bethlehem college ashfield annual school report to the...

Bethlehem College Ashfield

Annual School Report to the Community

2010

18 Bland Street Ashfield 2131

[email protected]

www.bethlehemcollege.nsw.edu.au

Ph: 9798 9099

CONTENTS Page

About This Report 1

Message From Key School Bodies 2

School Features 3

Catholic Life And Religious Education 4

School Curriculum 5

Student Performance In Tests 8

Professional Learning And Teacher Standards 12

Teacher Attendance And Retention 13

Student Attendance And Retention 13

Senior Secondary Outcomes 14

Post School Destinations 14

School Policies 15

School Determined Improvement Targets 17

Initiatives Promoting Respect And Responsibility 18

Parent, Teacher And Student Satisfaction 19

Financial Statement 21

ACRONYMS AND ABBREVIATIONS USED IN THIS REPORT

AIP: Annual Improvement Plan

ATAR: Australian Tertiary Admission Rank

BOS: Board of Studies

CARE: Community for the Awareness and Restoration of the Environment

CEC: Catholic Education Commission

CEO: Catholic Education Office

CGSSSA: Catholic Girls Secondary Sports Association

CSIRO: Commonwealth Scientific and Industrial Research Organisation

ESL: English as a Second Language

HSC: Higher School Certificate

ICT: Information and Communication Technologies

IDEAS: Innovative Designs for Enhancing Achievements in Schools

LBOTE: Language Background Other Than English

Learn2Learn: Learn to Learn Program

MCCS: Metropolitan Combined Catholic Schools

NAPLAN: National Assessment Program – Literacy and Numeracy

NESB: Non English Speaking Backgrounds

PDHPE: Personal Development, Health and Physical Education

SC: School Certificate

SMART: School Measurement Assessment and Reporting Toolkit

SMS: Short Message Service

TAFE: Technical and Further Education

VET: Vocational Education and Training

ABOUT THIS REPORT

Bethlehem College Ashfield is registered by the Board of Studies, NSW, and managed by the Catholic

Education Office (CEO), Sydney, the ‘approved authority’ for the Registration System formed under Section

39 of the NSW Education Act 1990.

The Annual School Report to the Community for this year provides the community with fair, reliable and

objective information about school performance measures and policies, as determined by the Minister for

Education.

The Report also outlines information about initiatives and developments of major interest and importance

to the community during the year and the achievements arising from the implementation of the school’s

Annual Improvement Plan (AIP).

Accordingly, the Report demonstrates accountability to regulatory bodies, the school community and the

CEO, Sydney. This Report has been approved by the CEO, Sydney in consultation with the Regional

Consultant who monitors that the school has appropriate processes in place to ensure compliance with all

NSW Board of Studies requirements for Registration and Accreditation.

This Report complements and is supplementary to school newsletters, yearbooks and other regular

communications. The Report will be available on the school’s website by 30 June 2011 following its

submission to the Board of Studies (BOS).

The contents of this Report will be discussed at the Parents and Friends’ Group meeting. Further

information about the school or this Report may be obtained by contacting the school on 9798 9099 or by

visiting the website at www.bethlehemcollege.nsw.edu.au.

PRINCIPAL: Mrs. Anna Dickinson

DATE: 14 March 2011

http://www.bethlehemcollege.nsw.edu.au/

MESSAGE FROM KEY SCHOOL BODIES

Principal’s Message

The year 2010 has been another exceptional year at Bethlehem College where students, staff and parents

demonstrated a great commitment in putting their faith into action and living out the College Motto ‘Este

Fideles’ – being faithful to God, to themselves and each other. The College continued to set high

expectations for all students, personalise the learning experience and offer each student the required

support and challenge to strive for personal excellence. Our students demonstrated that they are

courageous learners challenging themselves to stretch beyond the expected and as a result they

accomplished exceptional results. A few highlights include our excellent School Certificate (SC) and Higher

School Certificate (HSC) results as well as the evident learning gains in the National Assessment Program –

Literacy and Numeracy (NAPLAN). This year our College engaged in a Cyclic Review process which

recognised the excellence in teaching and learning at Bethlehem and the widespread evidence of innovation

and continual improvement in student learning both inside and outside of the classroom. Our senior

Chemistry students once again prepared extremely well with Bethlehem winning the 2010 Chemistry

Titration Competition following in the footsteps of the 2001, 2002 and 2009 teams representing NSW at the

finals. Our students have continued to work with Scientists from the Commonwealth Scientific and

Industrial Research Organisation (CSIRO) to reduce our carbon footprint. As well as continuing to offer

scholarships in the performing arts, we have also introduced scholarships for sporting excellence. This year

we introduced a highly successful ‘Learn to Learn’ program in Year 7-10 and our Year 9 and 10 classes have

also enjoyed the one-to-one laptop program to enhance their learning experiences. Our staff have also been

recognised for excellence and we congratulate a senior member of staff for being selected as assessor of

the NSW Quality Teaching Award after receiving this award last year. We also congratulate a teacher in her

early years of teaching for being selected to attend the ‘In the Footsteps of Jesus Study Tour’ in Jerusalem

this year.

