caroline chisholm college, glenmore park · caroline chisholm college, glenmore park, was...

Caroline Chisholm College, GlenmorePark90-98 The Lakes Drive, Glenmore Park 2745Principal: Mr Greg ElliottPhone: 02 4737 5500 Fax: 02 4737 5599Email: [email protected]://www.cccglenmorepark.catholic.edu.au

mailto: [email protected]

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

Introduction

About the Annual School ReportCaroline Chisholm College is registered by the New South Wales Education Standards Authority,NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

Caroline Chisholm College, Glenmore Park Page 2

http://www.comlaw.gov.au/Details/C2008A00153/

http://www.parliament.nsw.gov.au/prod/PARLMENT/NSWBills.nsf/0/024AF2E5E17C7B88CA256E3D0031FC35?Open&shownotes

Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for Caroline Chisholm College.

We consistently encourage our students to produce their best work and this has led tooutstanding achievements in a wide variety of academic, cultural, sporting and social justiceareas. These included exceptional performances in external examinations and incrediblecommitment to putting faith into action, as reported later in this document.

Our 2018 Higher School Certificate (HSC) results were impressive, with the college jumping 114places in the state's rankings (according to The Sydney Morning Herald). Many of our studentswere featured in showcases of excellence by the NSW Education Standards Authority (NESA).Further details about these results are provided later.

Principal's Awards and our Merit Award Scheme recognised the large number of our studentswho made excellent progress and achieved personal success through their commitment to theirstudies and their valuable contributions to the college community. Principal's Awards for boththeir semester reports were received by hundreds of students.

Enrichment opportunities provided this year included participation in the Writers' Club and theTournament of the Minds, as well as individual projects and a range of Captivate Creative Artsopportunities. Our students in the STEM club competed in the Bridge Building Challenge and theNew South Wales RoboCup Championship.

Our teachers are constantly looking for new ways to integrate technology so that they can makestudent learning more challenging and meet students' learning needs more effectively.

During 2018 we continued to strengthen our connections with our local Catholic schools and soprovided our own students with new learning experiences in science, hospitality and creativearts.

As a community, we have all - students, staff and families - worked very effectively togetherthroughout 2018. We can be very proud of all that we have achieved.

ParentAs a former secondary high school teacher and school counsellor I was delighted when mydaughter chose to attend secondary school at Caroline Chisholm College and grateful wereceived a letter of acceptance. I know how important the right school can be for our students.

Calling the school or walking into the front office you quickly experience the supportive andencouraging atmosphere created by the staff and students.

I have had the privilege to see the innovative work started by the school leadership teamsaround pastoral care and implementing the evidence based strategies of Positive Psychologywithin the life of the school. This work also extends to students' learning experiences withteachers, and students implementing the learning strategies and mindset demonstrated by staff.

As parents our hope is always that our children will find their way in the world. CarolineChisholm College from my experience is a vital partner in modelling the values we would like tosee in our children. We are fortunate that our school provides significant attention to socialjustice, providing students with many opportunities to contribute and give back to the widercommunity.

Finally, you can see the creativity and innovation of the school in the way it communicates withparents. I was very impressed with the parent forums that allowed parents and staff to connectand communicate the challenges and achievements of our children.

StudentThe atmosphere of learning at Caroline Chisholm College has transformed over the year asstudents and teachers alike were immersed into an energised community, motivated by growthmindsets and diverse approaches to learning.


In 2018, the learning culture at the college was focused on the concept of ‘The Learning Journey’.We were encouraged to see the learning process as a collective journey, comprised of numerousobstacles that we must learn to overcome to reach our desired goal. We were challenged toconsider that our learning was not defined by our marks alone but by our ability to becourageous, to take risks, to sustain curiosity, and to acknowledge our mistakes.

At the college, we accept that authentic deep learning takes place when we are challenged tostep outside our comfort zones and to learn from our mistakes. This empowering experience oflearning is only made possible through the support of our passionate and optimistic teacherswho inspire us every day to try our best and to learn with open minds.

