st vincent’s college potts point · 2 st vincent’s college annual report 2014 st vincent’s...

Annual Report 2014

St Vincent’s College Potts Point

St Vincent’s College Annual Report 2014 St Vincent’s College Annual Report 20142 3

ContentsMessage from Key School Bodies 3

Contextual information about the College 4

History 4 Vision, mission and values 4 College structure 4 Characteristics of Student Body 4

Student performance in statewide tests and examinations 7

NAPLAN: Literacy and Numeracy results 7 RoSA Grades 2014 8 HigherSchoolCertificateResults2014 8 Senior Secondary Outcomes 9

Professional learning and teacher standards 11

Workforce composition 13

Student attendance and retention rates 13

Management of Student Non-Attendance 13 Retention Rates from Year 10 - 12 13

Post school destinations 14

Enrolment Policy 15

Conditions of Enrolment 15 Conditions of Continued Enrolment 15

School Policies 16

Policies Overview 16 Student Welfare 16 Discipline 16 Complaints and Grievances 16

School determined priority areas for improvement 20

Actions undertaken by the school to promote respect and responsibility 25

Parent, Student and Teacher Satisfaction 26

Summaryfinancialinformation 28

Dedication 30

We have much pleasure in presenting to you the 2014 Annual Report of St Vincent’s CollegePottsPoint.ThisreporthighlightssignificantachievementsintheCatholiceducationofouryoungwomen over the past year and builds on the experiences and knowledge gained and celebrated by staff and students over the last 156 years of the College’s existence.

Five years ago, Mary Aikenhead Ministries (MAM) was established by the Congregation of Religious Sisters of Charity of Australia, to build on the charism and traditions of the Sisters of Charity and MaryAikenhead,founderoftheSistersofCharity.Since2009theCollegehasbenefittedfromtheopportunities provided by the Trustees of Mary Aikenhead Ministries (TMAM) as we continue Jesus’ mission in the name of the Catholic Church. The Trustees provide formation for this mission of service for those who lead, govern and work in our College as members of a Universal Church. The Trustees are future focused and work with the Mary Aikenhead Education Australia Advisory Council to ensure that the four Colleges within the tradition of Mary Aikenhead work for the service of the poor and live the values of love, hope, justice and compassion in offering an excellent Catholic education to girls. The Trustees have placed the stewardship and governance of the College in the CollegeBoardDirectorswhohaveworkedtirelesslyonfinancial,policyandriskmanagementtoensure that our precious tradition remains strong into the future.

Our community is a rich and vast body of people and organisations who have a deep connection and commitment to our College. We particularly thank the Sisters of Charity community who support the College in so many valuable ways; to the Congregational Leader of the Sisters of Charity, Sr Annette Cunliffe rsc, and her Councillors, thank you for your trust in the College to faithfully steward themissionofCatholiceducationforthebenefitofall inourcommunity.TotheEx-studentswhohave walked these hallowed halls and continue to support the mission and vision of our work, we give thanks. To the dedicated parents and friends who contribute in such a myriad of ways from generous fundraising and open communication channels in the P&F to steadfast support of their daughtersat informationevenings,performanceeventsand sporting fixtures; yourcommitmentand spirit are critical.

We are extremely proud of our staff and thank them for their gifted service to this community. We are grateful for our staff’s time, skills and expertise as we work together to enrich the environment of faith, wisdom and learning for our students.

Finally we thank the students, in particular, the Student Representative Council (SRC) that continues to function as an important consultation and action group within the College and provides a voice forthestudentsoftheCollege.TheSRCin2014continuedtoundertakeprojectsforthebenefitofthe school and the wider community and engage in consultation processes for a myriad of school improvement activities including: the creation of a new Strategic Plan; review of the length of the school day; improvement of services in the Canteen; and review of sustainable school practices. In 2014, the SRC also had a key focus on fundraising for causes that served the larger community including: Pink Ribbon Day; Daffodil Day; Stella Fella and the Wayside Chapel. By undertaking such projects, the SRC assisted in building our girls’ sense of involvement and support for the wider community. WetrustthatyoufindthisReportaninformativedocument,thatwhenreadalongsideourProspectusand College website, will provide you with an overview and taste of the connected community that is St Vincent’s College.

Rachel McLean Deirdre O’DonnellActing Principal College Chair

Message from Key School Bodies


Contextual Information about the school and characteristics of the student body

HISTORY

St Vincent’s College Potts Points was founded in 1858 by the Sisters of Charity. Mary Aikenhead responded tothecallofBishopPoldingandsentAustralia’sfirstfemalereligiousordertothecolony.Thefivesisterswere Sr M John Cahill, St M John Baptist de Lacy, Sr M Francis Xavier Williams, Sr M Francis de Sales O’Brien and Sr M Lawrence Magdalen Chantal Cater. As one of Australia’s oldest Catholic day and boarding schools for girls, it is associated with the richness and colour of colonial Australia and exudes tradition, history,characterandculture.Throughoutitslonghistory,theCollegehascontributedsignificantlytothedevelopmentoftheAustraliancommunitybypreparingmanynotablepioneerwomeninthefieldsof medicine, the law, journalism, the arts and music. Today, the College is an integral part of the tapestry of the local community and contributes regularly to the many outreach ministries within the Catholic and Christian communities that are its neighbours including St Canice’s Parish, Jesuit Refugee Service, St John’s Anglican Rough Edges, Wayside Chapel and CatholicCare.

