promoting Respect and Responsibility

34 Theme 12: Parent, Student and Teacher Satisfaction

36 Theme 13: Summary of Financial Information

38 Theme 14: Publication Requirements


In another excellent year for Loreto Normanhurst, there were many highlights and much to be thankful for in 2018. The School continues to excel in the areas of social justice, pastoral care and education of the whole person. The School again achieved success with excellent results in the HSC and in all external examinations in 2018 including Year 10 and Year 11 RoSA, and NAPLAN in Years 5, 7 and 9. These results are a testament to the students who work very hard for success, their parents who support them, and to the passionate teachers employed at the School who are supported by great policies and a forward thinking Leadership Team who understand and promote holistic growth and the challenge associated with being part of a learning community. At Loreto Normanhurst we understand and work together to promote growth of the whole person in a diverse learning community that places relationships at the centre of all its decisions and actions.

In 2018 Loreto Normanhurst was placed as the fifth top achieving Catholic School, and 46th overall in NSW. As a comprehensive school with no entrance test and a diverse student body we are very proud of these fine results. The School has reflected on these results and with good effect, assisting students to achieve their personal best. In 2018 nine students received All Rounders (Premier’s Awards) and two students placed in the Top Achievers List (Top 20 in NSW) in the following subjects; ninth place in Modern History and tenth place in Studies of Religion II.

The Loreto 5 Professional Development focus in 2018 covered a variety of learning areas, with a particular focus on targeted reading comprehension strategies, targeting listening skills in language teaching, utilising student voice for responsive pedagogy, student wellbeing and active citizenship.

In 2018 we deepened our formation in the Loreto Value of Justice. As in all Loreto schools across Australia we debated, unpacked and prayed about what it is to be a person of Justice as Jesus and Mary Ward viewed it. Mary Ward encourages us to be ‘seekers of truth and doers of justice’ and her words were inspiration

for us throughout the year. With a growing understanding of Mission at the school and looking at the way our students, staff and parents support all the Ecology initiatives as well as the Vinnies Hampers and Loreto Day we can say Justice has been uppermost in our consciousness and actions in 2018.

Relationships and Learning have continued to be at the centre of the work we do at the school.

From Years 5-12, students engaged with each other, the staff and their parents in a mature and open way. Our students continue to develop holistically through the FACE (Faith, Academic, Community Extra-curricular) Curriculum and have a broad focus. They can articulate their learning journey and they work hard to achieve well. Robust and healthy relationships have again been the focus of this year. The whole school pastoral care program continued to promote a healthy mind, body and spirit, working hand in glove with the learning initiatives of team work, excellence and grit.

In 2018 a new role of Dean of Extra-curricular was created to oversee and co-ordinate the suite of extra-curricular activities on offer to students. Participation across the full range of extra-curricular activities on offer is high at Loreto Normanhurst with between 70-85% of students in each year group being involved at some level. The Music Festival, a Bursary Event, was a spectacular event again in 2018 with all students in Years 5-12, involved in this premier event for the school. Music continues to thrive with strong numbers in the orchestra, instrumental and vocal ensembles. Sport also continues to flourish, with a high proportion of students opting to compete in Independent Girls Schools Sport Association (IGSSA) Saturday sport competitions. Rugby was introduced in 2018 with great success. Loreto Normanhurst’s results are strong in all areas of Sport with many students representing the school at representative and elite levels. The Duke of Edinburgh Award Scheme continues to be popular at the school with many students taking part and now moving to receive their Gold Awards. In 2018 the School continued to experience success in Public Speaking and Debating. We hosted many rounds in the CSDA (Catholic Schools Debating Association) Competition and Archdale Competition. In 2018, Loreto Normanhurst

Principal’sMessage


won the Year 8 CSDA Debating Competition and the Year 7 CSDA Public Speaking Competition. Students in Years 8 and 9 attended Junior Space Camp to NASA run through the Alliance of Girls Schools.

The School has a very strong social justice program. The principles of Catholic Social Justice teachings and the aims and mission of the Loreto Sisters’ Justice, Peace and Integrity of Creation are applied and supported by the many transformative social justice activities that occur. The initiatives of 2018 continued to support our strategic plan of a Faith-Centre School, Person-Centred School and an Ecology-Centred School. The Community Service program continues to run well with students from Years 9 - 11 being part of the program. Students have completed community service work in Sydney, in their home towns, in Far North Queensland as part of the Outreach Experience and overseas. Student groups do extra community work with the indigenous community in Yarrabah, and as part of the Loreto Rural Partnership in country NSW, all mostly in their vacation time. The School continues its involvement at the Exodus Foundation, with staff, parents and students working together as volunteers to assist the homeless regularly each month.

