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Marist Catholic College Penshurst, Mortdale

Annual School Report to the Community

2019

School Contact Details

65 Victoria Avenue, Mortdale 2223

[email protected]

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

9579 6188

9579 6668

Principal

Mr Raymond Martin

mailto: [email protected]://www.maristpenshurst.catholic.edu.au

ABOUT THIS REPORT

Marist Catholic College Penshurst is registered by the NSW Education Standards Authority(NESA), and managed by Sydney Catholic Schools Ltd (SCS) as trustee for the Sydney CatholicSchools Trust, the ‘approved authority’ for the Registration System formed under Section 39 ofthe Education Act 1990 (NSW).

The Annual School Report to the Community provides parents and the wider College communitywith fair, reliable and objective information about College performance measures and policies,as determined by the Minister for Education. The Report also outlines information aboutinitiatives and developments of major interest and importance during the year and theachievements arising from the implementation of the College’s Annual Improvement Plan.

The Report demonstrates accountability to regulatory bodies, the College community andSydney Catholic Schools. This Report has been approved by Sydney Catholic Schools inconsultation with the Regional Consultant who monitors that the College has appropriateprocesses in place to ensure compliance with all NSW Education StandardsAuthority requirements for Registration and Accreditation.

This Report complements and is supplementary to College newsletters and other regularcommunications. Further information about the College may be obtained by contacting theCollege or by visiting the College’s website.

Annual School Report to the Community 2019 Page 1

SECTION ON E: MESSAGE FROM KEY GROUP S IN OUR COMMUN ITY

Principal's Message

In 2014, Sydney Catholic Schools embarked on a significant project to transform the educationallandscape at Marist Catholic College Penshurst (MCCP) to respond to an emerging need for aCatholic coeducation Year 7–12 school in the local area. This project has included five essentialelements: coeducation, senior schooling, school wide pedagogy, a major capital works programand becoming dual campus.

This year we graduated the fourth HSC class, commenced our first HSC coeducational classes andprepared to welcome Year 7, 2020 to the South Hurstville campus. The college also blessed theChampagnat Centre, commenced the Stage 4, Mortdale campus building works and achievedpractical completion at the South Hurstville campus. With the graduation of Year 12, 2019 thecurtain was drawn on single sex boys education at Marist Penshurst. These are astonishingachievements for a school in less than five years.

With the increasing student population, there has been a greater array of Stage 5 electivesavailable, increased Stage 6 subject offerings and the opportunity for the most capable Stage 6students to complete extension courses in English, History, Mathematics and Science.

Parent Body Message

The Parents and Friends' Association (P&F) plays a significant role in helping to build thecommunity spirit of Marist College. It provides a formal structure and support network forparents to participate in the activities and decision-making processes at the college and to workfor the benefit of the college and the children. The P&F Facebook page has nearly three hundredfollowers which raises issues and regularly provides feedback on topics to enrich discussion. Thisyear, the P&F committee collated data using the suburbs in which students live to indicate thedemand levels for transportation to the new campus. This information was pivotal in theeventual provision of a charter bus service between the campuses.

This year the P&F continued the Meet and Greet evening which was well attended especially byparents new to the college. It also assisted the college at the Open Afternoon, and in organisingand running the Girls Night In and the Father & Son evening.

The P&F are committed partners with the school in the full development of our children.

Student Body Message


At Marist Catholic College Penshurst, we are encouraged to deepen our faith through our love ofGod and living out the Marist charism, through practising respect and compassion daily in theway we interact with staff, the wider community and our peers. Our school is certainly specialfor its community-based environment, which creates a safe, positive learning atmosphere for usstudents, where we feel we are really being cared for by the staff and provided with the bestopportunities to reach our potential. This enables us to participate in a variety of co-curricularprograms and activities where we can explore our gifts and interests.