VISION, MISSION AND VALUES

St Vincent’s College is a Catholic educational community dedicated to developing confident,independent women. We are inspired by the tradition of the Sisters of Charity and the values of Mary Aikenhead Ministries including: Generosity of Spirit; Hope; Justice; Respect; Service of the Poor.

Mary Aikenhead adopted Ignatian Spirituality as her spiritual heritage for the Congregation which encouragesus ‘to findGod inall things’. Through theprocessofexperience, reflectionandaction,students at St Vincent’s College are provided a framework in which they can: experience success in theiracademicstudies;engageinmeaningfulserviceactivities;andutilisereflectionanddiscernmentin all aspects of their life to become the people God dreamt them to be.

COLLEGE STRUCTURE

St Vincent’s College is one of four incorporated apostolic works in education of Mary Aikenhead Ministries Australia. As a company limited by guarantee, the Directors of St Vincent’s College Board are accountable for the governance of the College to the Members of the Company (Mary Aikenhead Education) within the context of the Mission of the Catholic Church and the Education Philosophy of Mary Aikenhead Ministries (MAM). The Principal is appointed by the Board with the approval of MAM and is theChiefExecutiveOfficeroftheCompany.ThePrincipalisresponsibletotheBoardforimplementationof the Educational Policy of the Board and for the internal administration of the College.

CHARACTERISTICS OF STUDENT BODY

As a Secondary Catholic College with a 156 year tradition, St Vincent’s caters for a diverse range of students who come from over 40 primary schools from around the corner to far west NSW. In 2014 there were 612 students. As part of the Data Collection for the Disability Discrimination Act we had 80 students identifiedasstudentswithphysical, learningormentalhealthdisabilities.Fivepercentofourstudentsare Indigenous and are integral members of our Reconciliation Team that is commitment to sharing the rich history of our Indigenous culture at a local, state and national level. In 2014 there were 84 students intheBoardingHousewhocamefromavarietyoflocationsincludingMoree,Dubbo,Griffith,Rylstone,Scone, Mudgee, Walgett, Southern Sydney, Newcastle and Galong.


NAPLAN: LITERACY AND NUMERACY Reading Reading resultsNAPLAN results continue to show St Vincent’s students above the state average and in both Year 7 and 9. The five year trend since 2010 for Year 7 students enrollingat St Vincent’s has shown a general decline in the scaled score while the general trend for Year 9 has remained reasonably consistent. During 2012-2014, over thirty students from Years 7-11 received intensive instruction from Diverse Learning staff in Reading Accuracy (Decoding skills), Reading Fluency and Reading Comprehension.

Persuasive WritingSignificantimprovementinWritingresultsIn 2012 the percentage of Year 7 students achieving the top two bands was similar to the percentage of Year 9 students achieving in the top two bands in 2014, however there were nearly 24% of those Year 9 students achieving the top band as compared to 17% in 2012 as Year 7 students.

There has been an increase in the relative gap between the school and the state with the school being 9% above the State scaled score in Year 7, 2012 compared with the 12% above the state scaled score in 2014 for Year 9. During 2012-2014, English staff has specifically taught and assessed persuasive writingtechniques and purchased new texts with models of persuasive writing tasks, questions and answers for students to continue to develop their skills at home. Staff from Diverse Learning have provided a deeper level of scaffolding for persuasive writing tasks for our students with specificlearningneeds. Numeracy Historically, the results in numeracy at St Vincent’s College are above state averages but below the average of “schools with similar students”. In 2014, St Vincent’s reported a significantdecline in thescaledscore fornumeracy resultsbetween2012and2014.ThisisthefirstyearthatthescaledscoreresultsforYear9arebelowthatofthestate.Thiscanbe in part attributed to the increase number of students gaining a lower Band while the percentage of students in the top three bands was similar for Year 9 than what it was in Year 7 in 2012. During the years 2012-2014, as well as the learning that took place in Mathematics classes, Diverse Learning staff supported the numeracy skills of more than thirty Year 7-11 students through 1:1 instruction, intensive maths withdrawal groups, and in-class support. Student numeracy skills are being targeted as part of the review of learning and assessment in the College.

Student performance in statewide tests and examinations


RoSA GRADES 2014In 2014 there were 102 RoSA grades distributed to Year 10 in the core subjects with an additional 16 ROSA grades for Mathematics for students undertaking acceleration courses. In Elective subjects the following number of grades were distributed: Commerce 16, History Elective 31, French 20, German 10, Design and Technology 12, Textiles 23, Dance 13, drama 19, Music 7, Photographic and Digital Media 20, Visual Arts 20,

In Year 11, 2014 there were 95 students who were assigned grades in 30 subjects. There were no RoSA grades for students going into the HSC year and not completing it.

HIGHER SCHOOL CERTIFICATE RESULTS 2014In2014,atotalof82studentssatfortheHigherSchoolCertificateexaminationsinacombinationofthe32differentcoursesoffered.AllstudentscompletedtheHigherSchoolCertificateExaminations,and all students were eligible for the Australian Tertiary Admission Rank (ATAR).

Achievements in Ancient History, Biology, Chemistry, Community and Family Studies, Design & Technology, all English courses, Dance, Drama, Music, Studies of Religion I and Visual Arts were of asignificantlyhighquality.Thisisatleastinpartattributabletothereflectiveteachingandlearningpractices adopted by the departments but represents a broad cross section of the College curriculum. Studentswereencouragedtousereflectivepracticestoassisttheminthecriticalevaluationoftheirownworkandinfocusingonsettingtargetsfortheirfinalachievement.Thismethodhasbeenverysuccessfulinpromotingacademicexcellenceamongstudentsandtheresultsrepresentsignificantvalue added to learning as manifested in high quality achievement.