In 2018 the School launched the Loreto Normanhurst Reconciliation Action Plan. Our vision for the Reconciliation Action Plan is to enable all staff and students to recognise the diversity within Aboriginal and Torres Strait Islander culture in Australia and to work towards reconciling the past. As a community we are shaped and guided by the Loreto Values of Justice, Sincerity, Felicity, Verity and Freedom. These

values challenge all within our community and beyond to act in a way that closes the gap between Aboriginal and Torres Strait Islander People and non-Indigenous Australians, in particular through education. We currently have 2 working parties of 17 staff members who are working on 23 action points across the areas of Cultural Awareness and Teaching and Learning. Signed copies of the Reconciliation Action plan are on display in School Reception and other key areas of the School.

Loreto Normanhurst continues its journey of reflection and discernment, guided by the pathways identified in the Loreto Normanhurst Strategic Plan 2016-2020. As a Faith-Centred, Person-Centred, and Ecology-Centred School, the School is continually reinventing and providing leadership to the educational community across the areas of mission, learning, pastoral care and leadership.

The School continues to grow and develop in all areas: the development of faith, academic growth, in ongoing enhancement of our happy community and in the expansion and commitment to the extra-curricular programs.

Ms Marina Ugonotti BA/LLB, Grad Dip Ed, MEd Leadership, MTheoPrincipal


The Loreto Normanhurst School Board shares with the Principal and the IBVM Sisters the responsibility of providing a quality education with the Loreto values and charism embedded in the operations of the School. The School Board members continue to demonstrate a deep commitment and spirit of service to fulfil the mission of a Loreto Education. Coupled with this is the safeguarding of their governance responsibilities in ensuring Loreto Normanhurst remains a sustainable and highly desirable option for girls’ education.

The School Board met 10 times during 2018 and members represented the School Board in one or another of the Subcommittees of the Board for Finance, Development, Property, and Bursary. The Finance and Property Subcommittees were chaired by a School Board member. The School Board and the School Board Subcommittees are productive and well-balanced teams who are committed to advancing the interests of the School.

The Subcommittees were all active in their respective portfolios with meetings scheduled in time for regular reporting to the School Board meetings. Membership of School Board Committees includes parents, ex-parents of the School and members with expertise in various fields.

During the year a number of members were welcomed to the School Board and each made a valuable contribution. School Board members receive meeting papers and Subcommittee reports in advance of the meetings and includes a comprehensive report from the Principal.

The Board monitors a range of performance indicators including academic, financial and risk. The financial performance of the School is also assessed through an

independently conducted survey of key performance indicators amongst like schools.

The Board commences each year with a planning day held in February. This is an opportunity to reflect on the accomplishments of the School, the challenges ahead and engage with the School’s Strategic Plan 2016-2020 and Master Plan 2017-2047. The Board also receives governance professional development at this

time. A key focus in 2018 for the School Board has been the development of the Master Plan.

The School Board is grateful for the generous time and commitment given by all volunteers who are instrumental in developing and maintaining the relationships that make the Loreto Normanhurst community so strong and ensuring the School operates in a collaborative, cohesive and responsible manner. The ongoing support of parents in the all-round education of Loreto women and continued financial support to the School is also recognised.

The Board is also especially grateful for the dedication and guidance of the Loreto Sisters and the service of Ms Barbara Watkins, Principal of Loreto Normanhurst from 2008 to 2018.

For the 2018 year, the Board acknowledges the work of teachers and students in achieving strong academic results and continued focus on social justice and their ethical stance in driving sustainability initiatives.

Mr Andrew Quoyle Chair, Loreto Normanhurst School Board

Theme 1:A Message from the School Board


OUR SCHOOL

Loreto Normanhurst is a dynamic and continually reinventing school, where the school staff work collaboratively with students and parents to build a scholarly environment. Excellence is encouraged and the celebration of an individual’s gifts is sought.

In the Loreto Normanhurst environment, reflection leads to action and education of the whole person is central. This is experienced through the Loreto Normanhurst Student Growth Model (LNSGM) which is integral to our teaching and learning experiences. The LNSGM develops students holistically in the areas of Faith, Academic, Community and Extra-curricular (FACE) development.

Relationships and learning are equally important. Wisdom, passionate creativity and integrity, together with the Loreto values, are fundamental to the work of our whole school community.

Our Model is embraced by a student body of approximately 1100 girls from Year 5 to Year 12, which includes around 160 boarding students primarily from Country NSW.

The School uses all funding wisely to enhance learning outcomes for its students and funding received for Indigenous students was directly used.

As a 21st century school, our challenge is to assist young women to take their place in the world. Our plan is to further develop the LNSGM, and our sustainability as a Catholic and Loreto school, where we will continue to grow as individuals, and in community.

More information about the School is located on www.myschool.edu.au and the School’s website at www.loretonh.nsw.edu.au.

