presentation college windsor, windsor · we offered two immersion trips, ... 2018 annual report to...

SCHOOL REGISTRATION NUMBER: 0106

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

2018

PRESENTATION COLLEGE WINDSOR, WINDSOR

PRESENTATION COLLEGE WINDSOR (Windsor)

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ......................................................................................................................................................2

Minimum Standards Attestation ...........................................................................................................................2

Our College Vision .................................................................................................................................................3

College Overview ................................................................................................................................................. 4

Principal’s Report ..................................................................................................................................................5

College Board Report ............................................................................................................................................ 7

Education in Faith ................................................................................................................................................. 8

Learning & Teaching............................................................................................................................................ 10

Student Wellbeing............................................................................................................................................... 13

Child Safe Standards ........................................................................................................................................... 16

Leadership & Management ................................................................................................................................. 17

College Community ............................................................................................................................................. 19

School Performance Data Summary ................................................................................................................... 21



Contact Details

ADDRESS 187 Dandenong Road WINDSOR VIC 3181

PRINCIPAL Filina Virgato

PARISH PRIEST Father Joe Caddy

SCHOOL BOARD CHAIR Lisa Deramond

TELEPHONE (03) 8517.2704

EMAIL [email protected]

WEBSITE www.pcw.vic.edu.au

E NUMBER E 1013

Minimum Standards Attestation

I, Filina Virgato, attest that Presentation College Windsor is compliant with:

• All of the requirements for the minimum standards and other requirements for the

registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and

the Education and Training Reform Regulations 2017 (Vic), except where the school has been

granted an exemption from any of these requirements by the VRQA

• Australian Government accountability requirements related to the 2018 school year under

the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

May, 2019



Our College Vision



College Overview

Presentation College Windsor (PCW) is a Year 7-12 girls’ school owned by the Presentation Sisters Victoria (Members of the Company) and governed by an incorporated Board of Directors (Corporations Act). The College community is ethnically, socio-economically and religiously diverse, reflecting the contemporary Australia this generation of young people will lead - internationally connected, open and tolerant, interested in excellence and innovation. The College promotes respect for government and the rule of law and is guided by the Melbourne Declaration (2008) on the National Goals of Schooling. The College was founded in 1873 by a group of seven Irish Sisters who came to Melbourne from Limerick in response to a request from the local Parish Priest in the aftermath of the 1872 Education Act. It is the second oldest Catholic girls’ school in Victoria. The Presentation Sisters’ founder, Nano Nagle, known as ‘the woman of welcoming heart’, was a brave, innovative activist for social justice whose vision of education as the most powerful liberating force for the poor and powerless infuses the Congregation’s mission - now absorbed by the school. Both these elements of the school’s story provide a rich, enlivening context in which to offer education to girls and are central to PCW’s religious, cultural and social life. PCW is a Catholic school which celebrates our multi-cultural and multi-faith community and welcomes all to come together to rejoice in 'our presentation'. The pervasive educational energy at PCW is driven by outstanding staff and energetic students. However, this is only part of the picture which is complemented by integration with the wider community: parents and families, Stonnington Council; Melbourne, Monash and Swinburne Universities, the Sacred Heart Mission and many more. At PCW student learning, engagement and achievement drives all planning, programs and the commitment to learning for all is genuine. Students are offered a very wide range of studies and all are encouraged to complete six years of secondary school. This six-year commitment to each student is reflected in the wide range of programs offered including 35 VCE studies (in conjunction with CBC St Kilda), a vibrant VCAL program, strong links with VET providers, an extensive learning support program, and targeted programs for high achievers. It is our goal at PCW for all students to find what they are good at and to have experiences of success. PCW is strongly committed to providing each student with the opportunity to experience success and to achieve to the best of her potential. Our 2018 VCE results were a testament to our dedicated staff, we are very proud of the efforts of our students. Overall, our students’ results were excellent: our College dux receiving an ATAR of 99.05, 29% of students attained an ATAR above 80, and 13% of students attained an ATAR above 90. Congratulations to our VCAL students who all successfully completed their course. Course selection is also a crucial part of this process. The effectiveness of the Subject Selection and Careers Program at PCW is indicated by the percentage of students being offered their first preference and the range of courses adopted.