HIGHLIGHTS• Six students achieved a Band 6 in 8 or more units• Overall 78 top bands in an HSC Course or Extension Course were achieved• Top bands were achieved in 64% of all HSC Courses• 35 students (42%) achieved top bands (Band 6 or E4) in one or more HSC Courses and appear

on the Distinguished Achievers’ List• 14 courses offered (44%) achieved a mean of between 5 and 13 marks above the state mean• In 78% of the Courses offered, 50% or more of the students achieved a Band 6 or Band 5• 100% of Music 1 and Extension 2 Mathematics student achieved a Band 6• 70% of all Design & Technology students achieved a Band 6• 100% of all Extension 1 and Extension 2 English students achieved a Band 5 or 6• 95% of Visual Arts Students achieved Band 5 or 6• The following subjects had more than 80% of the candidates achieve a Band 5 or band 6 results: Community and Family Studies Dance Design & Technology Drama English Advanced

Student performance in statewide tests and examinations

NUMBER OF TOP BANDS ACHIEVEDNumber of units with Band 6/E4 Number of Students

9 38 37 16 35 14 53 32 141 1

2012 HSC: PERCENT BAND 6S ACHIEVED BY SVC STUDENTS IN HSC COURSES

Courses SVC Band 5/6 results (%) State Band 5/6 (%)Ancient History 64 33CAFs 92 36Chemistry 72 44Dance 80 42D&T 90 37Drama 91 41E&ES 80 40English Advance 80 59English Ext 1 100 90English Ext 2 100 77Geography 55 44Mathematics 66 54Mod History 75 42Music 1 100 60PDHPE 50 31S&C 56 45Studies of Religion 1U 70 49Studies of Religion 2U 58 44Vis Arts 95 47

HSC RESULT COMPARISONS WITH PREVIOUS YEARSThe heads of Department worked with the Director of Teaching and Learning to unpack the of graphs from the BOSTES RAP package and formulate ways in which the departments could build on the strengths and address the issues of particular subjects. The graphs that were analysed indicate thez-scorecomparisonsince2001forsubjectsineachfacultyarea.Thisdataisusedtoreflectuponpractices and drive improvement strategies for future year groups.

Senior Secondary Outcomes100% of students attained their HSC in 2014. No students completed the Life Skills course of studies and7%ofthosestudentsattainedaTVETqualification.


During 2014 teaching staff participated in a variety of formal and informal professional learning experiences. All staff participated in College based programs on spiritual formation, pedagogy and compliance issues. The areas of professional learning focus in 2014 was the sharing of practice through lessonobservations, feedbackandself-reflection. Theobservationsand reflectionswerealigned with the Professional teaching standards.

The College also undertook the mandatory compliance of completing online modules to do with adjusting tasks and completing reports in compliance with the Disability Discrimination Act.

Inaddition,followingisasummaryofaselectionofspecificprofessional learningactivitieswhichwere undertaken by teaching staff in 2014.

Description of Professional Learning Activity Number of StaffBusinessOffice-Softwarecourses,marketing, 9Careers 5Compliance - WHS workshop, Risk Assessment, Census workshop 121English-Refiningdiscoveryprogram, 8Heads of Department 2Health /Nurses - Anaphylaxis Education 3HSIE - Business Studies, HSC Economic, History Stage 6 14Languages - Languages conference, Design Prof Learning 3Learning Support - Reading Assessment, GATSA, 8Library (LRC) - IT in Libraries, Digital Storytelling 16Maths - Design Maths tests, 2Middle Leaders Team - Leadership skills 12Pastoral Care - 0PDHPE - ICT in PDHPE, PDHPE HSC, Coaching Skills 4Performing Arts - Drama, Music, Composition, curriculum 9Religion - Youth Ministry, Worship Practice 8Science - Teach Chemistry/Biology, Earth & Environment, 23Visual Arts & TAS - Photoshop, Power Tools Safety, Laser cutter, 11

TEACHING STANDARDSCategory Number of TeachersTeacherswhohaveteachingqualificationsfromahighereducationinstitutionwithinAustraliaorasrecognizedwithintheNationalOfficeofOverseas Skills Recognition (AEI-NOOSR) guidelines

56

Teacherswhohavequalificationsasagraduatefromahighereduca-tion institution within Australia or one recognized within the AEI-NOOSR guidelinesbutlackformalteachereducationqualifications

0

Teacherswhodonothavequalificationsasdescribedabovebuthaverelevant successful teaching experience or appropriate knowledge relevant to the teaching context.

0

In 2014 there were 3 staff that completed accreditation levels These include:ProficientTeacher–2ExperiencedTeacher–1

Professional Learning and Teacher Standards


Figures below are per the September 2014 Census:

2014 Staff (based on September 14 Census) Total Female MaleTeaching Staff 56 41 15Full Time Equivalent Teaching Staff 53.8 53.8 0Non Teaching Staff 27 20 7Full Time Equivalent Non Teaching Staff 24.2 24.2 0

I note there are nil indigenous staff.

Student attendance and retention rates

STUDENT ATTENDANCE RATESYear group % days attendedYear 7 92Year 8 92Year 9 90Year 10 86Year 11 87Year 12 83whole school 88

During 2014 the average student attendance for each day was 88 %.