Theme 2:Contextual Information About the School and Characteristics of the Student Body


Selected School’s average is: substantially above above close to below substantially below

• average of schools serving students from statistically similar socio-educational backgrounds (SIM box)• average of all Australian schools (ALL box)

The School’s NAPLAN results are documented on: https://www.myschool.edu.au/school/43690/profile/2018

Reading Persuasive Writing Spelling Grammar and Punctuation Numeracy

Year 5

556549-583

497481-513

534519-550

550532-568

523508-538

SIM564

556-573

ALL509

SIM501

493-509

ALL465

SIM538

531-546

ALL502

SIM560

550-569

ALL504

SIM542

534-550

ALL494

Year 7

587579-596

561551-570

583574-592

591581-601

582573-591

SIM592

585-599

ALL542

SIM555

546-563

ALL505

SIM582

574-590

ALL545

SIM599

590-608

ALL544

SIM606

598-614

ALL548

Year 9

625616-633

594583-605

621612-630

616606-626

624616-632

SIM631

623-638

ALL584

SIM596

587-606

ALL542

SIM624

616-632

ALL583

SIM635

626-643

ALL581

SIM655

647-662

ALL596

2018 NAPLAN RESULTS

Theme 3:Student Outcomes in Standardised

National Literacy and Numeracy Testing


The Record of School Achievement (RoSA) is a cumulative credential for Years 10, 11 and 12 students leaving school prior to the Higher School Certificate. In 2018, there was one Loreto Normanhurst student who required the RoSA credential.

In Year 10, 173 students were awarded grades that could contribute to a RoSA. Of these students, eight were awarded all Grade A in every subject they studied while six achieved Grade A in subjects that were formerly tested in the School Certificate: English, Mathematics, Science, Australian History and Geography.

In Year 11, 157 students were awarded grades that could contribute to a RoSA. Of these students, seven were awarded all Grade A in 12 or more units of HSC Preliminary Courses they studied. Nine students achieved Grade A in ten units of HSC Preliminary Courses studied.

HIGHER SCHOOL CERTIFICATE

In 2018, 156 students in Year 12 achieved an HSC, with 99% of students completing the HSC examination achieving an ATAR, with two students following a non-ATAR pathway. Of Year 12 students, 5% undertook vocational training as part of their HSC.

The School maintains its high standard whereby students in subjects demonstrate knowledge, understanding and ability that places 73% of the cohort in the top 20% of the State. Students achieved two first places in the Top Achievers in Course category.

It was also pleasing to note that while nine students achieved a place on the All-Rounder list, an additional eight students narrowly missed out on the All-Rounder list by 1 mark or 1 unit. Considerable success was also achieved in the practical subject areas: seven students were nominated for the TAS SHAPE exhibition; four Individual Projects were nominated for Drama’s OnSTAGE, two Music students were nominated for ENCORE, and two were nominated for ArtEXPRESS, with one selected for inclusion.

In 2018, students sat for the NSW Higher School Certificate in 37 courses. In total, 100% of candidates across all courses achieved marks of 50 or more (Band 2 or higher) with 91% of these achieving all marks in Bands 4-6 (70-100 marks) and 43% achieving all marks in Bands 5 and 6 (80-100 marks). Of the 61 candidates who sat for a one unit extension course, 100% achieved 25 marks or more out of 50 with 72% of these achieving in the highest bands with 40 marks or more.

In general, student achievement is mostly above state level. This has been a consistent trend over the last ten years.

Theme 4:Senior Secondary Outcomes

(Student Achievement)


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SUBJECTSchool vs

State variation

Aboriginal Studies - 2 unit 20.22

Ancient History - 2 unit 15.53

Biology - 2 unit 7.47

Business Studies - 2 unit 8.83

Chemistry - 2 unit 5.63

Community & Family Studies - 2 unit 10.57

Design & Technology - 2 unit 10.73

Drama - 2 unit 11.91

Economics - 2 unit 2.37

English (Standard) - 2 unit 12.39

English (Advanced) - 2 unit 8.21

English Extension 1 - 1 unit 1.56

English Extension 2 - 1 unit 3.94

Food Technology - 2 unit 16.13

French Continuers - 2 unit 1.32

French Extension - 1 unit -0.86

Geography - 2 unit 10.56

History Extension - 1 unit 4.01

Hospitality - 2 unit 3.76

SCHOOL vs STATE VARIATION (HSC 2018)

SUBJECTSchool vs

State variation

Italian Beginners - 2 unit 6.31

Italian Continuers - 2 unit 8.87

Italian Extension - 1 unit 3.45

Legal Studies - 2 unit 11.89

Mathematics General 2 - 2 unit 12.69

Mathematics - 2 unit 5.01

Mathematics Extension 1 - 1 unit -1.99

Mathematics Extension 2 - 1 unit -9.2

Modern History - 2 unit 10.91

Music 1 - 2 unit 10.77

Music 2 - 2 unit 3.35

Music Extension - 1 unit 4.12

PDHPE - 2 unit 10.27

Physics - 2 unit 4.58

Senior Science - 2 unit 13.28

Studies of Religion - 1 unit 4.24

Studies of Religion - 2 unit 9.2

Visual Arts - 2 unit 7.68


TRENDS IN ACADEMIC PERFORMANCE (HSC RESULTS 2008-2018)