With 2019 ending, sixty-eight years of single sex boys education and commencing the first Year12 coeducational cohort, a new dynamic has been set in the school. True to the works ofMarcellin Champagnat, the college continues to share and promote the Marist charism throughvarious initiatives, led by students, to support and raise money for various charitableorganisations. The family spirit, shared by all students, unites the college and inspires studentsto learn, grow and achieve their personal goals.


SECTION TWO: SCHOOL FEATURES

Marist Catholic College Penshurst is a Catholic systemic Co-educational College located inMortdale.

Marist Catholic College Penshurst (MCCP) commenced in 1953, founded by the Marist Brothersto offer an excellent education for the boys in the Hurstville area. For many years it had been aYear 7–10 boys school. In 2015, the college transitioned towards being a Year 7–12coeducational college commencing with girls and boys in Year 7 and the first Year 11 cohort. Thefirst Year 12 classes were held in 2016, and the curtain was drawn on nearly seven decades ofsingle sex boys education at Marist Penshurst this year.

Catholic life and culture is overt and explicit at the college. It is enhanced by the closerelationship the school has with the eight feeder schools which are: St Declan’s Catholic PrimarySchool Penshurst, St Joseph’s Catholic Primary School Oatley, St Joseph’s Catholic Primary SchoolRiverwood, St Mary’s Star of the Sea Catholic Primary School Hurstville, Mater Dei CatholicPrimary School Blakehurst, Regina Coeli Catholic Primary School Beverly Hills, St Raphael’sCatholic Primary School South Hurstville and Our Lady of Fatima Catholic PrimarySchool Kingsgrove. Marist Schools Australia provide generous support for staff in professionaldevelopment as well as student leadership and through the work of a Religious Brother at theCollege.

If there is one feature that stands out about MCCP, it is the strong sense of family spirit whichhas been there from the beginning. While family spirit is held dear as one of the features of aMarist education, that spirit seems particularly strong at this college. MCCP has an effectiveParents and Friends’ Group. The college’s vibrant community is evidenced by the support givento various college activities.

At MCCP the students receive a well-rounded education founded on positive relationships. Thecollege offers a comprehensive co-curricula program through the wonderful generosity of thestaff and parents, as well as the boundless enthusiasm of the students. This emphasis ensuresthat students experience a breadth in their education that engages their gifts and abilities to benurtured throughout their lives.


SECTION THREE: STUDEN T PROFILE

Student Enrolment

The College caters for students in Year 7 to Year 12. Students attending this College come from avariety of backgrounds and nationalities. The following information describes the student profilefor 2019:

Girls Boys LBOTE* Total Students

386 505 663 891

* Language Background Other than English

Student Retention

Of the students who completed Year 10 in 2017, 78% completed Year 12 in 2019.

MCCP has relatively small Stage 6 cohort, so some families sought more established seniorschools for their sons. Also, Sydney Catholic Schools has trade training schools at Bankstown andBurwood which provides alternatives for senior students seeking a vocational pathway ortraineeship.

Enrolment Policy

The Archdiocese of Sydney has established an Enrolment Policy for Systemic CatholicSchools. Sydney Catholic Schools monitor the implementation of this policy. The policy has beendeveloped in the context of government and system requirements. Children from families whoare prepared to support the ethos and values of the Catholic Church may be considered eligiblefor enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levyand local fees and charges. A pastoral approach is adopted for parents experiencing genuinedifficulty with the payment of fees.

Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessedat the Sydney Catholic Schools website.

Student Attendance Rates

The average student attendance rate for 2019 was 93.11%. Attendance rates disaggregated byYear group are shown in the following table.


https://sydcatholicschools.nsw.edu.au/for-parents/enrolment/https://sydcatholicschools.nsw.edu.au/for-parents/enrolment/

Attendance rates by Year group

Year 7 94.80%

Year 8 92.52%

Year 9 92.99%

Year 10 92.20%

Year 11 93.55%

Year 12 92.57%

Managing Student Non-attendance

Regular attendance at school is essential if students are to maximise their potential. TheCollege, in partnership with parents, is responsible for promoting the regular attendance ofstudents. While parents are legally responsible for the regular attendance of their children,College staff, as part of their duty of care, monitor part or whole day absences.