MANAGEMENT OF STUDENT NON-ATTENDANCEIf a student is to be absent on any day, a parent/carer is expected to inform the College by Phonecall/messageoremailpriorto10.30am. Inthecasethatthisnotificationisnotreceivedfor an absent student, an SMS is sent to the parent/carer of the student which informs them of their daughter’s absence. A student who has been absent is required to present to her Tutor, on the firstdayofher return to theCollege,anote from theparent/carerexplaining the rea-son for the absence. A formal letter is sent to parents/carers regarding frequent/unexplained absences requesting that a note is sent to the College to finalise all records of absences.

Students who are found to truant from the College are subject to the consequences as set out in the College’s Student Responsibility and Disciplinary Code. A student will receive a full day of internal suspension from classes for each day truanted.

RETENTION RATES FROM YEAR 10 TO YEAR 12Of the students that completed Year 10 in 2012, 87% remained at the College to complete Year 12 in 2014. This is slightly lower than the rate for 2013 (88%).

Workforce Composition


Post school destinations

PERCENTAGE OF OFFERS BY UNIVERSITY COURSES OFFERED

ENROLMENT POLICYSt Vincent’s College is a Catholic Secondary college for girls in the Charity tradition. As a Catholic college we are committed to establishing a community which is energised by the life and teachings of Christ. St Vincent’s aims to be a place where Gospel values are lived and where the Ignatian ideals of Compassion, Commitment, and Justice are visible.

St Vincent’s College welcomes enrolments of young women from families seeking a Catholic secondary education for them in Years 7-12. Priority is given to Catholic students but, depending upon the resource capacity of the College, we welcome other students who are seeking to be educated according to the ethos and the traditions of the College. AninabilitytomeetthefinancialcommitmenttotheCollegewillnotbeabarriertoenrolment.TheCollege will do everything possible to ensure that a student with a disability is able to seek enrolment on the same basis as a prospective student without a disability, and without experiencing any discrimination.

Enrolmentimpliesthatparents/caregiversgiveafirmundertakingthattheywillacceptandsupportthe Catholic foundations, values and practices of the College and the importance of regular opportunities to affirm these values and practices in religious education classes, Liturgies andCollegeMasses.RetreatsandReflectionDaysarecompulsoryastheyplayavitalpartinthespiritualdevelopment of the students.

CONDITIONS OF ENROLMENT• Enrolment at St Vincent’s College is based on the following priorities:• Enrolment of siblings of children already attending the College is automatic, upon completion

of the enrolment application form• Priority is given to students who are Catholic • Children of other Christian families may be enrolled after the other priorities for access have

been considered• Children of non-Christian families may also be enrolled in keeping with the above principles• Consideration will be made for students who transfer from interstate or from overseas• While enrolments are taken from local parish schools, Catholic parents should understand that

acceptance of their children at the Catholic primary school level does not confer automatic enrolment at the College

• Siblings and daughters/grand-daughters of ex-students• Students from rural areas with limited educational facilities or opportunities to access Boarding.

The Board delegates to the Principal the right to exercise discernment in the acceptance of individual students in the enrolment process.

CONDITIONS OF CONTINUED ENROLMENTOnce a student is enrolled at the College, the family and the student commit to being active participants in College life. A student commits to supporting the ethos of the College by sharing their time and talents with the community. A family commits to supporting the ethos of the College by assisting and companying their daughter in their spiritual, academic, justice, co-curricular and sporting endeavours. The College provides pastoral and academic policies, processes and support to ensure students and family are informed of their rights and responsibilities and remain active members of the community.

Enrolment Policy


School Policies

POLICIES OVERVIEWIn 2014, the following policies were, published and are accessible in the Staff Handbook or on the College Website. There were no policy updates in 2014.

Policy Content Access to Full TextAttendance Policy • Attendance • College Website

• Staff HandbookAustralian Indigenous Education Policy

• Australian Indigenous Education

• Staff Handbook

Child Protection Policy• Child Protection Policy• Child Protection Code of

Professional Standards for Catholic School Employees

• Child Protection• Code of Conduct

• College Website• Staff Handbook

Complaints and Grievances ResolutionPolicy

• Complaints and Grievances • College Website• Staff Handbook

Creative Arts Subject Matter Policy

• Statement of beliefs and expectations about the kinds of subject matter suitable for students engaged in all Creative Arts courses

• Staff Handbook

Disability Provisions Policy • Special examination provisions

• Application procedures

• Staff Handbook

Diverse Learning Needs Policy • Diverse Learning Needs• Special Needs

• Staff Handbook

Duty of Care • Duty of Care• Corporal Punishment of

Students

• Staff Handbook

Educational and Financial Reporting Policy

• Educational and Financial Reporting procedures

• Staff Handbook

Employee Assistance Program • Employee Assistance • Staff HandbookEnrolment Policy • Conditions of Enrolment • College WebsiteICT Acceptable Use Policy • Acceptable use of ICT

equipment and facilities• College Website• Staff Handbook

Information Technology, Computer, Telephone and Equipment Code of Use

• Permitted and prohibited uses of information technology (business and personal)

• Staff Handbook

Policy Content Access to Full TextLong Service Leave and Portability ofLong Service Leave Policy