CRITERIA 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

Number of UAI/ATAR candidates 137 137 147 154 167 157 164 146 146 172 156

Total number of courses 35 37 35 38 37 36 38 35 39 35 37

Number of courses: below State average 3 2 1 4 2 0 2 3 2 1 3

0-4 marks above State average 6 13 7 6 8 8 3 3 8 9 11

5-10 marks above State average 18 18 13 14 13 17 15 10 17 13 9

More than 10 marks above State average 8 4 14 12 11 7 12 12 10 12 14

More than 15 marks above State average 3 3 4 6 2 2 1 3

Number of mentions in the Honour Roll 196 174 279 350 286 368 397 289 230 298 238

Number of Premier’s Awards 3 4 9 14 7 16 24 13 14 15 9

Number of top places in the State 3 2 6 4 2 10 16 5 2 5 2

Top ATAR 99.6 99.3 99.85 99.75 99.6 99.7 99.85 99.75 99.8 99.8 99.15

% of students with ATARs 90 and above 25.6 40 55 58 40 56 58.5 43 38 43 39

% of students with ATARs 80 and above 65.4 78.5 80 76 76 80 80 77 67 69 73

It is pleasing to note that the number of students achieving a place at university remains steady, with 96% of eligible students receiving a university offer in 2018.

Loreto Normanhurst results can be compared against those of other schools via the My School Website: www.myschool.edu.au


In 2018, Loreto Normanhurst employed 127 teachers involved in the delivery of the curriculum, in the following categories:

Category Number of Teachers

(i)Having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines

123

(ii)Having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lacks formal teacher education qualifications

0

The total number of teachers appears on the My School website: www.myschool.edu.au.

PROFESSIONAL LEARNING

Loreto Normanhurst staff members have been involved in a wide range of formal and informal learning activities designed to maintain and enhance their knowledge and skills. These have included face-to-face and online activities, and have been facilitated by external providers and members of Loreto Normanhurst staff with suitable expertise.

In June, a Staff Conference was held where all teachers attended a presentation on how to support students to use social media safely. They also selected from a range of workshops led entirely by Loreto Normanhurst staff members, covering topics such as Assessment and Feedback; Using ICT to Increase Student Engagement; Strategies to Support Student Wellbeing and Inclusive and Differentiated Practice. In September all teachers participated in a workshop on Understanding Aboriginal and Torres Strait Islander Culture and History, and on Caring for our Students and Each Other.

The Loreto 5 program continued to operate in 2018. Five teachers were selected to undertake an action research project relating to pedagogical change, researching an area of interest in education and using the research outcomes to inform classroom practice for themselves and their colleagues.

Throughout the year, various informal groups were formed to enable collaboration and provide support to groups of teachers. These included those working towards accreditation at Proficient Teacher and Experienced Teacher level, those seeking to enhance their skills with using ICT and those new to leadership positions at Loreto Normanhurst. ‘Pop-up PD’ sessions were also held to meet the specific needs of small groups of teachers during the year.

Theme 5:Teacher Professional Learning,

Accreditation and Qualifications


Description of Professional Learning activity Number of Teachers

Student Wellbeing – courses, conferences and workshops designed to support the wellbeing of students. Attended by classroom teachers, Heads of House, Pastoral Team leaders andSupport and Operations staff.

123

Curriculum and Pedagogy – courses, conferences, seminars, workshops with a focus on subject-specific content and pedagogical approaches. Attended by teachers and Learning Team leaders.

57

Compliance and Training – courses, workshops, training and online learning activities addressing legislative requirements such as Child Protection, First Aid, Workplace Health and Safety and specific job-related skills.

123

Leadership – courses and conferences designed to enhance the leadership skills of current and aspiring leaders.

28

Accreditation – workshops and online courses to support teachers through the process ofachieving accreditation at Proficient Teacher or Experienced Teacher level.

10

Level of Accreditation Number of Teachers

Conditional/Provisional 6

Proficient 117

Highly Accomplished/Lead Teacher 0

TEACHER ACCREDITATION

The table below shows a summary of participation in formal Professional Development activities facilitated by external providers.


The breakdown of staffing at Loreto Normanhurst:

Categories of Staff Number of Staff

Teaching staff 123

Full-time equivalent teaching staff 116

Support and Operations staff* 82

Full-time equivalent Support and Operations staff 70

*Support and Operations staff excludes Boarding staff

The School’s current workforce composition also appears on the My School website www.myschool.edu.au.