It has been a privilege to be involved in a community that strived to work towards the learning ofthe future. Caroline Chisholm fostered within us a deep love of learning and encouraged us tooffer our full potential at school, but also in the wider community, as we venture into theunpredictable future. We are ready for life beyond school as we are prepared to take on life'sobstacles with a genuine love for learning nurtured within each of us (college captain).


Who we are

History of the schoolCaroline Chisholm College, Glenmore Park, was established as a Catholic girls' high school in1974. Since 2000 it has provided a Catholic education for girls from Years 7 to 12. Over the 42years since the college was established we have grown from a 7 to 10 school to a large college ofnearly 1000 students, with a philosophy that combines the best of our Catholic heritage with themost contemporary, evidence-based learning practices. Our focus is on individual excellence andgrowth, for students and teachers. As an all-girls school, we provide a learning culture which isfocused on empowering our students as agents of their own growth and development, andleaders of their communities. Our teaching and support staff share a deep faith in the potentialof our students, and commit themselves to leading learning that is both challenging andenriching.

Over the years, the college has continued to develop facilities to meet the needs of our learnersand our contemporary curriculum. Planning has begun for the next stages in this growth. Ourtechnology and Information Technology (IT) infrastructure is state-of-the-art and allows studentsto move effortlessly through traditional, flexible and online learning environments.

Approval has been received to commence a large scale facilities upgrade over the coming 18months which will see our students learning in spaces that will better prepare them for the worldbeyond school.

Location/drawing areaThe college is located in Glenmore Park and serves the parishes of Corpus Christi, Cranebrook;Our Lady of the Way, Emu Plains; St Joseph's, Kingswood; St Nicholas of Myra, Penrith; SacredHeart, Warragamba; Holy Family, Luddenham and Padre Pio, Glenmore Park. We welcomestudents from beyond the parish schools, including students in local state primary schools andother independent schools.


Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

70

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 41

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 23

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 95

Percentage of 2018 teaching staff who were retained from 2017 96

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesCaroline Chisholm College involves all students and staff in the rich prayer and liturgical life ofthe college.

We began the year by celebrating our Opening Mass in Padre Pio Church, taking our theme asdignity: 'For I am wonderfully made' (Psalms 139:14). 'We are created in God's Image' (Genesis1:27). We also gathered in term 3 for the Leaders' Commissioning Mass and then in term 4 for aThanksgiving Mass. Liturgies were celebrated for Ash Wednesday, Holy Thursday, ANZAC Day,Pentecost, St Mary of the Cross MacKillop's feast day, the Year 12 Graduation, the Feast of theAssumption and All Saints' and All Souls' Days. We prayed in homeroom as we began each day,at our assemblies and before meetings so that we were Christ-centred as we began each activity.

The college provided reflection days for students in Years 7, 8, 9, 10 and 11 at a variety ofvenues; camps which included prayer and liturgy for both Years 7 and 10; and a three day seniorretreat for Year 12. The retreat was a significant experience for our students and one of thehighlights of their education. We tried to create an atmosphere for our young people thatencouraged them to continue their ongoing search for meaning and growth in their relationshipwith God.

Students from Years 7 to 12 engaged in activities as part of the Faith in Action Team, runningevenings and attending diocesan events.

Social JusticeIn 2018 we continued to put our faith into action by supporting the work of Caritas Australia, theSt Vincent de Paul Society and other agencies. During Lent, we raised funds for ProjectCompassion. These funds went towards providing money for humanitarian relief anddevelopment as part of Caritas International. In total, our community raised $23,543 for theseorganisations.

Our ongoing support for the work of the St Vincent de Paul Society included our involvementwith the 'Vinnies Van', our winter collection, the Door Knock appeal and our Christmas hamperswhich were delivered by some of our students. Many students participated in the 40 HourFamine; others knitted squares that were made into blankets. Year 10 students volunteered theirtime working with the Nepean Food Services Aged Care. We collected food items for PenrithCommunity Kitchen. In total this year, our students volunteered 6,990 hours of service to thecommunity.

Students through their participation in house activities also supported the Luke PriddisFoundation, Congo Aid, Penrith Domestic Violence Unit, Jesuit Social Services, The Sisters of StJoseph and The National Breast Cancer Foundation.