Principal’s Report

Welcome to the Annual Report for Presentation College Windsor (PCW) for 2018. The Annual Report is a requirement of the Victorian Registration and Qualifications Authority (VRQA). The report incorporates all of the Australian and Victorian Government compliance items and is placed on the Victorian State Register. The Annual Report also fulfils requirements of the Catholic Education Office Melbourne (CEOM) to report on the School Improvement Framework (SIF). The 2018 school year was full of new initiatives and outstanding achievements which you will find details of in this report. All Presentation people here at PCW are inspired by the courage and vision of our founders and pray that, like them, we might be stirred by 'life's insistent cry, the Spirit's voice'. There is evidence of this everywhere in the work of staff and students. An increased focus on our international links in 2018 saw the continued growth of our International student program and the consolidation of the Advanced Academic Study Tour to Singapore. We offered two immersion trips, one with a strong language and cultural focus to Japan and one with a social justice focus to India. At a local level, links with our neighbouring primary schools continued with the Bright Sparks program where Year 4, 5 and 6 students from local schools worked with students from various year levels on an Inquiry Based Learning project which aligns with our Middle Years Program (MYP) of the International Baccalaureate. The Report is presented in five sections consistent with the SIF: • Education in Faith • Learning and Teaching • Student Wellbeing • Leadership and Management • College Community The goals set by the College in each of those areas for 2018 are listed and a summary of achievements in each area is provided. Federal and State Government compliance reporting is provided as follows: Federal Government • Staff attendance • Staff retention • Teacher qualifications • Expenditure and teacher participation in professional learning • Student attendance • Proportion of students meeting national minimum standards at Years 7 and 9 • Changes in national minimum standard results at Years 7 and 9 • Value added • Median NAPLAN results for Year 9 • Senior secondary outcomes • Year 9–Year 12 student retention • Post-school destinations • Parent, teacher and student satisfaction



Victorian Government Information about a school’s performance must be provided to the school community including those as identified by the Australian Government as well as: • A description and analysis of student learning outcomes on state wide tests for the current year and for the previous two years • A report of the school’s financial activities The Annual Report for Presentation College Windsor for 2018 indicates that the College continues to perform at a high standard on SIF measures. Notable achievements include:

Recognition of the opportunities created by the 145th anniversary

Use of Learning Intentions, Success Criteria and rubrics has been effective.

Differentiated learning and a system for monitoring students at risk to enable timely intervention.

In order to motivate and affirm students, student achievement and endeavour are acknowledged at assemblies.

Implementation of a staff laptop program.

Professional Learning to develop teachers’ skills in order to integrate digital technology in curriculum delivery.

PL for staff in Child Safety, Positive Education and Student Wellbeing.

New Student leadership structure

Vertical Homeroom System to encourage peer support and mentoring

Planning for Refurbishment of Nagle Building

gives us with the opportunity to plan and complete another refurbishment which will provide more innovative and contemporary learning spaces and continue to enhance our learning and teaching environment.

The Report also includes information on a range of new programs and continued success in a number of areas of school development. The range of data and information provided in the Report reflects the variety of measures of achievement and improvement which apply to contemporary schooling and these are consistent with the mission of the College and of the Presentation Sisters as well as the Goals of the Melbourne Declaration, 2008. I hope that you find the Annual Report informative and interesting. Please do not hesitate to contact the College regarding any aspect of the Report.

Filina Virgato Principal



College Board Report

The College is an incorporated company limited by guarantee (Corporations Act). In 2017, The College Board comprised 10 Directors including one Presentation Sister. The Presentation Sisters’ role in the life of the school continues to be critical to its ongoing health and wellbeing. The Sisters own the school and the Leadership Team of the Congregation are the Members of the Company. The school is governed by the Board of Directors on their behalf. The presence of the Sisters and Directors at many College events means a great deal to staff and especially to students. All Directors bring specialised expertise which they contribute generously: spiritual, legal, financial, marketing, educational, corporate, building and planning. Without this, much of what has been achieved in recent years would not have been possible and the College is extremely grateful and appreciative of the time and energy these busy people devote to our school. The personal support provided by the Board to the Principal and the Leadership Team is also greatly appreciated. The contribution of all Board members in 2018 was outstanding with additional involvement by all Directors outside the monthly meetings. Directors participated in a numberof College events such as the Music Festival, Welcome Mass, Simply Sharing Mass and Presentation Day celebrations. The College Board of Directors in 2018 is as follows:

Ms Lisa Deramond (Chair) Mr Bert Quan Ms Victoria Myers Ms Amanda Francis Ms Elizabeth Maguire Mr Stewart Humphreys-Grey Executive Board Members: Filina Virgato, CEO (Principal) Stephen O’Shea, Company Secretary Trish Chester, Board Secretary



Education in Faith

Goals & Intended Outcomes

Goals To strengthen Presentation College Windsor as a faith community, grounded in the Catholic traditions and guided by the charism of the Presentation Sisters and the teachings of Nano Nagle. Intended Outcomes • That students will recognise the importance of faith and how it is lived out in their everyday

lives. • That students and staff will have more opportunities for expressions of faith. • That students and staff will value more strongly working / learning in a Catholic community.