Parents and Friends Group Message

During 2010 parents were involved in various activities including the Parents and Friends Group, Finance

Committee, and Ashfield Council of Catholic Schools. Parents also continued their support for the College

through the uniform shop, book hire facility and attendance at Mother’s Day, Father’s Day and Graduation

Masses. The year 2010 saw ongoing input from parents for changes to the College uniform and strong

support for the College through the Cyclic Review process. Parent information evenings included sessions

on study skills advice, cyber bullying and use of technology. A major initiative in 2010 was the strong parent

support for Faith in Action through their increased contributions to the St Vincent’s Night Patrol.

Student Representative’s Message

Bethlehem College is a school where all students are encouraged and supported to set high expectations for

themselves. Students are motivated to explore, question and enjoy the wonders of learning and the world

at large. Students see the College as a support zone where they enjoy wonderful learning facilitated by

dedicated, professional teachers, where they grow in friendship with other Bethlehem students and are

offered opportunities for student involvement in a variety of leadership roles within the College. The many

leadership roles include: Student Representative Council, college ambassadors, college prefects, house

captains and other leadership portfolios such as leaders of the Faith in Action committee. Students are

offered wonderful support by their teachers that extend beyond the classroom including a full range of

extracurricular opportunities as well as extra homework and study support. At the College girls develop as

confident young women with strong self-esteem, wonderful sense of social justice and passion for learning.

SCHOOL FEATURES

Established by the Sisters of Charity in 1881, Bethlehem College is the oldest girls’ college in the inner west

of Sydney and is located in Ashfield. The charism of the Sisters continues to inspire a strong commitment to

providing outstanding education for girls and service to the wider community. The school’s one hundred

and twenty-nine year history instils a sense of belonging and pride. The College Motto, ‘Este Fideles’ is lived

out as we strive to be faithful to God, ourselves and to others. The students are confident faith-filled young

women with positive self-images, courageous, independent and enquiring minds, with a genuine concern

for others. In the College environment students put their faith into action.

Teaching and learning at Bethlehem is innovative and responsive to students’ interests and abilities. The

Gifted and Talented Program includes a selective stream, acceleration in courses, a differentiated program

of study and enrichment. Technology is integrated as a vital part of learning. Students are encouraged to

become independent and interdependent learners which nurtures life-long learning. The College is

committed to academic excellence, encouraging each student to set goals and strive for her personal best.

The school caters for students in Years 7-12 and has a current enrolment of 642 (February Census 2011).

There has been an increase in enrolment from 616 (August census 2010) with waiting lists in most year

groups. It is predicted that enrolments will increase to a maximum intake of 750 students within the next

few years. The increase in enrolments is due in part to the completion of a significant building program

which has enabled the school to plan for additional streams throughout the school. The College is directly

connected to fourteen primary feeder schools and is located within St Vincent’s Parish.

Students attending the College come from a variety of backgrounds and nationalities. As documented in the

February census, 2011, 81% of all students have a Language Background Other Than English (LBOTE)

drawing from over forty-five different language backgrounds. The College is a very diverse learning

community with students with English as a Second Language (ESL) needs including new arrivals (the largest

population of new arrivals is from Korea), students with learning disabilities and gifted students.

The school employs seventy-one staff comprising fifty-four teachers and seventeen non-teaching staff, the

latter being employed in a variety of capacities including office staff, laboratory assistant, hospitality

assistant, library assistants, teachers’ aides and maintenance staff (August census 2010).

CATHOLIC LIFE AND RELIGIOUS EDUCATION

Bethlehem College follows the Archdiocesan Religious Education Curriculum and uses the student

textbooks, To Know, Worship and Love, as authorised by the Archbishop of Sydney, George Cardinal Pell.

Communal Prayer life at Bethlehem College

Prayer is a focal point of life at Bethlehem College. Both staff and students have the opportunity to share in

daily communal prayer and to lead it. Classes, meetings and gatherings commence with prayer.

Faith Development and Spiritual Formation at Bethlehem College is fostered by:

morning prayer during home room and individual classes

class liturgy in either the classroom, Chapel or St Vincent’s Church

staff and students pray the Rosary

staff and students participate in the Sacramental Program

encouraging positive student behaviour, participation and leadership at liturgies, especially whole

school liturgies in St Vincent’s Church

supporting the Lenten Program and Project Compassion

encouraging students to actively support Social Justice initiatives, through Faith in Action, Youth for

Christ, the Community for the Awareness and Restoration of the Environment (CARE) group and St.