• Procedures for applying for leave

• Procedures for deferment of leave

• Portability of Long Service Leave

• Staff Handbook

Pastoral Care Policy • Pastoral Care and Student Welfare

• Management of Student Discipline


Pastoral Care Policy (Appendix) Awards

• Awards • College Website• Staff Handbook

Pastoral Care Policy (Appendix) Response to Bullying

• Response to Bullying • College Website• Staff Handbook

Pastoral Care Policy (Appendix) Critical Incident Management Plan and Procedures

• Critical Incident Management Plan and Procedures

• Staff Handbook

Pastoral Care Policy (Appendix) Drug Education Procedure

• Drug Education • Staff Handbook

Pastoral Care Policy (Appendix) Student Counselling and Support Policy

• Student Counselling and Support

• Staff Handbook

Privacy Policy • Privacy • College Website• Staff Handbook

Responsible Persons Policy • Responsible Persons • Staff HandbookScholarships and Bursaries Policy

• Process for applying for Scholarships and Bursaries

• Criteria• Conditions


Social Networking Policy • Use of Social Networks • Staff HandbookSoftware, Data Security andDisaster Recovery Policy

• Software, Data Security and Disaster Recovery

• Staff Handbook

Software, Data Security and DisasterRecovery–DisasterRecovery Plan

• Disaster Recovery • Staff Handbook

Staff Further Education SupportPolicy

• Staff Further Education Support

• Staff Handbook

Student Code of Conduct • Responsibilities and Consequences


Suspension and Exclusion ofStudents Policy

• Suspension and Expulsion Procedures for Suspension or

• Expulsion• Corporal Punishment

• Staff Handbook

Workplace Health and SafetyPolicy

• Workplace Health and Safety

• Risk Management Process

• Staff Handbook

WorkplaceHealthandSafety–Alcohol and Other Drugs Policy

• Workplace Health and Safety risks associated with the use or abuse of alcohol and other drugs

• Staff Handbook


Policy Content Access to Full TextWorkplaceHealthandSafety–Consultation Policy

• Workplace Health and Safety consultation process when resolving health and safety issues of workers and conditions of the workplace and when providing information and training

• Staff Handbook

WorkplaceHealthandSafety–Equal Opportunity, Bullying and Unlawful Harassment Policy

• Equal Opportunity, Bullying and Unlawful Harassment at work and on all work sites

• Staff Handbook

WorkplaceHealthandSafety–Issue Resolution

• Resolving issues quickly and fairly by effective and meaningful consultation with staff, students, parents, relevant contractors and other workers

• Resolution Process

• Staff Handbook

WorkplaceHealthandSafety–Return to Work Protocol

• Return to Work Protocol• Procedures for action when

injury occurs

• Staff Handbook

Homework Guidelines • Homework Guidelines endeavour to support the needs of all students and are a direct link to the learning program of the College

• Staff Handbook

Mentoring New Teachers • Providing new staff with a support person who is an experienced, competent and sensitive teacher

• Staff Handbook

Professional Dress for Employees • Professional dress code • Staff HandbookStudent Assessment and Reporting Guide- lines

• Assessment and Reporting Guidelines

• Staff Handbook

Student Study Outside the College

• Procedures for study with an outside tutor

• Procedures for study with an external provider

• Staff Handbook

Supervision of Students in the Learning Resource Centre

• Supervision of Students in the Learning Resource Centre

• Staff Handbook

Protocol for Excursions with a Single Teacher

• Excursions with a single teacher

• Staff Handbook

Protocol for Staff Supervision • Staff supervision • Staff HandbookWorkplace Health and Safety - Consultation–ProtocolforStaffInterviews

• Staff interviews • Staff Handbook

Year7–10ExamProtocols • Exam protocols for Years7–10

• Staff Handbook

SPECIFIC SUMMARY OF POLICIES STUDENT WELFARESt Vincent’s College aims to be a place where Gospel values are lived and where the Ignatian ideals of Compassion, Commitment, and Justice are visible. Through these values, the development of strong relationships with God, with others and with self will, in turn, develop the whole person.

In line with such values and in an effort to ensure a safe and secure environment for all students, corporal punishment will not be carried out under any circumstances by members of the College staff, volunteers or any other persons associated with the College.

The Pastoral Care Policy aims to develop an empowering atmosphere that promotes the dignity and personal growth of all members of the community by focusing on the following three groups:

Students To provide support structures which contribute to the long-term development of the full potential of each student.

Parents To develop a partnership through communication with, and provision of support for, parents in the education of their daughters.

Staff To develop the capacity of staff to demonstrate a positive and caring approach to students in all situations.

The Pastoral Care Policy (Student Welfare) and related procedures are published in the Staff Handbook and can be accessed on the College website through the Policies tab on the About the College page.

DISCIPLINEThe Student Responsibility and Behaviour Policy and Procedures of the College is one of a number of documents which support the Pastoral Care provided at St Vincent’s College. The College is committed to the principles of acknowledging God’s presence in the world and therefore demonstrating respect for others, personal responsibility and integrity, and a commitment to use one’s talents for the good of the whole community. It is expected that both staff and students model the values of generosity of spirit, hope, respect, service of the poor and justice in their interactions at school. All students are accountable for their own actions and are responsible for their behaviour at all times.

The full copy of the policy is available on the College website.

COMPLAINTS AND GRIEVANCESThe College aims to respond professionally to complaints and grievances within the context of our espoused values of Generosity of Spirit, Hope, Justice, Respect and Service of the Poor through a process which provides a fair and just approach to concerns raised. At St Vincent’s College in all instances the focus of effective complaint resolution is conciliation and acknowledging the rights of allconcerned.Allcomplaintsaredealtwith sensitively,confidentiallyandeffectively,with theaimof resolving the matter as soon as practicable and in a way which treats all parties with dignity and respect.