Achievements

During 2018 the College Mission Team has continued to understand and explore the recommendations of the Enhancing Catholic Schools Identity Project conducted by the Catholic University of Leuven. One of the main directions from this data was to explicitly link our Presentation charism to that of the mission of the Gospel and to continue to form students enriched in their own tradition and their encounter and share their world with others. Our focus for 2018 was connecting the Mission of the Gospel to the Social Justice and Community Service area of the school. A Nagle Service Award for contribution to faith life and service to others was inaugurated in 2018. Students are awarded Bronze, silver, gold and platinum badges according to their level of involvement. The Reconciliation Covenant was ratified by the school and Presentation College is now a FIRE Carrier school. Part of the covenant was to introduce an immersion experience to an Indigenous community which was begun in 2018. A 10 day trip to Cape York and two homelands was organized through Red Earth. 25 students and three teachers will be leaving on this experience in September 2019. The biannual India immersion experience was planned, organized and prepared for over the course of 2018. 12 students and three teacher left in November for an 18 day experience, working with the Presentation sisters in Tamil Nadu. A two day community service placement was organized for all Year 9 students in November 2018. Students were placed at Sacred Heart Missions, St. Vinnies and at local primary schools to support those agencies in their community. The plan is to increase this placement to three days in 2019. Community Service was introduced at Year 8, cooking for Amberley Food Van on the day the seniors attend the roster in St. Kilda. Students prepare cakes and muffins and package them for distribution. More placements were introduced for Sacred Heart Kitchen in 2018, increasing the number of student participation. In 2018 we also inaugurated the first whole school Winter Sleepout. Students in Years 7-12 attended the night, raising awareness and funds for St. Vinnies Soup Vans.



Discussions were had with St. Mary’s Primary School to introduce literacy support and lunchtime activities which our Year 9 students will be involved in as part of their ‘Community Service’ focus in Semester 2 2019. A personalized Bible was ordered for Year 7 students, placing the school emblem on the front with the students name inside. This will be presented to the new Year 7 students in 2019 at their Welcome liturgy.

VALUE ADDED

A whole school celebration for Nano Nagle’s Memorial day

NEAA Nagle Prize Competition on the life of Nano Nagle

Social Justice focused Retreats for Years 7-12

Community Service at Amberley Food Van

Community Service at Sacred Heart Kitchen

Reconciliation Covenant as a FIRE Carrier School ratified

Introducing a new immersion experience to an Indigenous community for Years 9-10

Nagle Service Program and Award inaugurated

Staff Formation with Staff Faith Day – with Father Timothy Radcliff

Welcome Mass

Easter Liturgy – Welcome, Hospitality and service as shown at the Last Supper

Presentation Day Mass with 300 birthday of Nano and 145th birthday of PCW

Simply Sharing liturgy

Graduation Mass

Social Justice Conference for Students

Caritas Just Leadership Day for Students

CAPSA Refugee Workshop for Students

All Saints and All Soul’s Day Prayer Service

Remembrance Day Prayer Service

ANZAC Day Service; Honoring the women in war

National Sorry Day Prayer Service

Staff Chapel prayer led by students

Student Eucharistic Ministers

Ash Wednesday Liturgy which was led by the students

Year 7 Community Service at Collingwood Cottage

Project Compassion for Caritas during Lent

Sacred Heart Mission ‘Dine with Heart’ Appeal

India Immersion trip November-December 2018

Fundraising activities for the sisters in India raising $17,500

Reconciliation Week activities including guest speaker at school assembly

Refugee Week activities including guest speaker at school assembly and circle of silence demonstration

St. Vinnies Winter Sleepout Years 7-12

St. Vinnies Winter Appeal

St. Vinnies Christmas Appeal

Whole School Christmas Liturgy



Learning & Teaching

Goals To improve student learning outcomes through positive relationships and personalised, effective and stimulating learning and teaching. Intended Outcomes That every student is engaged, challenged and learning successfully. That improvement in learning outcomes is reflected in internal and external assessment, including NAPLAN and VCE/VET/VCAL. Key Strategies Build teacher capacity to deliver curriculum through high quality contemporary pedagogy and assessment that responds effectively to individual needs and ensures all students experience learning growth and are challenged. Student Learning Outcomes National Assessment Program Literacy and Numeracy (NAPLAN) The NAPLAN is a common national test for students in Years 3, 5, 7 and 9 which assesses students in the areas of reading, writing, language conventions and numeracy. Data from the NAPLAN provides a snapshot of achievement at the school. NAPLAN Results: Year 7 At Year 7, the data reflects the capabilities of the students who entered the College each year from 2016 to 2018, from a range of primary schools. The following table details the median score for each of the Year 7 Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy assessments. Year 7 students at PCW performed at or above the State median in reading, writing, spelling and grammar and punctuation.