College staff, under the Principal’s leadership, support the regular attendance of students by:

providing a caring teaching and learning environment which fosters students’ sense ofwellbeing and belonging to the College communitymaintaining accurate records of student attendancerecognising and rewarding excellent and improved student attendanceimplementing programs and practices to address attendance issues when they arise.

The Principal is responsible for supporting the regular attendance of students by ensuring that:

parents and students are regularly informed of attendance requirements and theconsequences of unsatisfactory attendanceall cases of unsatisfactory attendance and part or full day absences from school areinvestigated promptly and that appropriate intervention strategies are implementeddocumented plans are developed to address the needs of students whose attendance isidentified as being of concernthe Regional Directors of Sydney Catholic Schools or designated Sydney Catholic Schoolsofficer is provided with regular information about students for whom chronic non-attendance is an issue and for whom College strategies have failed to restore regularattendance.

Senior Secondary Outcomes

The table below sets out the percentages of students undertaking vocational training in theirsenior years as well as those attaining the award of Higher School Certificate (or equivalentvocational education and training qualifications).


Senior Secondary Outcomes. Year 12 2019

% of students undertaking vocational training or training in a tradeduring the senior years of schooling.

31%

% of students attaining the award of Higher School Certificate orequivalent vocational education and training qualification.

100%

Student Post School Destinations

Each year the College collects destination data relating to the Year 12 student cohort. The tablebelow sets out the percentages of students for the various categories.

Destination Data

Year 12, 2019Graduating Class

University TAFE / Otherinstitutions

Workforce entry Destination notreported

65% 12% 15% 8%


SECTION FOUR: STAFFIN G PROFILE

The following information describes the staffing profile for 2019:

Total Teaching Staff* Total Non-Teaching Staff Combined Total

70 17 87

* This number includes 60 full-time teachers and 10 part-time teachers.

Percentage of staff who are Indigenous 0%

Professional Learning

The ongoing professional development of each staff member is highly valued. Professionallearning can take many forms including whole school staff days, subject specific in services,meetings and conferences and a range of professional learning programs provided by SydneyCatholic Schools. The College takes responsibility for planning, implementing, evaluating andtracking of its staff professional learning and individual staff members take responsibility fortheir ongoing professional development. All teachers have been involved in professionallearning opportunities during the year related to improving student outcomes.

The College held the equivalent of five staff developments days this year with areas of focus asfollows:

Term 1 Strategic planning and organisation

Term 2 Gifted Education

Term 3 Staff Spirituality Day

Term 4 Cardiopulmonary resuscitation and asthama training, Key Learning Area planningand analysis of Higher School Certificate results

Teacher Standards

Teachers at this School are either accredited as conditional, provisional or proficient as definedby the NSW Teacher Accreditation Act 2004. Accreditation at the levels of Highly Accomplishedand Lead teacher are voluntary. The number of teachers within the Diocesan Schools System(systemic schools) at these levels is as follows:

Conditional 37 teachers;Provisional 19 teachers;Proficient 3033 teachers.


Additionally, there are approximately 9 teachers who are currently actively engaged in thesubmission process at the higher levels of accreditation. Teacher status at individual schools canbe sourced directly from the School.


SECTION F IVE: CATHOLIC L IFE AN D RELIGIOUS EDUCATION

Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholicschools in the Archdiocese of Sydney. In responding to the Charter, the College engages inprocesses to reflect on and revitalise its mission and strengthen the religious life of members ofthe College community.

The College follows the Archdiocesan Religious Education (RE) Curriculum and uses the studenttextbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney.