Vincent de Paul Night Patrol.

Liturgical Celebrations at Bethlehem College

Mass is celebrated at least once a term for the whole school community by the College Chaplain. Each year

group attends mass once a term with the Parish of St Vincent’s. Special liturgies are also celebrated during

the term. Bethlehem College has a rich and vibrant liturgical program with students taking active leadership

roles in music, readings, decoration and liturgical dance. The Mother’s and Father’s Day Masses and

breakfasts this year were a great success with over 100 parents and relatives in attendance.

Retreats, Reflection and Spirituality Days at Bethlehem College

Students are given the opportunity to attend either an overnight or one day retreat each year. Staff

spirituality days are also important for staff development and are provided throughout the year. Through

retreats, spirituality days, daily prayer and liturgical celebrations, the spirituality of both staff and students

is fostered.

Social Justice Initiatives at Bethlehem College

In a spirit of creative fidelity to the love that Mary Aikenhead, the foundress of the Sisters of Charity, had for

Christ and for the poor we strive to speak out boldly against all forms of injustice in whatever we do.

Project Compassion and the St Vincent de Paul Winter and Christmas appeals are important parts of the

whole school social justice program. Older students in Year 11-12 are given the opportunity to work with

Sydney’s homeless through the St Vincent de Paul Night Patrol program. Students also visit the local Nursing

Home once a week to offer care and support for the residents. The Charism of the Sisters of Charity is kept

alive through the school’s social justice work. We also acknowledge St Vincent de Paul, the patron saint of

our Parish, whose charism also permeates the College and our good works.

Accreditation of Religious Education Teachers at Bethlehem College

All Religious Education teachers at Bethlehem College are accredited by the Catholic Education Office of the

Archdiocese of Sydney to teach Religious Education.

Bethlehem College’s contribution to the broader life of the Church

Bethlehem College, along with the Parish of St Vincent’s Ashfield, introduced the Assistant Catechist

Program. Students from Year 11-12 were trained to assist the parish Catechists who teach Religious

Education in State schools. This has been a great opportunity for some of our students to deepen their

knowledge of the faith and to share their faith with primary school children.

SCHOOL CURRICULUM

The school follows the Board of Studies syllabus for each course offered (as required for Registration and

Accreditation under the Education Act 1990) and implements the curriculum requirements of the Catholic

Education Office. The curriculum, teaching and learning are informed by the priorities, goals and indicators

outlined in the Sydney Catholic Schools, Towards 2010 Strategic Leadership and Management Plan, in

particular: Key Area 2 (Students and their Learning) and Key Area 3 (Pedagogy). Staff members at the school

are committed to continuous improvement of teaching and learning in all facets of the school curriculum.

The school offers all the Board of Studies mandated School Certificate Courses. In addition to Religious

Education, students study two 200-hour electives in Years 9-10. These include Commerce, Elective History,

Information and Software Technology, Drama, Food Technology, Italian, Japanese, Music, Physical Activity

and Sports Studies, Textiles Technology and Visual Arts. The number of students in each of these electives

varies according to resources and interest. Year 9 students also study the Learn to Learn program

(Learn2Learn), an initiative to assist students in developing good learning habits and understanding their

own learning strengths and challenges.

In 2010, students in Years 7-8 studied Religious Education, English, Mathematics, Science, personal

Development, Health and Physical Education (PDHPE), Music, Geography, History, Visual Arts and

Technology. The compulsory language study may be undertaken in Italian or Japanese in 2010. Both year

groups also studied Learn2Learn.

In Stage 6, all students study Religious Education and English. A broad curriculum offering for 2010 included

General Mathematics, Mathematics, Mathematics Extension 1 and 2, Biology, Chemistry, Physics, PDHPE,

Community and Family Studies, Ancient History, Business Services, Business Studies, Economics, English

Advanced, Standard, ESL, Extension 1 and 2, Fundamentals of English, Extension History, Geography, Retail

Operations, Legal Studies, Modern History, Society and Culture, Visual Arts, Photography, Digital and Video

Imaging, Music, Drama, Food Technology, Hospitality, Textiles and Design, Information Processes and

Technology, Work and the Community Life Skills, Italian Beginners, as well as a variety of languages through

Open High School and the Saturday School of Community Languages, and Technical and Further Education

(TAFE) courses.

Particular features of the school’s co-curricular program include: Gifted and Talented Program

Whilst all classes at Bethlehem acknowledge the individual needs of each student and differentiate the

curriculum appropriately, the selective stream provides gifted and talented students with further

opportunities to access higher order thinking and develop a deeper understanding of complex course

outcomes and/or extra-curricular content. A selective stream is offered in Years 7-10 in Humanities (History,

Geography, Religious Education and English) and in Mathematics. A selective stream in Science is offered in

Years 9-10. A special program of study is also available for gifted students to support them in the arts and

sporting arenas, as well as providing opportunities for acceleration. In 2010, the school supported three

accelerated students and four elite athletes, as well as providing scholarships in the performing arts.