TABLE 1: NAPLAN Year 7, 2018

PCW Students’ Median Score

State Median % above the national minimum standard

Reading 549 549 97%

Writing 523 512 85%

Spelling 548 548 85%

Grammar and Punctuation

544 544 89%

Numeracy 538 552 90%

NAPLAN Results: Year 9 The following table details the median score for each of the Year 9 Reading, Writing, Spelling, Grammar and Punctuation, and Numeracy assessments. Year 9 students at PCW performed at or above the State median in reading, writing and grammar and punctuation.



TABLE 2: NAPLAN Year 9, 2018

PCW Students’ Median Score

State Median % above the national minimum standard

Reading 600 592 85%

Writing 583 558 79%

Spelling 579 590 79%

Grammar and Punctuation

583 583 87%

Numeracy 589 596 81%

Changes in minimum standards The following tables show the change in the percentage of students meeting the national minimum standard in Years 7 and 9.

ACHIEVEMENTS / VALUE ADDED

Restructuring of student leadership to incorporate an Academic Captain role to promote learning at the College.

As a College we are committed to celebrating and recognising academic excellence. Along with the Academic Excellence Awards Assemblies held twice a year, in 2018 we implemented the Presentation Endeavour Awards in both semesters. These awards recognised academic endeavour across all subjects from Years 7 to 10 and provided the perfect forum for promoting learning.

A group of Year 8 girls presented at the ‘It Takes a Spark’ conference in September on the topic of Virtual Reality (VR).

Introduction of Digital Technologies at Years 7 and 8 to meet the requirements of the Victorian Curriculum.

The College is working towards authorisation to deliver the International Baccalaureate Middle Years Programme (MYP). Staff continued to work in teams and develop units of work in line with this curriculum framework. Professional learning focusing on the MYP occurred throughout the year.

Reworked subject allocations and electives at Year 9 to meet MYP requirements.

Reworked subject allocations and electives at Year 10 to enable breadth in subject choice and to ensure students are well prepared for the VCE. Accelerated units were offered to students in Years 10 and 11.

Art tour to Sydney for senior students. Annual Art Exhibition in the College Hall as well as at the MUMA gallery at Monash University Caulfield. The College’s artist in residence also supported the art program.

Overseas study tours offered to Italy, Japan and Singapore. Opportunities for students to enter external language competitions were also provided including the Berthe Mouchette Poetry Competition, the JLTAV Junior Speech Competition, the Swinburne Junior Italian poetry competition and Dante Alighieri Poetry Competition.

The annual music camp was held in Daylesford and opportunities for students to present their music performances to an audience throughout the year were provided. The College’s musical in 2018 was Joseph and the Amazing Technicolour Dreamcoat. A theatre sports evening provided an opportunity for junior students to engage in their drama studies.



The College’s sport program offered students the opportunity to develop and demonstrate qualities such as team work, leadership, resilience and persistence. The annual Sportswomen’s Awards Night was held in November.

Students participated in the annual debating competition run by the Debaters Association of Victoria (DAV) and the Write a Book in a Day challenge.

A Social Issues Forum and a Model United Nations Conference was organised by the humanities faculty.

Maths staff completed the Targeted Teaching in Secondary Maths (TTiSM) Program

Homework club and maths support offered to students twice a week in the library.

‘Friends of Aquinas Library’ established to support the staff in the library.

Teaching of information literacy and research skills across Years 7 to 10. These skills are crucial to the inquiry learning process of the MYP.

VCAL students completed the senior and intermediate programs.

Senior Secondary Outcomes The VCE results in 2018 were pleasing on a range of measures. The median study score of all schools is 30 and the 2018 cohort at PCW achieved a median study score of 30.

VCE Completion Rate 99%

VCAL Completion Rate 100%

Percentage of students with ATAR over 90 11.8

Percentage of students with 40+ study scores 7.5

Our top ten students achieved ATARs above 90

One perfect score of 50 Post-School Destinations as at 2018 The top three tertiary institutions the 2018 Year 12 cohort were accepted into were: RMIT (13%), Monash University (11%) and Victoria University (10%). The top three tertiary courses of study were: Health (27%), Society and Culture (24%) and Natural and Physical Sciences (14%). 76% of students received one of their top three preferences.