The Complaints and Grievances Policy and related procedures are published in the Staff Handbook and can be accessed on the College website through the Policies tab on the About the College page.


The Strategic Plan of the College Board shaped and informed the direction of improvement and development in all areas of the College in 2014. The Executive worked with students, staff and the College community to develop the following strategic priorities for 2014:1. Academic achievement and improvement2. Catholic Identity and Ignatian Pedagogy3. Pastoral Care and Development of House identity4. Development of Middle Leaders5. Professional Learning and Teaching Standards6. Enrolment Growth and Financial Sustainability7. Completion of Stage 1a and commencement of Stage 1b of the College Masterplan8. Process for consultation and development of a new Strategic Plan 2015-2020

Within these areas, the College undertook the following improvements:Academic achievement and improvement • The HSC results in 2014, were again very strong. The staff, led by The Director of Teaching and

Learning, have looked at the trends evident from the last 4 years’ of results. The Heads of Department analyseddata fromCECandBOSTES to identify subject specificareas fordevelopment. Thesestrategies included: teacher professional development and enhanced networking opportunities; individualised student plans; early intervention in Stage 4 and 5 particularly in examination and assessment preparation; and review of student subject selections.

• St Vincent’s College was ranked in the press as being in the top 100 schools in the State; 77th in the State and 11th in the State of Catholic schools. This maintains our high academic record in theHSCexams.Therewerereflectionsbyallstaffonareasofimprovementandtheywerebeingimplemented in 2014.

• NAPLAN results reflectedoutstandingattainment in Literacymost notably in persuasivewriting.Although there was an approximate 34 score gain in Numeracy achievement between year 7 and 9, results were not as positive in previous years which has resulted in a concerted effort to improve results in Maths and Science

• The National Curriculum was rolled out in Science, English, Math, HSIE and Religious Studies. These new curriculums were developed within an Ignatian framework and implement understanding by design assessment principles.

• Building on the 2013 work which fostered a rigorous environment and accessible curriculum the College undertook to: enhance the Parent Portal for parents to access student results and award and discipline registers; continue a twice weekly extended day program for additional study support for day students; a review of boarding study habits; and a continued review of classroom and formal assessment.

Catholic Identity and Ignatian Pedagogy• Staff were engaged in exploring the history of our College in its 156th year with a day of action in the

ministries of the 6 House patrons: Williams (JRS); Cahill (Plunkett St Primary School); Cater (Refugee); O’Brien (Rough Edges); Aikenhead (Safe haven); and De Lacy (St Joseph’s Auburn Village).

• Student experiences of Ignatian spirituality was through the rich liturgies; the five week Paratiprogram in Year 10; the Street Retreat Immersion with other schools in the Mary Aikenhead tradition; combined schools leadership seminar held at Catholic Ladies College, Eltham and the Conversations series supported through the Sisters of Charity.

• Catholicidentityisexperiencedthrough:theRetreatprogramsforYears11and12;thereflectiondays for Years 7 -10; and immersion opportunities both locally (through the Street Retreat) and internationally (through year 11 immersion to Tanzania); regular Year and House Masses; Boarders participationsinparishMass;thecelebrationofthelifeandsignificanceofStVincentdePaulourPatron and our contribution to the social justice outreach activities we support.

Pastoral Care and Development of House Identity

School determined priority areas for improvement• During 2014, and following on from the Pastoral Care Review conducted in 2012, the College continued

a process of stakeholder engagement and consultation regarding the pastoral care processes and the experience of the newly formed House structure. The Director of Welfare and the Heads of House developed strategies to ensure that students are ‘known’ in the community through regular House year meetings, Tutor activities and Head of House interviews. The strength of the Tutor group was further developed through liturgical and social justice activities that were coordinated by the Social Justice coordinator and Head of House in order to enhance vertical relationships between year groups and activelyprovideopportunitiesforstudentstoidentityandreflectonthehistoryandheartoftheCollege.

• Strengthening partnerships with parents remained a focus for 2014. This was achieved through the Heads of House hosting ‘Meet the Tutor’ evenings for parents especially in Year 7; Resourceful Parenting Program prepared through the Heads of House; support of the initiatives of the P&F such as the Spring Fair and the celebration of the 175 year anniversary of the Sisters of Charity in Australia.

Development of Middle Leaders• In 2013 the role descriptions for the Executive team and Middle Leaders were reviewed and consulted

on to raise the accountability of these key roles and enhance the level of decision making responsibility within the College leadership structure. This resulted in the creation of a Responsibilities and Reporting OrganisationalCharttobetterdemonstratereportinglinessothatstaffweremoreconfidentinknowingwhotogotoforinformationanddirection.ItalsoreflectedthegreaterprofileintheorganisationoftheMiddle Leaders.

• The Management Team began operations in 2014 to share the responsibility and operationalizing the daily organization of the College. This has given the key operational leaders in administration; boarding; marketing and leadership the opportunity to plan ahead and communicate more effectively to staff, students and our wider community.

• After the review of the roles and responsibilities of administration staff in 2013 a Human Resource Manager was appointed as was a Middle Leader Admin Assistant to further enhance the operations of the College.