Habits of Mind

This program assists students in identifying and developing intelligent behaviours. These effective learning

habits enhance problem solving and maximise student potential. They promote life-long learning, creativity

and resilience and challenge students to be independent and interdependent learners.

Learn2Learn

This initiative assists students in understanding how they learn and managing their time effectively. It also

assists with the transition into secondary school. The program runs in Years 7-9.

Assignment Club

During lunch, Monday to Friday, the Assignment Club provides students with teacher support and computer

access. This has been a wonderful initiative of the Learning Support Team and is open to all students.

Maths Matters

The Mathematics Department runs this lunchtime activity on Wednesdays to provide additional teacher

support in Mathematics. All students in Years 7-10 also subscribe to Hotmaths which provides further

assistance and practice.

Other programs offered at the College include:

study skills program in all years

acceleration for gifted students

Learning Support Programs

Vocational Education and Training (VET) and TAFE delivered VET Programs

whole school approach to literacy and numeracy

Accelerated Reader Program

Debating and Public Speaking

Mock Trial

CSIRO Scientists in Schools and the Jason Project

music tutor program in a variety of instruments

Metropolitan Combined Catholic Schools (MCCS) and Catholic Girls Secondary Sports Association

(CGSSSA) sporting competitions

Gifted and Talented Dance Program.

STUDENT PERFORMANCE IN TESTS

National Assessment Program in Literacy and Numeracy

Students in Year 7 and Year 9 sat the National Assessment Program in Literacy and Numeracy (NAPLAN) in

May this year. NAPLAN assessment results provide valuable information about student achievements in

literacy and numeracy. An analysis of these results assists school planning and is used to support teaching

and learning programs.

The table provided shows the percentages of students who achieved particular skill bands in numeracy and

the components of literacy. The school results shown are compared to students nationally. Literacy is

reported in four content strands (components): Reading, Writing, Spelling, Grammar and Punctuation.

Numeracy is reported as a single content strand.

Further information regarding school performance in NAPLAN against State and National trends has

been provided in the school newsletter dated 14 September 2010 and is available from the school

administration office. Additional information can also be accessed from the MySchool website

http://www.myschool.edu.au/.

NAPLAN results 2010 Year 7

% of students in the top 2 bands

% of students in the bottom 2 bands

School1 All schools2 School1 All schools2

Reading 30% 29% 11% 16%

Writing 27% 23% 4% 20%

Spelling 48% 31% 2% 17%

Grammar & Punctuation 32% 26% 12% 21%

Numeracy 15% 30% 19% 16% 1 School Measurement Assessment and Reporting Toolkit (SMART) 2 MCEECDYA National report http://www.naplan.edu.au/

Table 4: Statistical mean compared to that of the State – Year 7.

NAPLAN results 2010 Reading Writing Spelling Grammar and Punctuation

Numeracy

Year 7 average (mean)

Bethlehem 547 546 579 553 531

All Schools 546 533 545 535 548

Source: SMART2 Data Package.

http://www.myschool.edu.au/

http://www.naplan.edu.au/

The NAPLAN tests are undertaken in the first part of the school year and the Year 7 information provides

good entry data to build on. The College uses this diagnostic tool and implements various intervention

programs to support the students in improving their performance across all areas. The Year 9 data

demonstrate very strong learning growth.

Year 7 students demonstrated learning growth above the State and the Catholic Education Commission

(CEC) in all areas

second highest growth in spelling

third highest growth in grammar and punctuation

fourth highest growth in reading.

The means were above those of the State in writing, spelling, grammar and punctuation. The percentage of

students in the top two bands was also above the State in these areas.

NAPLAN results 2010 Year 9

% of students in the top 2 bands

% of students in the bottom 2 bands

School1 All schools2 School1 All schools2

Reading 24% 18% 23% 26%

Writing 24% 19% 23% 30%

Spelling 44% 22% 13% 25%

Grammar & Punctuation 35% 22% 18% 24%

Numeracy 35% 23% 20% 21% 1 School Measurement Assessment and Reporting Toolkit (SMART) 2 MCEECDYA National report http://www.naplan.edu.au/

Year 9 students demonstrated learning growth above the State and the CEC in all areas:

first in reading growth

fifth highest growth in grammar and punctuation.

The means were above those of the State in all areas and the percentage of students in the top two bands

was above the State in all areas except reading.

http://www.naplan.edu.au/

Table 1: Statistical mean compared to that of the State – Year 9.

NAPLAN results 2010 Reading Writing Spelling Grammar and Punctuation

Numeracy

Year 9 average (mean)

Bethlehem 582 584 606 600 598

State 574 568 579 579 585

Source: SMART2 Data Package.