School home and parish partnershipsCaroline Chisholm College has had an ongoing connection with our local parishes. In2018 54 students from Years 10 and 11 served as catechists to the infants' section of GlenmorePark Primary School.

Parents were encouraged to take an active role in a variety of college activities, including parentforums, information evenings, parent/teacher/student meetings, liturgies, social barbecues,canteen, and library assistance. Regular communication with parents occurred through thestudent diary, phone calls, meetings and the fortnightly college newsletter which was emailed toparents, students and staff.

Religious EducationReligious Education is at the heart of all that we do at Caroline Chisholm College.

Students from Years 7 to 10 continued to learn about their Catholic faith by undertaking coreand elective units taken from the Parramatta Diocesan program, Sharing Our Story. In Years 11and 12 students had the choice to continue studying about their Catholic faith or, alternatively,could select the NESA course, Studies of Religion, at either the 1 Unit or 2 Unit level.Caroline Chisholm College, Glenmore Park Page 7

Throughout all Year groups, the syllabus directed learning activities were complemented with astrong emphasis on prayer, liturgy and participation in Caroline's Footsteps, our social justiceprogram, which promoted service to others.

Students volunteered to minister to others through our partner organisations: St Vincent de Pauland 'Vinnies Van' for Year 12; Glenmore Park Primary School as special religious educators orcatechists for Years 11 and 10; and Nepean Food Services activities for Year 10.

Professional Learning of staff in Religious EducationIn 2018, our Religious Education (RE) teachers participated in our annual RE Team Retreat. Thisretreat engaged teachers in Christian meditation and other forms of prayer including using alabrynth. The retreat was an opportunity for staff to deepen their own prayer life and exploreways they could engage students in prayer so as to develop a more personal relationship withGod. This valuable experience became the basis for the whole-staff formation day which allowedour RE teachers to take a leading role in exploring prayer and the spirituality of the entire staff(teaching and support staff). The principal completed a PhD in Religious Education during 2018.

Key members of our teaching staff also engaged in the many RE professional learningopportunities provided by Catholic Education Diocese of Parramatta (CEDP), Islamic Sciences &Research Academy of Australia (ISRA) and the Jewish Board of Deputies. Three members of theteam worked towards tertiary credentials in RE or theology.


Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 100 92 68 58

Literacy 100 91 63 50

Reading 100 94 68 56

Writing 100 87 54 36

Spelling 100 93 68 59

Numeracy 99 95 53 58

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 96 92 59 49

Literacy 96 88 58 44

Reading 100 94 65 51

Writing 92 80 50 32

Spelling 95 90 61 52

Numeracy 100 96 50 56

The NAPLAN results from 2018 show that the students at the college are highly literate andnumerate. The results also show continual growth in Literacy and Numeracy. Throughout 2018,teachers continued to draw on data from the NAPLAN tests, identifying specific areas of strengthand areas of need. This allowed teachers to plan and implement learning activities that extendedCaroline Chisholm College, Glenmore Park Page 9

and areas of need. This allowed teachers to plan and implement learning activities that extendedskills in areas of strength and ensured growth in areas of need.

Students at the college have strong literacy skills and teachers in all Key Learning Areasemployed learning strategies which enabled students to develop their inferential reading skillsfurther. In addition, students engaged in learning activities which enabled them to develop theirability to write sophisticated and complex texts for a variety of audiences and purposes.

The college's focus on mathematical understanding, mathematical literacy and on theimportance of a growth mind-set in Mathematics helped to ensure thatstudents experienced success and achieved growth in numeracy.

Record of School Achievement (RoSA)From 2012, eligible students who leave school before receiving their Higher School Certificate(HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulativecredential reporting on all courses completed and grades achieved in Stage 5 and Year 11. In2018, six students in Years 10 and 11 requested a RoSA.

Higher School Certificate (HSC)Percentage of students in performance bands 4, 5 and 6 compared to the state.

Higher SchoolCer ficate

Percentage of students in top 3 bands

2018

School State

Studies of Religion I 74 70

English Standard 92 51

English Advanced 100 90

Community and Family St 92 63

Drama 100 82

The HSC results for 2018 reflected the hard work and dedication of our students and staff andtheir shared commitment to academic excellence. The college Dux achieved an AustralianTertiary Admission Rank (ATAR) of 97.2. In addition, a number of students achieved an ATAR of90 or above. A large proportion of the 2018 cohort accessed a place in a university course in2019 and will study in a variety of universities in NSW.