As a Catholic secondary school, MCCP provides comprehensive Religious Education through avariety of means, the most significant of which are as follows:

The classroom Religious Education program develops in each student:

knowledge, understanding and appreciation of the message of Jesus Christ and of theScripturesknowledge, understanding and commitment to what the Church believes, celebrates,lives and praysthe ability and willingness to make sense of their personal experiences in the light ofScripture and the living traditions of the Churchan appreciation of the value of religious learning as a lifelong processthe ability and willingness to praise God in prayer, celebration and service.

The integration of Christian values across the curriculum is achieved by:

assisting students to integrate faith, culture and life experienceproviding a perspective from which to evaluate the content, structures and relationshipswithin the school communityre-connecting the religious dimension of life to the whole of educationhighlighting the need for love, compassion, justice and service in the wider curriculumemploying the college youth minister whose aim is to promote service within the schooland in the wider community, through leadership and social justice initiatives.

Liturgical and prayer life of the school aims to:

assist students to prepare and experience a variety of prayer forms and liturgicalcelebrations through active partnership with local pastors and parishespromote prayer in student’s lives, in classroom activities, and in the celebration of theSacramentsenhance student’s appreciation of prayer as a way of being in tune with life’s experiencesby enabling students to experience prayer as an awareness of the sacred and an


opportunity for a personal relationship with Godprovide experiences of the Eucharist capturing the story and tradition of the Catholiccommunity at prayer in relationship with God and one another.

Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake theArchdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choicequestions. Results of the test are analysed by teachers and are used to inform teaching andlearning in Religious Education.

Our School's average result (as a mark out of 50)

Year 8 26.77

Further information about the Archdiocesan Religious Education Curriculum and the RE Testsmay be accessed at the Religious Education and Evangelisation site on the Sydney CatholicSchools website.


https://reonline.sydcatholicschools.nsw.edu.au/

SECTION SIX: CURRICULUM

The Secondary Curriculum follows the NSW Education Standards Authority (NESA) syllabus foreach course offered as required for Registration and Accreditation under the Education Act 1990(NSW) and implements the curriculum requirements of Sydney Catholic Schools (SCS). TheSydney Catholic Schools Statement on Authentic Learning outlines our beliefs about howstudents learn. It provides a foundation for teachers, school leaders and system leaders as theyaspire to enable learning which engages and empowers students to become lifelong learners,who contribute to society, and the wider world, as active and discerning citizens.

The school offers courses as indicated below.

Religious Education

Stage 4 - Religious EducationStage 5 - Religious EducationStage 6 - Catholic Studies 1U, Studies of Religion 1U and 2U

English

Stage 4 - EnglishStage 5 - EnglishStage 6 - English Advanced, English Extension 1 and Extension 2, English Standardand English Studies

Mathematics

Stage 4 - MathematicsStage 5 - Mathematics Pathway 5.1, 5.2, 5.3Stage 6 - Mathematics Advanced, Mathematics Extension 1 and Extension 2 andMathematics Standard 1 and 2

Science

Stage 4 - ScienceStage 5 - ScienceStage 6 - Biology, Chemistry, Physics and Science Extension

Human Society and its Environment

Stage 4 - Geography and HistoryStage 5 - Australian History, Geography, Civics and Citizenship and CommerceStage 6 - Ancient History, Business Studies, Economics, Geography, Legal Studies, ModernHistory and Work Studies


Technological and Applied Studies

Stage 4 - TechnologyStage 5 - Design & Technology, Food Technology, Graphics Technology, IndustrialTechnology (Timber and Multimedia) and Information & Software TechnologyStage 6 - Computing Applications, Design & Technology, Engineering Studies, IndustrialTechnology (Timber) and Information Processes and Technology

Creative and Performing Arts

Stage 4 - Music and Visual ArtsStage 5 - Dance, Drama, Music and Visual ArtsStage 6 - Music I, Visual Arts and Photograph and Video Imaging

Personal Development Health and Physical Education (PDHPE)

Stage 4 - PDHPEStage 5 - Physical Activity and Sport Studies and PDHPE Stage 6 – PDHPE, Community and Family Studies, and Sport, Lifestyle and Recreation

Languages other than English

Stage 4 – ItalianStage 5 - ItalianStage 6 – Italian

Vocational Education and Training

Stage 6 - Business Services, Hospitality and Construction.