Loreto Normanhurst employed one staff member in 2018 who indicated they were of Aboriginal or Torres Strait Islander descent.

Theme 6:Workforce Composition


STUDENT ATTENDANCE

Student attendance rate at Loreto Normanhurst is high. On any typical school day in 2018, the average student attendance rate was 95.83%. This was similar to the average attendance rate in 2017. This attendance rate is based on the Australian Government Department of Education and Training, the Student Attendance Collection (STATS) process for calculating attendance data and a school population of students in Years 5-12 of 1096 in 2018.

The rate of attendance for each year level is:

Year Level Attendance Rate (%)

5 96.93%

6 95.24%

7 96.54%

8 94.79%

9 95.23%

10 95.20%

11 95.35%

12 97.39%

Theme 7:Student Attendance, Retention Rates

and Post-School Destinations


STRATEGIES TO IMPROVE UNSATISFACTORY ATTENDANCE

It is the policy of Loreto Normanhurst that all students are to be in attendance for the full duration of each school term, and that punctuality and reliability are to be fostered. In 2018, parents (and boarding supervisors) informed the School of their daughter’s full-day and partial absences by email or by telephone to the attendance message service. The parents of students who are absent from School without explanation are contacted each day by the Student Services Office using the SMS text messaging service. The parents of all students who have been absent for more than three days are contacted by the student’s Head of House or Tutor in Years 7-12 and the classroom teacher in Years 5-6.

Each week students who have failed to provide a written note to explain an absence are contacted and reminded and a letter is mailed to parents who, despite reminders, have still failed to provide a letter of explanation for a student absence. Student absences that are ‘unexplained’ after seven school days will be permanently recorded as ‘unapproved’. It is noted that student absences are mostly due to short episodes of illness. Some students and their families do require greater support.

Where unsatisfactory school or class attendance is identified, the attendance issue and any action taken are recorded, as appropriate, on the student file.

To improve the unsatisfactory attendance of a student, the School works in partnership with the student and her parents.

1. The Head of House/Head of Primary phones her parents and talks to the student to understand any concerns that contribute to her absence from School. Once an understanding of the issue is clear, then:a. The Head of House/Head of Primary requests feedback from the classroom teachers regarding

engagement and performance.b. A meeting is convened by the Head of House/Head of Primary involving the student, parents, School

counsellor and others, as required. c. At the meeting, goals are set for the following weeks to improve the student’s attendance, support needs

are decided and communicated by the Head of House/Head of Primary and a review meeting time is made.

2. With parental permission, contact is made by the School Counsellor with any outside health specialist or organisation the student may be connected with so all parties can work together to support the student and improve School attendance. A Care Plan may be required.

3. Regular contact is made with the student to check on her welfare and progress.4. Emails are sent to the student’s Tutor and teachers asking for their assistance in monitoring the student’s

engagement, participation, effort and attitude. 5. Regular contact with parents is maintained by the Head of House/Head of Primary.


STUDENT RETENTION RATE FROM YEAR 10 TO YEAR 12

The student retention rate in 2018 at Loreto Normanhurst is consistent with previous years. Retention trends are as follows:

Year 10 total enrolment

on census date

Year 12 total enrolment

on census date

Year 10 enrolment at census date remaining

in Year 12 on census date

Apparent retention rate

Actual retention rate

2003/05 152 147 141 97% 93%

2004/06 147 133 126 90% 86%

2005/07 149 144 138 97% 93%

2006/08 157 139 132 89% 84%

2007/09 151 140 135 93% 89%

2008/10 156 147 143 94% 92%

2009/11 169 156 148 92% 88%

2010/12 169 167 156 99% 92%

2011/13 154 157 144 102% 94%

2012/14 169 166 146 98% 86%

2013/15 146 150 136 102% 93%

2014/16 144 150 138 104% 96%

2015/17 175 173 168 99% 96%

2016/18 161 156 150 97% 93%


ENROLMENT

In 2018, Loreto Normanhurst continued to enrol students in accordance with the School’s Enrolment Guidelines with all applicants being required to attend a family interview and demonstrate congruence with the Loreto values.

There was increased enrolment growth in the day school in 2018 which compensated for the decrease in boarding student enrolments in 2018. The graduating boarding students in Year 12 in the year prior was comparatively large.

Enrolment patterns in total at Loreto Normanhurst remained steady throughout the year as demonstrated below:

Date Day School Boarding School Total

1 February 942 154 1096

1 August 929 158 1087

1 December 929 158 1080

POST-SCHOOL DESTINATIONS

Most students who left school at the end of Year 12, following completion of their school education, enrolled at university, TAFE or private colleges. Of the 157 students to complete their education, 149 received a place at university. The remaining students have chosen courses at TAFE or private colleges that may enable them to transition to university at a later date.