School Certificate

Students in Year 10 sat for the School Certificate (SC) examination in November this year. The table

provided shows the percentage of students who achieved in the top three bands and shows comparison

with results from previous years.

School Certificate: % of students in bands 4, 5, 6

2008 2009 2010

School State School State

English Literacy 77% 77% 89% 83% 90% 81%

Mathematics 42% 50% 45% 50% 63% 53%

Science 58% 66% 68% 71% 74% 73%

Australian History 62% 51% 69% 59% 70% 52%

Australian Geography

74% 67% 61% 60% 59% 59%

The School Certificate cohort of 2010 performed extremely well. The percentage of students in the top

bands was above that of the State in all subjects and the school mean was higher than the State mean in

English, Science, History and Geography. The girls received a remarkable fifteen Band 6 results in Science

and Mathematics and nine Band 6 results in Australian History, with some fantastic individual scores such as

99% in Maths (achieved by our Year 9 accelerant).

Higher School Certificate

The results of the school’s Higher School Certificate (HSC) candidature are reported for particular subjects.

The table provided shows the percentage of students who achieved in the top three bands and shows

comparison with results from previous years.

The HSC class of 2010 achieved excellent results in all subjects. The mean for 69% of subjects offered was

above that of the State and the percentage of students performing in the top bands was above that of the

State in 91% of subjects studied. All students achieved in the top bands in 42% of subjects, Of the ATAR

candidates 18% scored above 90 ATAR and 30% appeared on the Distinguished Achievers List.

Notable Achievements:

two students were top All-Rounders scoring ninety or above in ten or more units

100% of students achieved Bands 4, 5 and 6 in 42% of courses

84% of ATAR candidates received a First Round Offer at University

refer to 2010 HSC Honour Roll on the College Web Site for more notable achievements.

BETHLEHEM STUDENTS SCOOPED THE SCHOLARSHIP POOL including:

University of New South Wales Scholarship

Executive Director’s Scholarship

Br. Kelvin Canavan Scholarship

Terry Keogh Scholarship

Department of Education Scholarship.

Higher School Certificate: % of students in bands 4, 5, 6

2008 2009 2010

School State School State School State

Studies of Religion 1 91% 77% 97% 83% 98% 79%

English Standard 56% 38% 66% 36% 69% 35%

English Advanced 100% 89% 100% 89% 96% 93%

General Mathematics 68% 56% 62% 54% 69% 57%

Mathematics 81% 72% 73% 71% 91% 75%

Drama 100% 84% 100% 82% 100% 78%

Economics 71% 72% 86% 72% 100% 68%

IPT 89% 62% 100% 65% 100% 65%

Maths Ext 2 100% 90% 100% 89% 100% 90%

Music 100% 85% 100% 87% 100% 88%

Visual Arts 100% 92% 90% 90% 100% 87%

PROFESSIONAL LEARNING AND TEACHER STANDARDS

Professional learning

All teachers have been involved in professional development activities during the year. These activities are

designed to develop the skills and understandings of staff to improve student outcomes. Professional

development can take many forms including whole school staff days, subject specific in-services, meetings

and conferences.

The school held five whole staff days in 2010. The content of these days follows: Term 1 -Planning for a new

school year/new staff induction, Preparing for Cyclic Review, Term 2 - Staff Spirituality Day led by Catholic

Earth Care covering the theme of Environmental Stewardship, Term 3 - Curriculum and eLearning focus day,

centred on NAPLAN initiatives, differentiated teaching and learning. Additionally, in Term 4 a staff

development day was held around School Review and Development. Staff meetings are held on a weekly

rotational basis - faculty groups, pastoral teams and whole staff meetings.

In a system of schools, costs incurred for professional development activities can be expended from a

variety of sources. These sources include the Federal Government and the CEO, Sydney. The school’s

average expenditure per teacher in 2010 on these activities was $221 above that expended by CEO.

Teacher Standards

The following table sets out the number of teachers on the school staff who fall into each of the three

categories determined by the Board of Studies:

Teacher Qualifications Number of Teachers

1. Those having formal qualifications from a recognised higher education institution or equivalent.

54

2. Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.

0

3. Those not having qualifications described in 1 or 2 above but having relevant successful teaching experience or appropriate relevant knowledge.

0

TEACHER ATTENDANCE AND RETENTION

The average teacher attendance rate during 2010 was 98%. This figure does not include teachers on

planned leave. The teacher retention rate from 2009 to 2010 was 96%.

STUDENT ATTENDANCE AND RETENTION

Attendance Rates

The average student attendance rate for the school during 2010 was 96%. School attendance rates

disaggregated by year group are shown in the following table.