POST-SCHOOL DESTINATIONS AS AT 2018

Tertiary Study 62.7%

TAFE / VET 9.8%

Apprenticeship / Traineeship 0.0%

Deferred 11.8%

Employment 15.7%

Other - The category of Other includes both students Looking for Work and those classed as Other

0.0%



Student Wellbeing


The wellbeing of each Presentation College Windsor student is of paramount importance. We are committed to providing a safe and secure environment in which students are able to learn and grow. We continue to work to develop a school wide approach to student wellbeing that entails high expectations for students, staff and parents. To ensure student empowerment, as well as responsibility, resilience and satisfaction through a safe and productive learning environment for all, our focus was on:

The improvement of student involvement and investment in learning

The maintenance of a healthy, satisfied and engaged student, staff and parent cohort

That growth of student participation in the school community, through the engagement of student voice and action

Achievements

Presentation College Windsor supports the engagement and wellbeing of students through a number of programs and structures. This year was our first year with a vertical homeroom system that saw girls across all year levels connect, share experiences and support each other. It was an excellent opportunity for mentorship and connection between girls of varying ages. Student voice is valued at Presentation College Windsor (PCW) and students had the opportunity to have their say through, among other avenues, the SRC program, the Student Leadership team and a survey containing feedback regarding the Positive Education Program. At PCW, our learning environment is supportive, safe and flexible, accommodating the varied needs of our student cohort. We operate in a manner that is responsive to student need, and we work to ensure the very best outcomes for our girls. Students are supported at PCW by a team of staff, including classroom teachers, homeroom teachers, Heads of House, the College Psychologist, the Learning Diversity Team and the Director of Student Wellbeing. The Positive Education Program at Presentation College Windsor works to support our young women to face the challenges of life. The program facilitates the girls in developing skills in the areas of growth mindset, resilience, gratitude and mindfulness. Positive Education is a proactive program that aims to help maintain and develop student wellbeing. The program is tailored to the girls at the College, and is regularly reviewed and updated to ensure that we support our students in the most effective and meaningful manner. This year our Positive Education Program included many sessions where students from Year 7 to 12 could work together within the vertical homeroom system. This helped to further develop bonds within the pastoral structure of the College. Learning and teaching resources from the Respectful Relationships initiative were also integrated into the Positive Education Program. A survey regarding the effectiveness of the Positive Education Program was completed by staff and students mid-way through the year. Feedback was generally positive. House competitions were included in the program in the second semester to boost House spirit as suggested by students. The Child Safety Policy ensures that all students are able to learn and participate in a safe environment that recognises, values, and acts on, student input.



Presentation College Windsor undertook a review in 2018. According to students and parents, welcome and safety are assured, diversity valued and opportunities appreciated. Specific achievements in the area of student wellbeing included:

Strong sense of community

Supportive, safe and flexible environment accommodating the varied needs of students

Stronger Student Voice

Students feel safe at school

How non-attendance is managed by the College

Parents are expected to inform the College regarding the absence of their daughter, either via phone or email.

Girls are expected to bring a note from their parents or a doctor’s certificate to confirm the reason for their absence, upon their return to school.

Parents who have not contacted the College regarding their daughter’s absence will receive a College generated SMS message.

Homeroom teachers contact home if the student is absent for a more than one day in a row and there has been no contact from home.

Homeroom teachers contact home if a student has frequent absences without parent contact.

Students who are late to school on three occasions receive an afternoon detention. Parents are notified.

The College Portal alerts teachers as soon as a student has missed three classes.

The College Portal provides a report to parents, students and teachers on attendance patterns.

Students who begin to demonstrate a pattern of non‐attendance are highlighted and parent meetings scheduled.

A range of supports are offered to students that have attendance issues, such as counselling and support from their Head of House, School Psychologist, Director of Student Wellbeing and/or external agencies if needed.

VALUE ADDED

At Presentation College Windsor, students are able to participate in a wide range of programs that foster engagement, wellbeing and belonging. The high level of involvement in school life is a key contributor to our students’ connectedness and sense of belonging, which works as a protective and preventative factor in regards to mental health and other issues. There is a broad scope of activities offered to students, which provide opportunities for students to engage their interests and passions in a range of areas. Assemblies are held regularly to acknowledge and celebrate student achievement. These events allow the College community to come together and share student accomplishment in a range of areas. These take the form of whole school assemblies, year level assemblies and in House groups. These events ensure that our students have a strong sense of worth, belonging and recognition. Students at Presentation College Windsor have the opportunity to participate in a wide range of sporting activities throughout the year, accommodating those from beginning level through to elite athletes. Competition occurs at the school level – inter-house (Swimming, Athletics) inter-class, staff/students, and at inter-school level where many sports are offered through the SCSA.