A number of students will take a GAP year before beginning their tertiary education. For most of these students it will involve some time spent overseas as well as joining the workforce for a short period of time.


ENROLMENT POLICY

The educational vision of Loreto schools springs from the Gospel of Jesus Christ…This is our vision: that Loreto schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service.

- Loreto Schools of Australia Mission Statement 1998

RATIONALE

Loreto Normanhurst provides an education within the Catholic, and specifically Loreto tradition. Mary Ward’s values of justice, sincerity, truth, felicity and freedom, as well as a deep respect for the contribution of women, underpin the mission of our School and every aspect of school life.

Loreto Normanhurst seeks to be a place where our Catholic Christian faith is fostered and developed. We endeavor to be a school where all people are invited to grow in their knowledge and love of God and to embrace the gospel. Each year, this invitation is extended to new students and their families.

Theme 8:Enrolment Policy


1. In selecting students for enrolment, primary consideration will be given to congruence with Catholic values and the ethos of the School. Priority will therefore be given to families who profess to be Catholic, although the Principal has some discretionary power in this matter.

2. Families need to provide evidence of involvement in the broad mission of the Church. This will take the form of a guided reference from a person in an appropriate position, such as Parish priest or minister, the Principal of a primary school, or current Loreto family.

3. Other factors which may be taken into account in selecting students include: previous connection with the School or other Loreto schools; length of time on the waiting list; siblings already in the School; vacancies in the boarding school (if applicable). Special consideration may be given to the degree of isolation in the case of applicants for boarding places and to families transferring from interstate or overseas.

4. The School enrols a number of families who do not profess to be Catholic, but this number is minimal. Such families need to be made aware from the outset that their daughters will not be eligible to be a Liturgy Captain or Extraordinary Minister of Holy Communion.

5. Loreto Normanhurst recognises the uniqueness of each student. The whole school community benefits when the diversity of strengths and needs of individuals is acknowledged and catered for. Therefore, the School is not academically selective. The School endeavors to provide for the specific needs, educational and other, of a student seeking enrolment. Parents or guardians may be asked to provide expert opinion from independent specialists to inform the identification of educational needs and adjustments that may be required, and will be considered, in determining the decision.

6. Loreto schools fulfil their mission in partnership with parents, who are the first educators of their children, hence it is expected that parents will be actively involved in their children’s education at the School. This involvement may take a variety of forms.

7. Acceptance of an application form will not guarantee an enrolment interview or an offer of enrolment.

8. The Loreto Normanhurst enrolment guidelines are publicly available and make clear the enrolment priority and criteria.

9. The following information is also publicly available: • procedure for application; • details of Application and Enrolment Fees and

when these are payable; • details of information sessions, Open Days,

orientation days, interviews; • details of the interview process; • details of the School’s schedule of fees and

payment policy; • timeline for processing applications; • outline of enrolment conditions and the

requirement of formal acceptance of these; and • parental obligations and expectations of parents

by the School. 10. Parents or guardians will be required to declare at the

time of admission and at any time during enrolment that they have: • disclosed all special needs of the prospective

student where it relates to the student’s education;

• disclosed all medical or psychological conditions and/or health care requirements of the prospective student where it relates to the student’s education;

• provided a copy of any Court Orders which apply to the prospective student and/or parent/s; and

• fully completed the application and enrolment forms.

PRINCIPLES


11. If a parent or guardian withholds information relevant to the application/enrolment process then the Principal reserves the right to refuse, or terminate enrolment on that ground.

12. Both parents or guardians will be required, jointly and severally, to formally accept responsibility for the payment of all school fees unless otherwise agreed with the School.

13. When accepting a place at Loreto Normanhurst parents are deemed to have accepted the School’s values, policies, procedures and expectations and to continue to endorse and support them.

14. Continued enrolment is dependent on certain prerequisites such as attendance, behaviour and payment of fees. This information is clearly outlined in the Acceptance of Enrolment documentation signed by parents.

15. The decision on whether the student is to be enrolled will ideally be made in partnership with the parents or guardians based on the School’s ability to cater for the student’s needs. The final decision in matters of enrolment rests with the Principal.

16. Information regarding the School and student body can be found on the My School website www.myschool.edu.au.

This policy appears in the Annual Report, on the School’s website and intranet. It is also made available in hard copy to prospective families seeking enrolment.