Attendance rates by Year group

Year 7 96%

Year 8 96%

Year 9 96%

Year 10 95%

Year 11 96%

Year 12 97%

Bethlehem College had a consistent attendance rate in 2010. The student attendance rate remained

consistent from 96% in 2009 to 96% in 2010. Student absence from the College is followed up promptly by

homeroom and classroom teachers as well as Stage Coordinators. Parents and carers are called if students

have been absent for three days or more. In cases of prolonged absence or leave request, students and

their parents are required to meet formally with the principal. The College plans to introduce a Short

Message Service (SMS) messaging system for student attendance in 2011.

Retention Rates

In 2010, 88% of the 2008 Year 10 cohort continued onto Year 12. Strong retention rates are a feature of

Bethlehem College with the average rate of retention in previous years sitting around 97%. Students from

the 2008 Year 10 cohort who did not continue onto senior study were targeted for employment and

apprenticeships as well as undertaking study at TAFE.

SENIOR SECONDARY OUTCOMES

The table below sets out the percentages of students undertaking vocational education training in their

senior years as well as those attaining the award of Higher School Certificate (or equivalent vocational

education and training qualification).

Senior Secondary Outcomes: Year 12 2010

Percentage of students undertaking vocational training or training in a trade during the senior years of schooling.

32%

Percentage of students attaining the award of Higher School Certificate or equivalent vocational education and training qualification.

99.9%

POST SCHOOL DESTINATIONS

Each year, the College collects destination data relating to the Year 12 student cohort. The table below sets

out the percentages of students for the various categories shown as compared to State figures.

Destination Data

Year 12, 2010 Graduating Class

University TAFE / Other institutions

Workforce entry Destination not

reported

School 72% 27% 1% 0%

State* 30% 30% 30% 10%

*State figures reported on: be http://www.boardofstudies.nsw.edu.au/hsc-results/beyond.html

Eighty-six percent of students eligible for an ATAR were offered a place at University. The vast majority

accepted the University offer but a few students chose to follow accredited degrees at colleges while others

a vocational education or TAFE pathway.

http://www.boardofstudies.nsw.edu.au/hsc-results/beyond.html

SCHOOL POLICIES

Enrolment Policy

The College follows the Archdiocesan Enrolment Policy. The policy has been developed in the context of

government and system requirements. Children from all families who are prepared to support Catholic

ideals and principles may be considered eligible for enrolment. Priority for enrolment is given in a specified

order as outlined in the full policy document, however special consideration may be given to individual

cases. All parents are provided with an enrolment package that includes CEO and school policy statements.

Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A

pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees.

The College gives priority to practising Catholics from feeder parishes. The College also has a number of

Orthodox students enrolled. Bethlehem College is a highly multi-cultural community and this diversity is

valued and celebrated. There is a high percentage of students from non-English speaking backgrounds

(NESB) and four indigenous students. Year group’s average is 107 students and junior class sizes are

between twenty-five and thirty. We aim to have senior classes no more than twenty-five.

Information about enrolling in a school within the Archdiocese of Sydney can be accessed via the link:

CEO public website. The full text of the Archdiocesan Enrolment Policy may be accessed via the:

College website www.bethlehemcollege.nsw.edu.au

College administration office.

Student Welfare Policy

The Student Welfare Policy is based on the Archdiocesan Pastoral Care document Pastoral Care Guidelines

for Catholic Schools (2003) which can be accessed from the CEO public website. In this document, the

dimensions and features of Pastoral Care are described, as well as approaches to policy formulation, review

and implementation. This document is the key reference point for the school’s Pastoral Care Policy. Related

documents include: Countering Harassment of Different Kinds, Dealing with Illegal Substances in Schools,

Dealing with Prohibited Weapons in Schools, Strategies for Dealing with Cyber bullying, Disability Standards

(2005), Management of Students with Challenging Behaviours: Guidelines for Primary/Secondary Schools

(2007).

School-based pastoral care refers to the total care of the student. ‘Pastoral care’ recognises the dignity of

the person and is reflected in both the process and attitude with which it is implemented. At the heart of

the school is a pastoral care system in which all teachers are expected to accept responsibilities for the

development of quality relationships, the provision of satisfying learning experiences and the establishment

http://www.ceosyd.catholic.edu.au/



of an effective care network both in and beyond the classroom. The school’s network of pastoral care

measures are based on the principles of restorative justice and due process.

All staff have a shared responsibility for the pastoral care of students. Bethlehem College is committed to

maintaining a school community that upholds the values, behaviours and attitudes of care, compassion and

harmonious relationships. With parents, we seek to nurture the development of each child spiritually,

intellectually, socially, physically and emotionally. A strong, authentic involvement with students as people

is seen as central to the teaching and learning process. We believe that quality interpersonal relationships

are the bases on which successful learning and personal growth is built.

The full text of the school’s Pastoral Care Policy may be accessed via the:


College administration office

student planner.