The number of classes in each course varies according to resources and student interest. Anumber of students also complete studies at St Yon College, Bankstown, Southern Cross College,Burwood, TAFE, the Open High School and at Saturday School of Community Languages.

Particular features of the school’s curriculum include:

a vision for learning that fosters deep learning and the opportunity to engage in criticaland creative thinkinga music program including college band, choir and individual tuitionan Accelerated Mathematics class in Years 9, 10 and 11 to complete the Higher SchoolCertificate Mathematics Advances and Mathematics Extension 1 courses during thePreliminary Course yeara gifted and talented program based on ability grouping of students in core subjects inYears 7–10


art and drama clubsa volunteer homework clubplacing significant emphasis on strengthening students’ literacy and numeracy skillsa focus on individual students’ aptitude and ability in Stages 5 and 6 to ensure asuccessful transition after school to further education and training.


SECTION SEVEN: STUDEN T PERFORMAN CE IN NATION AL AN D STATE-W IDE TESTS

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessmentfor students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable informationabout student achievements in literacy and numeracy. An analysis of these resultsassists College planning and is used to support teaching and learning programs.

The tables below show the percentages of students who achieved particular skill bands innumeracy and the aspects of literacy. The College results shown are compared to studentsnationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling,Grammar and Punctuation. Numeracy is reported as a single content strand.

NAPLAN RESULTS 2019

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year7

Grammar & Punctuation 35.35% 29.10% 10.10% 19.00%

Reading 31.31% 29.30% 9.60% 15.30%

Writing 16.58% 15.30% 12.56% 28.20%

Spelling 44.44% 30.60% 5.05% 16.00%

Numeracy 39.90% 34.20% 5.56% 15.20%

NAPLAN RESULTS 2019

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year9

Grammar & Punctuation 26.75% 19.00% 19.75% 25.10%

Reading 24.84% 20.90% 7.64% 20.60%

Writing 17.20% 12.50% 21.02% 38.10%

Spelling 37.58% 21.00% 7.64% 19.70%

Numeracy 43.87% 24.40% 4.52% 16.20%

Higher School Certificate

The results of the College’s Higher School Certificate (HSC) candidature are reported forparticular subjects. The table provided shows the percentage of students who achieved in thetop two bands and shows comparison with results from previous years.


NB: A number of new syllabuses were implemented this year which means there was a changein either subject name and/or course number For this reason, results from previous yearsappear as 0%. Some courses no longer run and therefore will show as 0%.

Higher SchoolCer ficate

Percentage of students in top 2 bands (Bands 5 and 6)

2017 2018 2019

School State School State School State

Ancient History 67% 36% 77% 36% 60% 36%

Economics 29% 49% 27% 47% 71% 52%

English (Advanced) 75% 64% 83% 63% 0% 0%

English (Standard) 44% 16% 32% 15% 0% 0%

English Advanced 0% 0% 0% 0% 86% 62%

English Standard 0% 0% 0% 0% 36% 12%

Mathematics 40% 54% 94% 52% 60% 49%

Mathematics Extension 1 62% 82% 100% 33% 100% 80%

Mathematics Extension 2 20% 84% 0% 0% 100% 86%

Physics 15% 34% 86% 34% 80% 37%

Studies of Religion I 44% 50% 38% 37% 82% 46%

Studies of Religion II 64% 47% 63% 41% 86% 45%

The college had its fourth cohort complete the Higher School Certificate in 2019 and the overallresults were very pleasing with 95.4% of all subjects studied being above state average. Thepercentage of students achieving in the top two bands was the highest in relation to previousHSC cohorts. There was significant student learning growth throughout the cohort compared tobaseline data. The students' cooperation with staff, hard work and collaborative approachcoupled with the college's focus on developing literacy and critical thinking skills all contributedto these results.