Many courses from a range of Key Learning Areas achieved results above the state average. Thesesubjects included: Ancient History, Business Studies, Community and Family Studies, Design andTechnology, English Advanced, English Standard, English Extension, Entertainment, HistoryExtension, Hospitality, Human Services, Japanese Continuers, Legal Studies, MathematicsGeneral, Modern History, Music, Personal Development, Health and Physical Education (PDHPE),Society and Culture, Studies of Religion and Visual Arts. The number of subjects above the stateaverage reflected the broad curriculum offered at the college and the focus on excellence for allstudents. The breadth of subjects that were offered afforded all students the opportunity toengage effectively in learning and to excel in areas of interest.

High expectations, clear learning intentions and the modelling of excellence ensured everystudent can succeed. The professionalism and expertise of the teaching staff enabled everystudent to grow and achieve their best.

Again, the college excelled in the area of Creative Arts. Six students had their artworksnominated for the ArtExpress, four students were nominated for OnStage (Drama) andone students received a call-back for Dance. In addition, five students were nominated for Shapefor their work in Design and Technology. These results reflect the college's focus on critical andcreative thinking skills and support of creative arts and Science, Technology, Engineering andMathematics (STEM).


School curriculumThe college offered a broad curriculum with more than 35 subjects offered to students in senioryears and a large number of electives offered in Years 9 and 10. The curriculum included a rangeof Vocational Education and Training (VET) and Technical and Further Education (TAFE) courseswhich enabled students to pursue their interests in areas such as early childhood education,entertainment, business, animal studies, primary industries and hospitality. A number ofstudents undertook Extension courses in Years 11 and 12.

The Year 7 integrated learning program afforded students a smooth transition from primary tohigh school. In 2018 the college introduced a new learning framework, 'The Learning Journey'.This framework provided students with the necessary meta-language to discuss and reflect on,and take control of, their own learning.

A broad range of enrichment activities were offered at the college, including the STEM group, therobotics group, debating, public speaking, Tournament of the Minds and the University of NSWInternational Competitions and Assessments for Schools (ICAS). In addition, the college ranhonours classes in English and an accelerated pathway in Studies of Religion. In 2018 thecollege partnered with a number of external organisations to offer enrichment and extensionopportunities to students. These partnerships included the Tata Consultancy Services goITchallenge, the NSW Aurecon Bridge Building competition, the Western Sydney Universityenvironmental and engineering Pavilion Project, the TAFE NSW Youth Engagement Strategy (YES)program, the NSW RoboCup Challenge and the NSW Young Lawyers' workshops at the SupremeCourt of NSW.

Support was provided to students by the Learning Support Team who worked to ensure allstudents could access the curriculum and engage in meaningful learning experiences. Studentsrequiring individualised learning plans were catered for, ensuring a high quality educationalexperience for all learners.

Initiatives to promote respect and responsibilityCaroline Chisholm College actively promotes respect for others and responsibility for self.Relationships are founded on the Christian values of faith, courage and tolerance. These valuesunderpin the college's student management system which is based on positive psychology andrestorative practices.

Students are encouraged to give service time to the college and the community. This time isnoted on semester reports and is a mandatory requirement for students who aim for higherawards in our award system. In 2018 students were involved in many community serviceendeavours including Project Compassion, the St Vincent de Paul Christmas Hamper project,volunteering at Fernhill School, working as catechists at local primary schools and participating inthe White Ribbon River Walk to raise funds to fight against domestic violence. Students alsoparticipated in a broad range of activities, sharing their skills and talents with the wholecommunity. These activities included community days, retreats, reflection days, choir, band,dance, drama, representative sport, excursions, competitions, local community events, art andphotography exhibitions at local galleries and agricultural displays at the Royal Easter Show andthe Penrith Show.