Key events which extend the classroom program and give individual students with particular skills and talents deeper learning experiences include:

The Annual Art Show in September showcasing the work completed in classes throughout the year and includes the judging of the Annual Art prize.

DAV Debating, the Social Justice Group, the Environmental Group, and the Windsor Primary School volunteer programs give students additional opportunities to engage with others and their world

Leadership is prominent throughout the College with class, year level and House leadership roles as well as Peer Support and Music, Sports and Faith and Mission roles.

roles. All are supported with training and mentoring throughout the year.

The Student-led SRC ensures that student voice plays a key role in the decision-making process at the College. Girls are encouraged to take initiative and run projects and other activities throughout the year.

Students are able to participate in overseas trips to Italy, Japan, Singapore and India. Each trip runs every two years and extends the study of language, art and social justice.

A number of events are run during the school year to provide parents and students with information about issues faced by young people, such as Cyber Safety and Mental Health. Events are run for the student cohort that assist in these areas also, and information is provided via the College newsletter and email.

STUDENT SATISFACTION

Feedback from parents, students and staff indicate that the students at PCW feel happy, safe and supported. This feedback is collected in a variety of ways, such as informal conversations, and more formally through Parent Teacher Interviews, meetings, forums and surveys. The School Review Report highlighted that students, parents and staff acknowledge and value the positive relationships that exist between members of the community. The school is inclusive; diversity is valued and celebrated. The school has succeeded in creating a strong sense of community and belonging. The School Review Report also highlighted that student morale and learning confidence are low and that there is an inconsistent application of school policies and practices. Goals for student wellbeing, satisfaction and connectedness include to:

Embed a consistent whole school approach to wellbeing where, in partnership with students and parents, practices in all aspects of their faith, learning and wellbeing demonstrate mutual respect and nurture positive relationships

Develop a culture of high expectations (for teachers and students) with a shared understanding of how to build capacity in teachers and students – including classroom behaviour management and expectations

Review the vertical House system to ensure that it is effectiveness in providing a strong, supported and connected environment for students and their families

Review the Creating Positive Behaviours for Effective Learning document with staff, students and parent input.



Child Safe Standards

Goals and Intended Outcomes

In 2018, Child Safety was a key focus in the life and work of Presentation College Windsor. Our goal is for this focus to be maintained, and for the College to continue to implement best practice policy and practice in the care and safety of our students. Our College Child Safe Policy states that: At Presentation College Windsor the Child Safety Policy is grounded in the philosophy of student wellbeing and the College Mission whereby there is an unequivocal commitment to fostering the dignity, self-esteem and integrity of children and young people and providing them with a safe, supportive and enriching environment to develop spiritually, physically, intellectually, emotionally and socially. This highlights that the contribution, voice, and safety of all students is paramount. As a community, we work to ensure that all students feel safe, connected and valued at PCW. This is achieved through the embedding of child safety in our culture and practices, such as our leadership arrangements – a Director of Student Wellbeing, Heads of House – as well as policies that make expectations of staff clear, human resources practices which support child safety, and clear processes and professional learning around responding to and reporting child abuse. Our students are empowered and given a voice through the school’s Positive Education program, Respectful Relationships program, the Student Leadership structure and the SRC. Students with diverse needs are included as we work with the principles of inclusion to support the needs of Aboriginal children, children from culturally and linguistically diverse backgrounds, children with disabilities, and children who are vulnerable inside and outside of the classroom.

Achievements

At Presentation College Windsor, we have ensured that staff have all completed the required professional learning on the Child Safety Standards and Protect Protocol. We have ensured that all staff have completed the required training on Mandatory reporting. We have provided staff with training on their responsibilities, including the Reportable Conduct Scheme. We have ensured that our Human Resources practices meet the Child Safe Standards, and that our Presentation College Windsor Code of Conduct makes explicit the requirements and responsibilities for staff concerning Child Safety. We have a range of opportunities for student participation, empowerment and voice at Presentation College Windsor. Students may participate in the College Student Representative Council, through the Social Justice Committee, and communicate their ideas and views through their Student Leadership structure and via their teachers, Heads of House and the College leadership structure. Presentation College Windsor takes measures to ensure the state of the premises will not expose students or other persons to injury or damage.