In 2019 the number of students issued with aRoSA without finishing the HSC

0


SECTION EIGHT: PASTORAL CARE AN D WELLBEIN G

Student Welfare Policy

Pastoral care is the total climate of care which exists in a school and this is reflected in thePastoral Care policy. It reflects the broad Christian ethos of individuals caring for and respectingone another.

Each student is assured of pastoral care by the nature of relationships. There is a happy andfriendly climate within the school. The staff are caring and generous and are involved in extra-curricula activities. There is a commitment to developing the talents of each student andenhancing their opportunities in life.

The college offers support to students in need with a counsellor and careers advisor. Studentsare able to make appointments to see either the counsellor or careers advisor. Parents can alsorequest counselling for their sons or daughters if the need arises. Staff will recommend, whenthey judge it necessary, for students to be involved with outside agencies that have a greaterlevel of expertise in meeting particular needs of certain students.

No changes were made to this policy this year.

The full text of the College's Pastoral Care Policy may be accessed on the College's website or atthe administration office.

Discipline Policy

Corporal punishment is expressly prohibited in this College. The College does not sanctionadministration of corporal punishment by College persons and non-College persons, includingparents, to enforce discipline in the College.

The Student Award and Level Systems, which incorporates the college’s discipline procedures,are designed to encourage each student to achieve their personal best. The award system allowsstudents to earn merits for achievement in a wide range of activities such as academic effort andexcellence, community service and involvement in college life. The students are then able toachieve Bronze, Silver and Gold Certificates and then the School Medallion.

At times the college will need to challenge students who interfere with the rights of others. Amajor emphasis in all our attempts is to develop more responsible student behaviour. Thecollege uses a Level System to challenge inappropriate student behaviour. Teachers work inpartnership with parents in attempting to have students recognise and change unacceptable


behaviour.

The principal or assistant principal may determine that a student’s misbehaviour is seriousenough to warrant suspension either internal (exclusion from class) or external (exclusion fromattending school). In extreme cases the Principal may organise a school transfer.

No changes were made to this policy this year.

The full text of the College's Student Discipline Policy may be accessed on the College's websiteor at the administration office.

Anti-Bullying Policy

The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by ourschool and all systemic schools in the Archdiocese. It provides a framework for schoolcommunities to work together to prevent and address issues of student bullying, in order tobuild respectful relationships that respond effectively and sensitively to the needs of eachperson. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policywas reviewed in August 2016 and no changes were made to the policy this year.

The full text of the Anti-Bullying Policy may be accessed on the School’s website, theadministration office or at the SCS website at this link.

Complaints and Grievances Resolution Policy

The Archdiocese of Sydney has established a Resolution of Complaints Policy which isimplemented by our school and all systemic schools in the Archdiocese. The rationale for thepolicy is that within the reality of the schooling experience, it is recognised that, from time totime, misunderstandings and differences of opinion will occur, and that these need to beresolved satisfactorily. Addressing such matters within a framework of dignity, respect and truthcan provide powerful opportunities to model the love of Christ in the reality of ourcontemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was updated and approved in September 2017.

The full text of the Resolution of Complaints Policy may be accessed on the School’s website, theadministration office or at the SCS website at this link.

Initiatives Promoting Respect and Responsibility

The values of respect and responsibility underpin all policies and procedures at MCCP. Some ofthe actions to promote respect and responsibility included:


https://sydcatholicschools.nsw.edu.au/2016/03/29/anti-bullying-policy/#more-83https://sydcatholicschools.nsw.edu.au/2016/03/21/resolution-of-complaints-policy/#more-98

continued emphasis on the positive and on student achievement in classes andnewsletters and at Assemblies, Year Meetings and Principal’s Assembliesencouragement of opportunities for various forms of student initiative and leadershipstudent involvement in the wider communitystudent representation at a variety of civic and church forums.