Each Year group had nominated representatives to a Student Representative Council (SRC).Senior students in the SRC led committees that took responsibility for liturgies, learning, well-being and social justice. Participation in these committees was open to students in all years.Other senior student leaders took responsibility for engendering school spirit through leadershipof house groups. Bus prefects provided support to younger students while travelling to and fromschool. Our Mentor, Peer Support and Tutor programs provided many opportunities for studentsin different Year groups to relate positively to one another and develop their leadership skills.Each homeroom had a student homeroom leader who assisted the teacher.

Professional LearningStaff engaged in a range of professional learning experiences in 2018.

All teaching staff were members of small professional learning communities which supportedstaff members to achieve their own professional learning goals. These goals were aligned with


staff members to achieve their own professional learning goals. These goals were aligned withthe Australian Institute for Teaching and School Leadership (AITSL) standards and with thecollege's Annual Goals. Each professional learning community included at least one trainedgrowth coach and the members used coaching strategies to help each member reach their goalsover the course of the year.

Whole-school professional learning addressed a broad range of topics. Staff engaged in work onEnquiry Learning and developed new strategies to engage students in problem solving and incritical and creative thinking. This work was enriched by training in Project Based Learning andthe development of new and engaging enquiry projects. Further work was done on positivepsychology and resilience. The philosophy, skills and strategies associated with positivepsychology were further embedded into our pastoral care and Key Learning Area (KLA) programs.In addition, a number of staff undertook Growth Coaching training, building their skills tosupport students and colleagues to focus on goal setting and developing a growth-focusedapproach to learning. Staff meetings focusing on differentiation assisted staff to develop learningactivities that cater for all students further. As part of the college's Action Research Project, staffvisited local primary schools to investigate how they were using innovative spaces and innovativepedagogies to enhance student learning.

In addition to whole-school learning, staff attended a range of learning experiences, targetingareas of interest and enabling them to develop their own teaching skills. A number ofstaff participated in post-graduate study in Education, Educational Leadership, Theology andReligious Education.


School Improvement

Annual school prioritiesPriority 1 For the students to learn about the value of dignity (as it is understood

in Catholic theology) and how this is connected to others andthemselves

Reason for priority 1 The college has six core values (faith, courage, tolerance, dignity,compassion and justice) articulated in our Charism. We were focusingon dignity as our theme for 2017-2018, taking into account the bishop’syear of ‘Walking with Refugees’.

Steps taken to achievepriority 1

Students were exposed to Scripture, based on the value of dignity, vialarge banners around the college spaces and through their lessons.

Learning programs were modified to allow for the explicit teaching ofthe value of dignity where appropriate in Years 7 to 12.

Students engaged in social justice activities were encouraged to thinkof their work in terms of the dignity of all people, especially the poorand marginalised.

Status of priority 1 Achieved

Priority 2 All Year 7 and 8 students identified as being at risk of not achievingproficiency (band 8) in NAPLAN writing and reading were to be case-managed to gain proficiency by Year 9 NAPLAN. By 2019, there wouldbe a significant reduction in the number of Year 9 students who did notachieve band 8.

Reason for priority 2 Our reason for this priority was that literacy is a foundational skill andproficiency in reading and writing in Year 9 is an important indicator ofsuccess in Year 12 and in post-school endeavours. We believed thatinterventions in writing across Key Learning Areas (KLAs) would supportstudents to gain proficiency.


Identified Year 7 students participated in literacy interventions focusingon the areas identified as being of general concern:

cohesion in writinguse of paragraphsuse of structural devices in writingspellingreading comprehension and inference

Intervention took the form of targeted differentiation and learningsupport. A data wall was used to track student learning against aregression line, by aligning student work samples to standardisedsamples.

Status of priority 2 Ongoing


Priority 3 For all students in Stages 4 and 5 to develop a growth mindset towardslearning in Mathematics whereby they were more confident in tacklingchallenging problems and developing an attitude of risk taking

Reason for priority 3 Students at Caroline Chisholm College often hesitate in choosing higherlevels of Mathematics for their HSC, or they start in the courses andgive up very quickly. The purpose of this goal was to shift this fixedmindset to a growth mindset where students were more willing to takerisks in Mathematics and embrace challenging problems rather thaninstantly giving up. This required a change in teacher practice to beapplied across all KLAs at the college.