Leadership & Management


Goal To improve student learning outcomes through positive relationships and personalised, effective and stimulating learning and teaching. Intended Outcomes That every student is engaged, challenged and learning successfully. That improvement in learning outcomes is reflected in internal and external assessment, including NAPLAN and VCE/VET/VCAL.

Achievements / Value Added

Restructuring of student leadership to incorporate an Academic Captain role to promote learning at the College.

As a College we are committed to celebrating and recognising academic excellence. Along with the Academic Excellence Awards Assemblies held twice a year, in 2018 we implemented the Presentation Endeavour Awards in both semesters. These awards recognised academic endeavour across all subjects from Years 7 to 10 and provided the perfect forum for promoting learning.

A group of Year 8 girls presented at the ‘It Takes a Spark’ conference in September on the topic of Virtual Reality (VR).

Introduction of Digital Technologies at Years 7 and 8 to meet the requirements of the Victorian Curriculum.

The College is working towards authorisation to deliver the International Baccalaureate Middle Years Programme (MYP). Staff continued to work in teams and develop units of work in line with this curriculum framework. Professional learning focusing on the MYP occurred throughout the year.

Reworked subject allocations and electives at Year 9 to meet MYP requirements.

Reworked subject allocations and electives at Year 10 to enable breadth in subject choice and to ensure students are well prepared for the VCE. Accelerated units were offered to students in Years 10 and 11.

Art tour to Sydney for senior students. Annual Art Exhibition in the College hall as well as at the MUMA gallery at Monash University Caulfield. The College’s artist in residence also supported the art program.

Overseas study tours offered to Italy, Japan and Singapore. Opportunities for students to enter external language competitions were also provided including the Berthe Mouchette Poetry Competition, the JLTAV Junior Speech Competition, the Swinburne Junior Italian poetry competition and Dante Alighieri Poetry Competition.

The annual music camp was held in Daylesford and opportunities for students to present their music performances to an audience throughout the year were provided. The College’s musical in 2018 was Joseph and the Amazing Technicolour Dreamcoat. A theatre sports evening provided an opportunity for junior students to engage in their drama studies.

The College’s sport program offered students the opportunity to develop and demonstrate qualities such as team work, leadership, resilience and persistence. The annual Sportswomen’s Awards Night was held in October.



Students participated in the annual debating competition run by the Debaters Association of Victoria (DAV) and the Write a Book in a Day challenge.

A Social Issues Forum and a Model United Nations Conference was organised by the humanities faculty.

Maths staff completed the Targeted Teaching in Secondary Maths (TTiSM) Program

Homework club and maths support offered to students twice a week in the library.

‘Friends of Aquinas Library’ established to support the staff in the library.

Teaching of information literacy and research skills across Years 7 to 10. These skills are crucial to the inquiry learning process of the MYP.

VCAL students completed the senior and intermediate programs.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2018

Whole School Curriculum Development

Faculty

Leadership

Student Learning & Wellbeing

Health & Safety

Professional Memberships

Faith Development

Organisational & Admin

Interstate Conferences

Child Safety

First Aid

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018 66

AVERAGE EXPENDITURE PER TEACHER FOR PL $1355

TEACHER SATISFACTION

The College did not conduct the School Improvement Teacher Surveys (Insight SRC) in 2018 as the College had their 4 year review in 2018.



College Community


To ensure Presentation College Windsor is a school of choice.