Professional Learning and Teaching Standards• This area was informed by the document “Great Teaching, Inspired Learning” (GTIL) which was

produced in 2013 by the NSW Government. It is linked to the Teaching and Educational Standards of the NSW Board of Studies and the NSW Institute of Teachers. The AITSL standards are being followed by our New Scheme Teachers and by those who are working on their competencies towards Experienced Teacher and Professional Competence.

• During the year the selected staff worked in groups to explore these Standards using the AIS Appretio framework and process.

• The learning from this process informed the Professional Learning Committee in their plan for 2014 which will include formalising collegial feedback through Companioning within the paradigm of Ignatian Spirituality.

Enrolment Growth and Financial Sustainability• Enrolments grew by 4% in 2014 as a result of a continued strong responses from the Catholic primary

schools in our ‘traditional’ feeder area and the growth in the Inner West region of Sydney.• With challenges experienced by rural families as a result of the drought and improvements in regional

catholic education, there has been a decline in Boarding numbers in 2012. In 2014, there was considerable action by the Board and the Executive to grow Boarding through: greater promotional presence in publications in the rural areas; targeted country visits and recommitment to Boarding Expos; and engagement with parents through a consultation group who ‘met by phone’ each term with the Principal and Director of Boarding.

• TheCollegecontinuestohaveastrongfinancialpositionandahighleveloffeerecovery.TheCollegealso supports more families through the Bursary program funded by the Foundation so that as many families as possible can access our College.


Completion of Stage 1a and commencement of Stage 1b of the College Masterplan• In September 2014 Stage 1b of the Masterplan was commenced with the demolition of over 150

levels between the Aikenhead and Vincentia Buildings. Construction will begin in 2015 which will result in an enclosed atrium and spaces for student gatherings, new entrance off Victoria Street andimprovedaccessbetweenthenewlydefined5levelsofthebuildings.

• The current Masterplan incorporates Stage 2 development of the new Hall; performing arts facilities; new centralised Library and new Administration and Staff facilities including a car park. With the acquisition in recent years of neighbouring properties, current Masterplan will be reviewed in line with the new Strategic Plan and community needs.

Process for consultation and development of a new Strategic Plan 2015-2020• The Board began a process of consultation in August 2013 with the Executive team, parents, staff,

students, ex-students to discern the strategic directions of the College up to 2020. Throughout 2014, this data was analysed and further consultation occurred resulting in the development of a Strategic Plan ready for implementation in 2015.


The College has a long and rich tradition which is formed in the Ignatian tradition under the guidance and care of the Sister of Charity. The College has 5 values which form and inform all activities in the College. These values are:• Generosity of Spirit• Respect• Justice• Hope• Service of the PoorThe College has continued to engage and provide opportunities for the development of the whole child and all those involved in the child’s physical, spiritual and emotional educational development.TheareaswhichtheCollegehasspecificallyengagedinpromotingrespectandresponsibility in 2014 include:• A continued exploration by all members of the College community (students, staff and parents)

of Ignatian spirituality and its application to life in a Sisters of Charity College. Through the learningframeworkof:Context,Experience,Reflection,ActionandEvaluation;thecommunityhasbeenencouragedto‘findGodinallthings’.Thisspiritualityhasbeenreflectedinactivitiesincluding Reflection Days from year 7-10 and Retreats in year 11-12. TheCollege has alsohosted the Sisters of Charity Conversations as well as the continued review of assessment and pedagogy to capture key elements of the spirituality.

• The review of the House system and the connection of charity and outreach programs by each house has been successful in creating opportunity to engage members of the community in actions of social responsibility

• Continued development of the Diverse Learning team has enabled an increase in the provision for specific support with the inclusion of another staff member as well as the continueddevelopmentoftheaccelerationopportunitiesforidentifiedgiftedandtalentedstudents

• Student leadership opportunities have been formalised with the inauguration of the House Officers,providing leadershipopportunities to students in years 7-10 ina rangeofportfoliosincluding liturgy, sport, publicity and outreach.

• Opportunities for students to raise awareness of developing world issues through Project Compassion, St Vincent de Paul, Catholic Care, Wayside Chapel and Catholic Mission in Tutor Groups and Year group activities.

• The facilitation of an International immersion to Tanzania for students in Year 11• Continued collaboration with the P&F in community building activities including: Open Days

andTwilightEvenings,theSpringFair,andParentevenings–RAP–P• Greater opportunities for students to participate in a wide network of gatherings to engage

withotherstudents–AllianceforGirlsSchools,ARU–Acceptance,RespectandUnderstanding,WATAC–WomenandtheAustralianChurch.

Actions undertaken by the school to promote respect and responsibility


Beginning in 2013, a number of formal surveys were conducted by external provider ‘CIRCLE’ (The Centre for Innovation, Research, Creativity and Leadership in Education Pty Ltd). These surveys reported onvariouselementsofParent,StudentandTeachersatisfactionandwerefinalisedin2014.Therichdata provided by the surveys has been gathered and collated at both a Qualitative and Quantitative level.