Student Management Policy

The Marist Youth Care’s Restorative Justice Program was continued to be implemented by both staff and

students throughout 2010. The College has an ongoing commitment to utilising the strategies of Restorative

Justice and mediation in areas of student conflict.

Corporal punishment is expressly prohibited at Bethlehem College. The school does not sanction

administration of corporal punishment by school persons and non-school persons, including parents, to

enforce discipline in the school.

The full text of the Student Management Policy may be accessed via the:


College administration office

student planner which outlines students’ rights and responsibilities.

Complaints and Grievances Resolution Policy

The school adopts the Archdiocesan Guidelines for Resolving Concerns and Complaints at Sydney Systemic

Catholic Schools (May 2007), available on the CEO public website in the development of its school policy.

The scope of the guidelines encompass children’s learning, behaviour and welfare, school organisation and

management and student health and safety issues.




The school policy is based on procedural fairness and recognises that parents and caregivers must have

access to processes that allow them to resolve concerns in a supportive and conciliatory environment. Any

concerns raised are responded to promptly and fairly and confidentiality is always maintained. Pathways for

raising concerns are set out in the information brochure available from www.bethlehemcollege.nsw.edu.au.

The full text of the school policy is available from the:


College administration office.

SCHOOL DETERMINED IMPROVEMENT TARGETS

Each year, the school develops an Annual Improvement Plan indicating the intended key improvements for

student learning outcomes. The plan is drawn from the school’s Strategic Management Plan and informed

by the indicators of effectiveness for Sydney Catholic Schools as specified in the key CEO document How

Effective is Our Catholic School?. The school engages in an annual evidence-based evaluation of its

effectiveness against these external standards in collaboration with the school’s regional consultant.

In 2010, the College further refined its processes in strategic planning which ensured alignment of identified

priorities, targeted intervention, budget allocation, staffing allocation, performance review and professional

development. Significant targeted intervention strategies included the allocation of a numeracy support

teacher working with students with identified needs in Years 7-10. Students who were underperforming at

the higher end of achievement were also targeted. This project resulted in significant learning gains for

students in numeracy, evidence of which is found in the Year 9 NAPLAN and Year 10 SC results. The analysis

of NAPLAN, the integration of NAPLAN strategies and targeting and supporting individual students were

major priorities in 2010. Professional development in the effective use of Information and Communication

Technologies (ICT) was provided to support the Years 9-10 laptop program and use of technology

throughout the school. Significant improvement in all year groups was evident in the end of year report

cards.

Significant areas of focus during 2010 included:

focusing on faith formation and faith in action

creating a culture of learning

personalising the learning experiences for all students

promoting the College with primary feeder schools and the wider community

raising the expectations of students and staff.



During the year, we also further refined our vision for learning using the Innovative Designs for Enhancing

Achievements in Schools (IDEAS) process. Parents’ and ex-students’ involvement continued to be a priority

and the establishment of a College Band Program involving De La Salle College and St Vincent’s Primary

School was a significant new initiative. The College also engaged in a very successful external Cyclic Review

process to support the development of a new Strategic Improvement Plan 2011 – 2014.

Priorities for 2011 include the establishment of college committees with representatives from each faculty

to set whole school improvement goals in the areas of literacy, numeracy, environmental stewardship,

twenty-first century learning and gifted and talented education. The 2011 Annual Improvement Plan will be

drawn from the goals set in each of the committee’s strategic plans. Representatives from each committee

will be responsible for ensuring the goals set are communicated to each faculty and acted upon.

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

The College vision is to foster young women with positive self images, independent, courageous and

enquiring minds with a genuine concern for others. As such our pastoral care programs aim to instil a sense

of self-esteem and a well-developed sense of social justice in our students.

The rights and responsibilities of students are embedded in lessons taught throughout the school day and

are particularly reinforced through pastoral care lessons and are reflected in the student planner. The

Values for Australian Schooling poster hangs prominently in the school foyer.

The College has adopted the Marist Youth care model of Restorative Justice and all staff are trained in this

approach in dealing with student issues. Restorative Justice is centred on relationship and responsibility.

The onus is on accepting the consequence of action and the evaluation of the impact a person’s behaviour

has on another.

The Big Sister, Little Sister program is a peer support initiative involving Year 12 and Year 7 students. The

program is well received by students and strong bonds are formed between our most junior and senior

students.

Bethlehem College has a number of social justice groups which run in the school and these have been

mentioned in previous sections of the report. Students are also involved in being blood donors for the Red

Cross.

Each year, staff undertake professional development in staff spirituality, a day which aims to foster

contemplation and a refocusing of energy towards values and ethics. In 2010, this day was centred on

Catholic Earthcare Environmental Stewardship initiatives.