Students engaged with growth mindset strategies nominated by theirteacher, and with literature around fixed mindset in the media.Students in Year 7, 8 and 9 engaged in the student learning theory ofaction,The Learning Journey, which deployed learnings about cognitivechallenge and uncertainty in learning. Students also engaged withlearning strategies that involved risk taking and challenge acrossMathematics classes and other subject areas.

Status of priority 3 Ongoing


Projected school prioritiesPriority 1 The college will engage in a major improvement of the buildings and

facilities.

Reason for Priority 1 The college has not had a major upgrade of facilities since 1999. Thelearning spaces which have been deemed as not meeting standards, orinadequate for contemporary learning will be either demolished andreplaced or entirely refurbished. This project will see the building of anew performance theatre, music rooms, art studios, canteen, toilets,general learning areas and outdoor facilities. It has been madepossible, partially, by a Commonwealth Government Capital Grant.

Steps to be taken toachieve Priority 1

Architects were engaged in 2016 and builders will begin work at thecommencement of 2019. The college has taken significant steps toensure learning continues without impediment during the buildingprogram.

Priority 2 For the students to learn about the value of compassion (as it isunderstood in Catholic theology) and to express this by modeling whatJesus did and taught us through our social justice programs, prayer andlearning

Reason for Priority 2 This is a key Caroline Chisholm College value. As part of a six year cyclestudents will have the opportunity to engage with all six of the keycollege values. Compassion is our final value in this cycle and in 2019students will have the opportunity to deepen their understanding ofcompassion and have opportunities to express the value ofcompassion.


Students will learn about the value of compassion as our school focusfor 2018-2019 as launched at the Leaders Mass 2018-2019, with twoScripture passages 'Who is my neighbour?' and 'Go and do the same.'(Luke 10: 25 and 37). Our Social Justice Committee will emphasise thevalue of compassion during their fortnightly meetings especially duringterm 1 in work done for Project Compassion.

Priority 3 All students will improve their writing by employing a broadervocabulary and by using subject specific terminology.

Reason for Priority 3 Students can improve their writing by employing appropriatelysophisticated vocabulary allowing them to access more marks in theNAPLAN and the HSC Minimum Standards tests and in HSC assessmenttasks. NAPLAN results show that students are not maximising theirscores for vocabulary.


We will:assist students to build their vocabulary through specificteaching strategiesexplicitly teach subject specific terminology and model the useof this terminology in written responsespre-test and post-test writing to assess the impact of vocabularystrategies

Community SatisfactionCaroline Chisholm College, Glenmore Park Page 15

Community Satisfaction

Parent satisfactionThe 2018 Tell Them from Me satisfaction report indicated that parents were extremely satisfiedwith the learning community at Caroline Chisholm College. Parents believed the college had andtransmitted high expectations for achievement and success.

In 2018 we continued parent forums which allowed parents to gather to learn about, anddiscuss, issues important to them and their daughters. The forums in 2018 focused on developingpositive mindsets for learning Mathematics, understanding skills for the new work force andcybersafety. The structure of the events allowed parents, at tables hosted by teachers, to discussthese issues in a non-judgemental and mutually supportive environment.

The college has a robust and fair complaints and grievance process in place, and in 2018 wemanaged very few complaints, none of which required resolution by Catholic Education Dioceseof Parramatta.

We were grateful to the trust and support that we received from our parents as they continuedto be key partners in the education of their children.

Student satisfactionResults from the 2018 Tell Them from Me report indicated that our students continued torate their school experience as extremely safe. Our scores in these measures have remainedstrong from year to year, reflecting the positive character of our community.

Students assessed their learning as engaging. Students also noted the quality of the relationshipsthey experienced with their teachers whom they saw as concerned for them as people and aslearners.

The survey also suggested that our students struggled with some anxiety about success andachievement at school. We are continuing to imbed our positive psychology pastoral careframework and are extending it to the approaches teachers take with all students they teach inboth pastoral and teaching situations.

Students had a strongly positive opinion about the college's work in the area of social justice andtheir own agency in making a difference in the community. In this sense, they saw that thecollege was giving them opportunities to live out our core values of faith, courage and tolerance.They also felt a strong sense of belonging to the college.