To ensure that all aspects of the School’s mission for providing for a student’s welfare and pastoral care are implemented, the following policies and procedures were in place during 2018:

Policy Changes in 2018 Access to full text

Addressing Community Concerns Policy This Policy is reviewed annually. School Website and Staff Intranet

Alcohol and other Drugs Policy• Prevention and intervention• Principles and procedures• Consequences for breaches• Procedural Fairness statement

This Policy is reviewed annually. School Website and Staff Intranet

Behaviour Management Policy• Rights and responsibilities• Code of behaviour• Procedural fairness statement

This Policy is reviewed annually.School Website and Student Handbook

Child Protection The School takes our responsibility to protect children seriously. All staff are expected to promote child safety by having a clear understanding of their legal child protection responsibilities and act in accordance with those responsibilities.All staff are expected to act professionally and in accordance with the School’s expectations regarding staff conduct toward children. Members of staff receive guidance and professional development in relation to appropriate interactions with students, how to exercise duty of care and how to maintain professional boundaries.The Policy encompasses:

1. Legislation2. Definitions3. Procedures to be followed in the event of an allegation4. Types of Reportable Conduct under Part 3A of the Ombudsman Act5. Procedures to be followed in the event of an allegation made

against an employee


Critical Incident Management• Definition• Roles and responsibilities• Procedures• Support contacts

Reviewed in 2018

Copy provided to Critical Incident Team Members and Staff Intranet

Grievances Policy Reviewed in 2018 Staff Intranet

Medication Policy Reviewed in 2018 Staff Intranet

Safe School Policy Reviewed in 2018 School Website and Staff Intranet

Theme 9:Other School Policies


Printed copies may be requested from the Principal’s Office.

Policy Changes in 2018 Access to full text

Security Policy This Policy is reviewed annually. School Website and Staff Intranet

Student Anti-Bullying Policy including Cyberbullying statement. This Policy provides processes for reporting, responding and management of allegations of bullying and encompasses:

• Definitions• Preventative strategies• Procedures for investigations• Possible consequences• Procedural fairness statement

The Policy is reviewed annually and updated to reflect current trends in social media and other concerns.

School Website, Student Handbook and Staff Intranet

Safe and Responsible use of Student ICT • Definitions• Responsibilities and expectations• Consequences


Work Health and Safety Policy Reviewed in 2018 School Website and Staff Intranet


SCHOOL DETERMINED IMPROVEMENT TARGETS

The Loreto Normanhurst Strategic Plan 2016 – 2020 that was launched in November 2015, along with the Loreto values and the School’s Mission Statement, guide the work of the School Board and the Leadership Team.

The Strategic Plan continues to be clear and exciting and gives the school a positive and decisive way forward. The three strategic pathways, which were further developed and tended to in 2018, are:

PATHWAY 1: A Faith-Centred School

• The development of reflective, critically thinking women of faith.• The development of empowered women of action who, imbued with Loreto charism, work for justice and

peace.• The development of community, formed in the call of Jesus and the Gospel, the spirituality of St Ignatius,

and the charism of Mary Ward and the IBVM.

PATHWAY 2: A Person-Centred School

• A learning community that radically explores the next groundbreaking iteration of the LNSGM to further the holistic development of students.

• A School where the whole person is at the centre of all learning, relationships and programs.• The development of passionate and innovative staff prepared to address the needs of students in an ever-

changing world.

PATHWAY 3: An Ecology-Centred School

• The development of ecological sensitivity in all members of the community so that all actions reflect a care for creation.

• A School that assumes ethical responsibility for decisions which promote sustainability across all areas of the community, within and outside Loreto Normanhurst.

• The development of a growth strategy and Master Plan that imagine and deliver a state-of-the-art school with modern facilities ensuring robust stewardship of resources.

During 2018, the School moved from a Year of Sowing to a Year of Tending where we walked these pathways to inform our work. To assist with the fulfilment of the Strategic Plan in 2018, the School examined the Implementation Plans developed in 2016 and continued with the specific work outlined in these plans in 2018.

The Leadership Team continued to promote the School’s values as part of their daily work and worked collaboratively with other members of staff to consolidate the Loreto Normanhurst Student Growth Model (LNSGM).

Theme 10:Priority Areas for

Improvement Testing


Loreto Normanhurst has a Pastoral Care structure which places the student at the centre of everything we do. The vertical pastoral care system at Loreto Normanhurst consists of eight House communities in the Secondary School, and three in the Primary School. The House creates supportive systems where students feel known and cared for. The structures promote a sense of belonging and connectedness underpinned by a strong ethos of mutual care, concern and student leadership.

Students are guided in making responsible personal decisions through living out Gospel and Loreto values in an Ignatian context. They are encouraged to cultivate a positive, resilient and hope-filled outlook and develop strategies to deal with challenging aspects of life.

Positive relationships are established and nurtured between all members of the community through Pastoral Care in each House, Tutor Group, classroom and general social interactions. Students, teachers and parents respect each other’s rights and accept responsibility for how they act each day in the exercise of those mutual rights. Student voice is encouraged and the student leadership structures are designed to promote expression of the students in many areas including social justice, liturgy and ecological awareness. These three areas were overseen by the Director of Mission who works with the students to address issues of social concern and respond by way of action in advocacy, awareness-raising, fundraising and service through action.