The rights and responsibilities of students are embedded in lessons taught throughout theschool day but are particularly reinforced through pastoral care lessons and are reflected in thestudent diary.

The College continues to use the Marist Youth care model of Restorative Justice which is centredon relationship and responsibility. The onus is on accepting the consequence of action and theevaluation of the impact one person’s behaviour has on another.


SECTION NIN E: SCHOOL REVIEW AN D IMP ROVEMEN T

The College implements the Sydney Catholic Schools' Inquiry and Review Cycle of improvementwhich outlines the processes and benchmarks for creating the culture and practice of continuousimprovement with students as the focus. The School's Strategic Improvement plan and Inquiryand Review cycle is based on the Sydney Catholic Schools Strategic Plan: New Horizons

Each year, the College develops an Annual Improvement Plan indicating the intended keyimprovements for student learning outcomes. The plan is drawn from the College’s StrategicImprovement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. TheCollege engages in an annual evidence-based evaluation of its effectiveness against theseexternal standards in collaboration with the Regional Consultant. A copy of the StrategicImprovement Plan and the Annual Improvement Plan may be obtained from the schooladministrative office.

Key Improvements Achieved in 2019

In 2019, the following priorities were achieved:

commenced implementation of a three year faith formation program (2019-2021) toconsolidate and further enhance the Catholic school culture in the Marist traditionimplemented the school-wide pedagogy into school programs that facilitate a dual-campus model.Implemented features of the Compass student management platform to inform studentwellbeing and learningdeveloped a whole school understanding of gifted and talented learners.consolidated the processes to align student wellbeing and learning to promote mentalhealth and resilience.continued programs and practices that promote positive staff wellbeing.embedded the current professional growth plans for all staff providing innovative waysfor teachers to successfully maintain or aspire to higher levels of teacher accreditation.continued the planning for the realisation of the master plan in the expansion of thecollege to become a dual-campus school.

Priority Key Improvements for 2020

In 20120, some of the key priority areas will be to:

continue implementation of the three year faith formation program (2019-2021) toconsolidate and further enhance the Catholic school culture in the Marist traditionimplement processes, structures and pedagogy that creates a successful dual-campusschool.


https://sydcatholicschools.nsw.edu.au/strategic-improvement-plan-2016-2018/

consolidate the use of the Compass student management platform.build a whole-school understanding of curriculum and assessment differentiation.realise the master plan in the expansion of the college.


SECTION TEN: PAREN T, STUDEN T AN D TEACHER SATISFACTION

The opinions and ideas of parents, students and teachers are valued and sought. Theirsuggestions are incorporated into planning for and achieving improved outcomes for students. This year, the College has used a variety of processes to gain information about the level ofsatisfaction with the College from parents, students and teachers.

Parent Satisfaction

The college administered the ‘Tell Them From Me Partners in Learning Parent Survey’. Theparent feedback was that the school supports positive student behaviour and their sons anddaughters feel safe and supported at the college. They feel strongly that there are highexpectations for student achievement set by both parents and teachers. The parents alsoexpressed that their children were treated fairly and respectfully by staff and students. Bullyingis viewed to be minimal across all year groups and they are supportive of the College ethos andprayer life. The Parents and Friends Association provides an avenue for parents to work inpartnership with the school. They support and contribute to college events and providefeedback and advice on matters affecting the school. The number of visitors on the OpenAfternoon and the subsequent number of enrolment applications are positive indicators of agrowing community confidence in the college.

Student Satisfaction

An indicator of student satisfaction is data from the Year 12 survey based on the college’sVision and Mission Statement. The Year 12 data indicates that 82% of the students believe thecollege provides a safe and supportive environment. Feedback in the ‘Tell Them From Me’survey showed that the students believe there is rigorous classroom instruction across all yeargroups as well as a high level of feedback. The Year 12 perspective is aligned with the responsesof junior students in that student success is valued and celebrated, there are many extracurricular and sporting opportunities, teachers care about the students and develop positiverelationships with them. An area of growth arising from the survey results is for the school tosupport student self efficacy and confidence in their learning and social interactions. As a resultthe college will endeavour to provide additional opportunities for student voice and selfreflection so the students become confident, independent and autonomous learners andindividuals.