PARENT, TEACHER AND STUDENT SATISFACTION

As part of the Cyclic Review process in 2010, parents, students and staff where interviewed to determine

their level of satisfaction with all facets of the College life. The response from all members of the

community was overwhelmingly positive and the following areas were endorsed as key strengths:

Students are actively engaged in their faith and attend Mass regularly and are involved positively

and exuberantly in liturgies and retreats.

Students, staff and parents are genuinely involved in Social Justice initiatives such as the St

Vincent’s Night Patrol and Nursing Home visits that have now become part of the faith culture of

the school.

Students valued their involvement in faith initiatives such as ‘Faith in Action’ and ‘Youth for Christ’.

The number of students wanting to be involved overtly in expressing their faith is impressive as is

the active work of the Religious Education Coordinator and Youth Minister in supporting such

initiatives. Further significant faith development is also evident in the successful delivery of

catechesis in the local area.

A strategic effort has been undertaken to reach out to the Sisters of Charity and to re-establish the

Bethlehem College Alumni to enhance the core identity and charism of the College by encouraging

the students to be strong and courageous in all aspects of their lives. The foundational desire to

serve the poor as articulated by the sisters continues to be a core value of the College.

The College has strategically sought to establish strong and genuine working relationships with the

local Parish Priests and with the Principals of the local Parish Primary schools. The reciprocity

ensures that their awareness of the possibilities offered for young women by Bethlehem College

underpins positive perceptions of the school in the local area.

The re-formation of the Parents and Friends’ Group has been a positive and strategic decision that

has been applauded by all concerned. The emphasis on key school issues has made meetings

relevant and engaging. Parents are actively involved in their daughters’ learning, in Social Justice

and Faith initiatives and expressed confidence that they have a proper forum for any issues of

concern.

Offering of a selective stream was a strategic decision targeting outstanding students in the

academic, creative arts and sporting fields.

Assisting the students to set high personal goals and monitor the outcome has empowered the

girls to develop their own metacognition skills and fulfil their aspirations more realistically and

confidently.

The introduction of the IDEAS process to assist in enhancing the learning culture of the school has

already highlighted key areas for prioritisation in planning strategically for the future. In

preparation for their renewed focus on effective pedagogy, the members of the leadership team

were astute and strategic in employing a skilled advisor on a regular basis to mentor and coach

staff members in the differentiation of curriculum and pedagogy.

The launch of the Bethlehem College Hopes and Dreams statement has been foundational in

ensuring that students and staff identify and address key goals for areas of improvement. The

involvement of parents in the survey tool gives substance to changes in heightened expectations

for learning within the school context.

Extensive professional development and research about the effective use of ICT within the

classroom has engaged and supported staff with evidence of integration of technology in program

delivery.

Staff voluntarily give of their time in mentoring students by means of Maths Matters, the

Homework Club and Learn2Learn.

Innovative practice has been reflected in the newly refurbished Science laboratories that provide a

learning space that is engaging, practical and forward thinking.

Students expressed appreciation for the generosity of staff in giving so much of their own time to

them when they were in need.

There is evidence in the students of a cultural integration and appreciation that encourages each

student with a sense of dignity and respect, no matter from what background or creed.

The Restorative Justice program is understood by staff and students and implemented actively.

Younger students spoke of the excellent transition program from Primary to Secondary school and

expressed appreciation for the spirit of welcoming and belonging fostered very quickly within the

school, particularly through the Big Sister/Little Sister program.

The academic results demonstrate significant improvement across all year groups. Substantial

growth has also taken place in most areas demonstrated by the School Certificate and NAPLAN

data.

FINANCIAL STATEMENT

Catholic schools are accountable for all monies received. Each year, the CEO, Sydney submits to the Federal

Government a financial statement on behalf of the 147 parish primary and regional secondary schools. This

statement details the income and expenditure of each school and for the Archdiocesan system of schools. In

addition, the financial accounts for each school and for the CEO, Sydney are audited annually.

A summary of the income and expenditure reported to the Federal Government for 2010 is as follows:

INCOME $million EXPENDITURE $million

Parents' Contributions 1 $119.4 Education and School Support $130.3

Federal Government 2 $555.0 Total Salary Costs $500.4

State Government 2 $132.4 Capital Expenditure $189.7

Government Targeted Grants $27.9 Surplus $29.6

Interest and Other $15.3

Total Income $850.0 Total Expenditure $850.0

Notes

1. Parents' contributions include Archdiocesan tuition fees of $54.6 million, School Charges & Building

Levy and P&F contributions of $ 64.8 million.

2. Income from Federal and State recurrent government grants is received by the Catholic Education

Office on behalf of the schools. Staff Salaries are paid from this income.

Parents' contributions to our school as reported in the school's annual Financial Questionnaire for 2010

was:

Archdiocesan Tuition Fees received $600982

School Based Fees $761526

Other Income (e.g. Parents & Friends, Trading & Building Levy) $287137

Total $1649645

bethlehem college ashfield annual school report to the...

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