The Key Areas that were considered throughout these surveys include:1. Achievement2. Relationships3. Communications4. Initiatives5. Reputation

These Key Areas were measured through the use of Quantitative questions that used a number rating systemtorepresentglobaljudgmentsofStVincent’sCollegeperformanceinspecificareas.Theratingswere as follows:

1. Well Below Expectation2. Below Expectation3. Sometimes Meets Expectation4. Meets Expectation5. Above Expectation6. Well Above Expectation

In the Key Area of Achievement, it was found that building achievement, academic rigor and professional learning outcomes of staff were the focus of this particular area. The summative data of Parents, Students and Teachers consecutively in the Key Area of Achievement is as follows: Parents 4 Students 4 Teachers 4

In the Key Area of Relationships, it was found that enhancing relationships with staff, building and strengthening parent, students and staff relationships and the need for greater staff feedback and interactive and collaborative meetings were the focus of this particular area. The summative data of Parents, Students and Teachers consecutively in the Key Area of Relationships is as follows: Parents 4.2 Students 4 Teachers 4

In the Key Area of Communications, it was found that improvement in the communication across staff, studentsandparentswasidentifiedinthepossibilityofbuildingandstrengtheningrelationships.Itwasalso noted that there was ‘no urgent strategic gap’ regarding communication, though it was an area that can improve as a part of a cycle of continuous improvement of all schools in a contemporary educational context. The summative data of Parents, Students and Teachers consecutively in the Key Area of Communications is a follows: Parents 3.6 Students 3.9 Teachers 2.7

Parent, Student and Teacher SatisfactionIn the Key Area of Initiatives, it was found that there is clear, strategic intent to maintain and build on thestrengtheningoftheHouseSystem.Therewasalsocleardataaffirmingsupportforthetimingofaninitiativespecificallytargetingthelengthoftheschooldayintermsofclarity,purpose,formationwithintheIgnatian tradition and the reduction of the ‘busyness’ and stress for key stakeholders. The summative data of Parents, Students and Teachers consecutively in the Key Area of Initiatives is as follows: Parents 4.1 Students 3.9 Teachers 3.2

In the Key Area of Reputation, it was found that there was a strong sense of tradition and heritage in terms of core values and culture within the College community. Data clearly supported the notion of reinvigorating the educational brand of St Vincent’s College among key stakeholders with particular recurring reference and recognition of a ‘Vinnies girl’. This data also included a strong focus on boarding as a part of the College and of our strategic plan. The summative data of Parents, Students and Teachers consecutively in the Key Area of Reputation is as follows: Parents 4.4 Students 4 Teachers 4.5

Overall, Parent, Student and Staff responses indicated approval of the College, its educational programs and achievement, relationships within and beyond the College community, communication with relevant stakeholders, the development and maintenance of key initiatives and the overall reputation of the College. Coupled with this approval was the consistent feeling that there is room for improvement which is a part of a cycle of continuous improvement of schools in similar standing in a contemporary educational context. As well as this, the College, its culture, outcomes and strategic intent within the Catholic context has been endorsed by all relevant stakeholders of the community.


Income for the year ended 31/12/2014

School fees and private recurrent income 12,162,134 70%Commonwealth Government recurrent grants 3,493,030 20%State Government recurrent grants 1,402,207 8%Private Capital income 339,105 2%

Income has been derived from:• School fees and levies and other student receipts from items such as excursions and other student

activities• Recurrent grants received from the State and Commonwealth Governments• Private Capital Income including Voluntary Building Fund Donations, receipts of donations from the

St Vincent’s College Foundation and fees allocated for capital purposes

Expenditure for the year ended 31/12/2014

Salaries and related expenses 10,170,171 57%Operating expenses 4,621,191 26%Buildings and Grounds 1,014,769 6%Boarding expenses 1,183,569 7%Capital expenditure 668,477 4% Expenditure included:

• Salaries and costs such as superannuation, workers compensation insurance and long service leave• Operating expenses such as teaching resources, materials, costs of excursions, computer expenses,

general administration costs, interest and depreciation• Buildings and grounds operations, repairs and maintenance• Boarding costs including catering, cleaning and security• Capital Expenditure associated with the building works related to the College Masterplan

Summary Financial Information

Fees and private income

70%State Recurrent Grants

8%

Commonwealth Recurrent grants

20%

Capital Income 2%

INCOME

Salaries, allowances,

related expenditure

(Partially funded by State

& C/wealth Recurrent Grants)

57%Operating Expense

26%

Buildings & Grounds

6%

Boarding Expenses

7%

Capital Expenditure

4%

EXPENDITURE

The mission of the Sisters of Charity of Australia is to bring to others the love and tenderness of Christ in the spirit of their founder Mary Aikenhead. In the early 1800’s in Ireland, Mary Aikenhead saw

social, economic, educational and spiritual deprivation everywhere. Her desire was to give to the poor what the rich could buy for money. With her sisters she started hospitals and schools, and she visited

poor people in their homes.

In 2009, Mary Aikenhead Ministries (MAM) was granted canonical status as a Public Juridic Person. Un-der MAM the many ministries that have been established and developed by the Sisters of Charity since

their arrival in Australia from Ireland in 1838, including St Vincent’s College Potts Point, are governed by a group of Trustees. The Trustees ensure that the heritage, tradition and the charism of the

Sisters of Charity are taken purposefully into the future.

The Trustees of MAM charge St Vincent’s College with endorsing and promoting education that is mission-driven and values-based. To this end, the College continues to provide education to young

womenthatwillallowthemtogrowintoconfident,independentleadersofthefuture.

Infused with the values of Mary Aikenhead and the spirituality of St Ignatius, students of St Vincent’s Col-lege are the living tradition of the Sisters of Charity called to be:

Generous of spiritHopefilledRespectful

People of Justice andServants of the poor.

We pray that our educational endeavours for young women will inspire, strengthen and sustain them in their love of Christ and in their service of those in our world who experience

disadvantage and poverty.

Dedication

st vincent’s college potts point · 2 st vincent’s college annual report 2014 st vincent’s...

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