Teacher Satisfaction


Teacher feedback was obtained from data provided for the ‘Tell Them From Me Focus onLearning Teacher Survey' and other in-school survey instruments. Staff expressed particularsatisfaction for the in-situ professional development being offered by the college and access tohigh quality student learning data. Teachers led initiatives that further developed the capacity ofstaff in gifted education and differentiated curriculum. Another indicator of the level of supportstaff and teachers' satisfaction is their generosity to lead and support school initiatives thatimprove the educational and co-curricula opportunities for students across an array of activitiesand programs. The continued high staff retention levels indicate staff confidence presently inthe college and excitement for the future. Given the constant change that is occurring at theCollege as it transitions to a dual-campus Year 7 to 12 coeducational college, the level of staffretention is impressive. However there still remains a sense of uncertainty amongst staff abouthow the dual-campus model will impact on their roles and work arrangements.


SECTION ELEVEN: F IN AN CIAL STATEMEN T

This School Financial Information is based on the detailed information provided to theCommonwealth Government in the Commonwealth Financial Questionnaire.School Financial Information for the 2019 year is detailed below:

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants 1

$9,495,166

Government Capital Grants 2 $3,150,000

State Recurrent Grants 3 $2,678,371

Fees and Private Income 4 $4,496,954

Other Capital Income 5 $375,504

Total Income $20,197,771

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $30,383,916

Salaries and Related Expenses 7 $10,630,742

Non-Salary Expenses 8 $6,082,247

Total Expenditure $47,096,905

For the 2019 year the Marist Catholic College Penshurst received $1,776 as Interest Subsidy.Our school community is appreciative of the support it received from the NSW StateGovernment under the Interest Subsidy Scheme

Notes

1. Commonwealth Recurrent Grants includes recurrent per capita grants and specialpurpose grants.

2. Government Capital Grants includes all capital grants received from the Commonwealthand State Governments.

3. State Recurrent Grants includes recurrent grants per capita, special purpose grants andinterest subsidy grants.

4. Fees and Private Income include Archdiocesan and school based fees, excursions andother private income.

5. Other Capital Income includes building levy fees and capital donations used to fundCapital Expenditure.

6. Capital Expenditure includes expenditure on School Buildings, and Furnitureand Equipment.

7. Salaries and Related Expenditure includes all salaries, allowances and related expensessuch as superannuation and workers compensation insurance.

8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure coveringresources, administration, operational expenses, utilities, repairs and maintenance.


Marist Catholic College Penshurst, MortdaleAnnual School Report to the Community2019ABOUT THIS REPORTSection One: Message from Key Groups in our CommunityPrincipal's MessageParent Body MessageStudent Body Message

Section Two: School FeaturesSection Three: Student ProfileStudent EnrolmentStudent RetentionEnrolment PolicyStudent Attendance RatesManaging Student Non-attendanceSenior Secondary OutcomesStudent Post School Destinations

Section Four: Staffing ProfileProfessional LearningTeacher Standards

Section Five: Catholic Life and Religious EducationSection Six: CurriculumSection Seven: Student Performance in National and State-Wide TestsHigher School Certificate

Section Eight: Pastoral Care and WellbeingStudent Welfare PolicyDiscipline PolicyAnti-Bullying PolicyComplaints and Grievances Resolution PolicyInitiatives Promoting Respect and Responsibility

Section Nine: School Review and ImprovementSection Ten: Parent, Student and Teacher SatisfactionParent SatisfactionStudent SatisfactionTeacher Satisfaction

Section Eleven: Financial Statement

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