Achievements

Presentation College has continued to engage with the broader community in order to strengthen community links as well as provide a quality education for the students in our care. These authentic experiences not only allow us to better understand the world beyond the gate; they provide an opportunity for deep learning for all, allowing us to be better prepared for the future. It is with this in mind that we continue to grow this element of the school. It will endeavour to build our enrolments in the coming years as well as support the girls as they grapple with the rapidly changing external environment. There are many community events that for the basis of our engagement with the broader community. These include the Music festival, which has a proud and rich history, as well as our Social Justice program. Both represent core elements of the PCW experience, that being engagement with the Arts and service of and solidarity with those at the margins. The continuation of the Bright Sparks Program, which enables our students to engage with younger students from local and feeder Primary Schools through STEM learning, is also a wonderful opportunity. This is also supported by the Secondary Catholic Schools Sports Association events that we participate in. The breadth of these community experiences speaks to the diverse range of opportunities for the students. The introduction of the Middle Years Program has further emphasised the need for our students to have global perspectives; these are enhanced greatly through international experiences. 2018 saw three opportunities for the girls to engage on an international level. These included the Japanese Study Tour, which has been running for some time; the India Immersion; and the Health and Physical Education Singapore Study Experience. All three have a different focus; Japan offers a language immersion that only home countries can provide; Singapore has the opportunity for conventional study in an international tertiary education setting; and India offers an immersion experience where the girls gain a deeper understanding of the challenges faced by those in other countries. The engagement with the international community is seen as a crucial part of the education offered at PCW. In engaging with our Alumnae and Parent Community, there are several events over the course of the year that are intended to provide authentic engagement experiences. These include the International Womens’ Day lunch, the ongoing involvement of the Parents’ Association (as both a sounding board and support function of the school), and a new initiative in 2018, the Women of Windsor Mothers’ Day High Tea. All allowed for experiences that bring our community closer together. Another essential part of our community is the relationship shared with both CBC St Kilda and St Mary’s Primary School. Commencing with the sharing of classes at the VCE level, it is further strengthened by the Cross Campus Ceremony, The Production that occurs in Term 3, and the Christmas Carols at the end of the Year with all three schools as key contributors. The value that this relationship adds to all three schools cannot be underestimated; nevertheless, further exploiting this relationship in years to come will be beneficial for all parties. PCW has also endeavoured to promote itself through targeted activities that are designed to bring those from outside the community to better understand who we are. The key aim of these events is



to increase enrolments. These include the Open Mornings, which occur at various times throughout the calendar year, and the Open Day. The Open Day is vitally important for all three schools as they are held in conjunction with one another, allowing for an authentic experience of the ‘three schools, one community’ approach to schooling in the inner south. In looking to 2019, continued engagement with the Primary Schools will need to be a key focus. Additionally, ensuring that communication with parents is clear, such that the expectations of the school are made apparent whilst being open to dialogue in order to individualise. There is a profound sense of community within the College; capitalising on this each time so that visitors and community members alike experience the strong community links we have will form a good foundation for the years ahead.

Parent Satisfaction

The College did not conduct the School Improvement Parent Surveys (Insight SRC) in 2018 as the College had their 4 year review in 2018.



School Performance Data Summary

The School Performance Summary reports on data in the following areas:

Proportion of Students Meeting the Minimum Standards PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2016

%

2017

%

2016 - 2017 Changes

%

2018

%

2017 - 2018 Changes

%

YR 07 Grammar & Punctuation

98.5 94.0 -4.5 95.4 1.4

YR 07 Numeracy 97.0 98.5 1.5 100.0 1.5

YR 07 Reading 98.5 97.0 -1.5 100.0 3.0

YR 07 Spelling 94.1 97.0 2.9 98.5 1.5

YR 07 Writing 98.5 97.0 -1.5 100.0 3.0

YR 09 Grammar & Punctuation

96.7 96.5 -0.2 96.2 -0.3

YR 09 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 09 Reading 100.0 100.0 0.0 100.0 0.0

YR 09 Spelling 95.6 96.5 0.9 90.6 -5.9

YR 09 Writing 98.9 94.1 -4.8 86.8 -7.3

Median NAPLAN Results for Year 9



Senior Secondary Outcomes

SENIOR SECONDARY OUTCOMES

VCE Median Score 30

VCE Completion Rate

99%

VCAL Completion Rate

100%

Year 9-12 Student Retention Rate

YEARS 9 - 12 STUDENT RETENTION RATE

Years 9 to 12 Student Retention Rate 95.6%

Average Student Attendance Rate by Year Level

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y07 97.9

Y08 95.9

Y09 95.5

Y10 94.9

Overall average attendance 96.1

Teaching Staff Attendance Rate

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 78.8%

Staff Retention Rate

STAFF RETENTION RATE

Staff Retention Rate 55.7%



Teacher Qualifications

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 14.3%

Graduate 31.4%

Graduate Certificate 5.7%

Bachelor Degree 71.4%

Advanced Diploma 31.4%

No Qualifications Listed 20.0%

Staff Composition

STAFF COMPOSITION

Principal Class (Headcount) 1

Teaching Staff (Headcount)

65

Teaching Staff (FTE)

54.5

Non-Teaching Staff (Headcount)

33

Non-Teaching Staff (FTE)

27.8

Indigenous Teaching Staff (Headcount)

0

Note: The School’s financial performance information has been provided to the Australian Charities and Not-for-

profits Commission (ACNC) and will be available for the community to access from their website at

www.acnc.gov.au

http://www.acnc.gov.au/

presentation college windsor, windsor · we offered two immersion trips, ... 2018 annual report to...

Documents