In 2018, the School community supported the work of the Loreto Sisters and Mary Ward International Australia, including the House of Welcome. The School also supported Caritas Australia through Project Compassion as well as Project Futures, various communities in Far North Queensland and the drought stricken rural communities in New South Wales.

Students in Years 9-11 participate in a Community Service Program, volunteering their time to support areas of social justice, the aged and disability community, sporting groups and other community based initiatives.

The Pastoral Curriculum allows students to acquire and practice social and emotional competencies such as self-awareness, self-management, social awareness, responsible decision making and relational skills. The initiatives promote personal, social, moral, spiritual and cultural development and wellbeing through distinctive programs, curricula content and extra-curricular activities are offered to all students at Loreto Normanhurst. These programs which are delivered at the age-appropriate stage of schooling, include the themes outlined below:

Positive relationships based on respect, generosity and love

Values and how they influence our relationships

Bullying and safe schools Alcohol and other drugs education

Good mental health Leadership skills development

Resilience and challenge Anxiety and stress management

Respect and responsibility Motivation and study skills

Theme 11:Initiatives Promoting Respect

and Responsibility


In 2018, the Pastoral Team continued with the Resourceful Adolescent Program (RAP) for Year 7 whilst the Healthy Minds Program was delivered to all students in Year 8. These programs were delivered over several weeks and involved student, teacher and parent workshops. The RAP and the Healthy Minds Program are evidence-based, social emotional learning programs which aim to teach students to recognise and then act to change their thinking to promote good mental health habits. The Pastoral Curriculum has focused on building positive coping skills in response to the growth in adolescent anxiety. This curriculum has been delivered across the School in a variety of forums including whole school initiatives, through Tutor Group and House Time, age appropriate Year Group workshops and at Camps and Retreats. The Pastoral Curriculum extends into the classrooms and is embedded into the Integrated Learning curriculum, PDHPE and RE curriculum.

Community service Social justice awareness of global issues

Positive psychology Emotional intelligence

Body image Sexualisation of girls in the media

Growth mindset Cyber safety and ethical use of technologies


Each year the School conducts thorough exit surveys from the students and parents of Year 12 and from the staff of the School in various areas. In 2018, the School continued to survey the community on 1:1 laptop usage throughout the school community and also conducted a survey of parents in relation to academic plenaries and reports. These surveys are developed, overseen, interpreted and followed up by the Leadership Team. The School reflects on the information that becomes evident from the surveys.

Other data, which enabled comparisons from outside the School, such as performance in NAPLAN testing, were also discussed as part of an evaluation of the School as well as RoSA data, and HSC results. Other instruments used in 2018 by the School to gauge performance and attitudes include the Loreto Normanhurst Pastoral Care Survey ()Years 7 to 11), the ACER Social and Emotional Wellbeing Survey and the AAS Testing in Years 5, 7 and 10.

The results of the School’s exit survey data as well as other survey data again indicated very high levels of satisfaction from students and their parents and acknowledged improvements in academic and pastoral outcomes across the board.

The School’s annual Year 12 exit survey for students indicated very high levels of satisfaction with all areas of school life, and 98% of respondents indicated overall satisfaction with the quality of the education they received at Loreto Normanhurst.

The School also conducts exit interviews and/or surveys with staff members who leave the School. The Human Resources department aggregates the information gained from this process and it is considered by the School’s Leadership Team.

Theme 12:Parent, Student and Teacher Satisfaction


The Loreto Normanhurst Limited financial year is from 1 January until 31 December. The annual audit for the 2018 financial year was completed in May 2019. The required financial information for 2018 will be submitted to the Department of Education and Training by the end of June 2019.

Loreto Normanhurst acknowledges the financial support received from both the Federal and State Governments.

The 2018 income and expenses are represented in the pie charts below:

Fees and private income

State recurrent grants

Commonwealth recurrent grants

Government capital grants

Other capital income

Salaries, allowance and related expenses

Non-salary expenses

Capital expenditure

54%

18%

28%

RECURRENT / CAPITAL INCOME FOR 2018

RECURRENT / CAPITAL EXPENDITURE FOR 2018

Theme 13:Summary of Financial Information

60%

20%

14%

6%


The School’s Annual Report is published on the NESA website and the School’s website: www.loretonh.nsw.edu.au

Theme 14:Publication Requirements


www.loretonh.nsw.edu.au [email protected]

91-93 Pennant Hills Road, Normanhurst Ph: 1800-LORETO

Founded in 1897 by the Loreto Sisters (IBVM), Loreto Normanhurst is a leading Sydney independent

Catholic day and boarding school for girls. Developing confident, articulate women of the 21st Century.

annual report - loreto normanhurst...04 annual report 2018in another excellent year for loreto...

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