Teacher satisfactionThe 2018 Tell Them from Me report indicated that staff found the college a supportiveenvironment where collaboration was valued and staff worked well together.

Staff assessed our classrooms as peaceful and productive places, where there was no seriousbehaviour for them to manage.

The staff also valued the social justice focus of the school and felt there were many opportunitiespresented for them to offer outreach.


Student Profile

Enrolment PolicyCaroline Chisholm College follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 0 953 953

2017 0 970 970

2018 0 971 971

Enrolments in Years 7 to 9 continued to be very strong, with waiting lists in each of theseyears. Although a number of students chose to leave Caroline Chisholm College at the end ofYear 10, we attracted students from other schools into Years 10 and 11.

In Year 7 in 2018 we had, at times, a waiting list of more than 10 students.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Year 7 94

Year 8 91

Year 9 91

Year 10 91

Year 11 92

Year 12 95

School average 92

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 178

Students with disablities (SWD) 18

Indigenous 16

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingCaroline Chisholm College, Glenmore Park Page 17

https://oscarshare.parra.catholic.edu.au/My Work/SystemPoliciesandProcedures/Enrolment Policy.pdf

https://oscarshare.parra.catholic.edu.au/My Work/SystemPoliciesandProcedures/103701 - Enrolment Procedures.pdf

https://oscarshare.parra.catholic.edu.au/My Work/SystemPoliciesandProcedures/103900 - Enrolment Guidelines.pdf

http://www.parra.catholic.edu.au/policy-central

the regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

Student retention ratesThe retention rate of students for Year 10 to Year 12 was 74%.

Students leaving Years 10 and 11 proceeded to a variety of destinations including McCarthyTrade Training Centre, Technical and Further Education (TAFE), and full-time employment. Thesestudents, generally, worked with our careers coach to discern a pathway most suitable to theirneeds and interests.

Senior secondary outcomesThe following table shows the percentage of Year 12 students who undertook vocational trainingor training in a trade while at school, and the percentage that attained a Year 12 certificate orequivalent vocational education and training qualification.

Percentage of Year 12 students who undertook vocational training while at school 44

Percentage of Year 12 students who undertook training in a trade while at school 0

Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocationaleducation and training qualification

100

Post school destinationsEach year Caroline Chisholm College collects destination data relating to the Year 12 studentcohort. The table below sets out the percentages of students for the various categories.

Destination of students leaving Year 12 %

University 67

Technical, and Further Education (TAFE) 15

Workforce 13

Other/Unknown 5


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careMutual respect, trust and honesty are at the heart of our expectations.

The framework employed to effect these beliefs was restorative practices which was based on abelief that where harm or wrong had been done we, as a community, should look to the re-establishment of effective relationships between the parties. The philosophical basis of ourapproach to student management required that all associated with the college respected thevalues taught and modelled by Jesus. This implied a need for unconditional love, compassion,justice, hope and reconciliation in all circumstances.

A list of students' rights and responsibilities, the Student Management policy and associatedpolicies can be found on the college website. The Student Management policy is based on theprinciples of natural justice and procedural fairness. Corporal punishment is expressly forbiddenat the college.

The college took a strong stance against bullying. The college's Anti-bullying policy can also befound on the college website.

All these policies can be found athttp://www.cccglenmorepark.catholic.edu.au/Community/Handbook.

There were no changes to these policies in 2018. A hard copy can be found in the Student andParent book, obtainable from the Caroline Chisholm College office.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP) ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2018.


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (53.8%)Capital (0%)State (16%)Fees (24.7%)Other (5.5%)

Capital (16.3%)Salary (66.5%)Non-Salary (17.2%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$8,062,908

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,397,914

Fees and Private Income 4 $3,706,418

Other Capital Income 5 $816,645

Total Income $14,983,885

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $2,548,098

Salaries and Related Expenses 7 $10,421,031

Non-Salary Expenses 8 $2,698,574

Total Expenditure $15,667,703

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.

5.5%

24.7%

16%

53.8%

■■■■■

16.3%17.2%

66.5%

■■■


8. Non-Salary refers to all other Non-Salary Recurrent Expenses.


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