PENRITH ANGLICAN COLLEGE ANNUAL REPORT 2006
Reporting Area 1- A message from Key School Bodies
Message from the Chairman of the Board. The Penrith Anglican College Board operates under the authority of the Sydney Anglican Schools Corporation. As the Head of the school is responsible to the College Board, the College Board is, in turn, responsible to the Sydney Anglican Schools Corporation. The Board is self appointing and at present there are seven members of the Board. The Sydney Anglican Schools Corporation has one ex-officio member on the Board and the Headmaster is an ex-officio member as well. In 2006 the Board met on eight occasions. The Board approved the construction of a new Junior School teaching block at the College as well as additional car parking spaces and a new, second entrance to the College. This building work was completed in time for the start of the 2007 academic year. Amongst other matters the Board approved the introduction of the International Baccalaureate program for Years 11 and 12 as an alternative to the Higher School certificate. The International Baccalaureate program will begin in 2008. A Death and Disablement Fund for existing College families was approved to assist families in times of family loss and hardship. The rapid increase in student numbers at the College since it began in 1998 has meant a very close monitoring by the Board of the huge building program needed to accommodate the increased student numbers, and particular scrutiny of the costs which are incurred by such building programs. This has been a very important part of the Board’s role in 2006. The College was established in 1998 as an affordable Anglican school with two distinct but complementary charters. As best as it is able the College endeavours to:• • espouse to our students the message of the Christian gospel foster the academic, spiritual, aesthetic, cultural and physical aspects of each student in our care.
In 2006 the College remained true to these charters. Mr. Vanda Gould Chairman. A Message from the College Prefects
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In 2006, the College prefect Body was made up of College Captains (2), Vice Captains (2) House Captains (8) and Prefects (9). They were ably assisted by Year Captains in both the Junior and Senior School (from Years 3 to 10) and SRC Representatives from each House (from Years 3 to 10). The Prefects represented the College at a number of events including a Leadership Forum at Parliament House, Sydney in April, Young Leaders’ Day at Darling Harbour in November and at the Anglican Schools Annual Chapel Service at St. Andrews’ Cathedral in November. The Year Captains also participated in Young Leaders’ Day and represented the College at “Victory in the Pacific” celebrations in Western Sydney in August. Prefects and Year Captains are also involved actively in College life. They assist at Parent Information Evenings and at College Chapels and assemblies and the Captains and Vice Captains are MC’s at the College’s Presentation Night in December. They are also involved in running special events such as the annual G.O.S.P.E.L. Day (Grandparents and Other Special People) and the “Thank You” morning tea for the College volunteer parent helpers. The Year 12 Prefects also contributed to the “Year 6-7 Transition Program” and helped organise an “Interschool Prefects’ Visit” where Prefects from 5 local schools met to network and exchange ideas on leadership. The House Captains and SRC Representatives were largely responsible for fostering school spirit and for fundraising. A “Mufti Day” each term raised funds for the Royal Flying Doctor’s Services, World Vision and Jeans 4 Genes. They were also responsible for a wonderful ANZAC Ceremony (complete with authentic costuming) and a whole school Talent Quest where they organised the entire program.
Reporting Area 2: Value Added Information
A Message from the Headmaster 2006 saw the fourth cohort of Year 12 students complete their secondary schooling at the College. A cohort of sixty seven students graduated compared to the twenty six students who first graduated from the College in 2003. The academic performance of each Year 12 cohort has improved on the previous years and the details of student performance by students at the College undertaking external examinations and testing in 2006 can be found on page 4 of this report. This year saw two HSC candidates’ works in Textiles and Design selected for public exhibition in TEXstyle and one student’s HSC work in Music short listed for public performance in ENCORE.
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30% of students scored at least one Band 6 in a subject in this year’s HSC examinations. One student came in the top 10 in the state in Software Development and Design. At the beginning of 2006 the College launched its new Dealing with Bullying Policy (K-12) and this has revolutionised the way this sensitive issue is handled at the College. 2006 saw the introduction of a short-term Driver Education program for Year 11 students as well as the introduction of College Colours to affirm those who excel in the opportunities offered to them by the school. The first overseas Music Tour for staff and students was undertaken to New Zealand in Term 2. The College continued to identify and refine the best ways to educate boys and girls in a co-educational context. The academic performance of boys in Year 7-10 was a particular focus this year. There was a broadening of the co-curricula opportunities for students at P.A.C. The Duke of Edinburgh program became particularly popular with students in the Senior School. The sports program was expanded this year and Rugby Union was introduced as a sports option for the first time. In October, 2004 the College began offering church services for members of the College community who were not already worshipping elsewhere. With the appointment of a part-time Chaplain to oversee the church, Christ Church @ the College has thrived in 2006. It has become a key ministry of the College and helps meets the needs of more and more families from the College community and from further a field as well. 2006 was a dynamic, exciting and challenging year at P.A.C. God continues to amaze us and bless us and for that we give thanks.
Barry Roots HEADMASTER.
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Reporting Area 3:
School performance in State-wide tests and examinations Higher School Certificate In 2006 67 students sat for the NSW Higher School Certificate in 28 courses. In total, 100% of candidates across all courses achieved marks of 50 or more (Band 2 or higher) with 16% of these placed in Bands 5 and 6 (80-100 marks). Of the 20 candidates who sat for one unit extension course 20 achieved 25 marks or more out of 50 with 10 of these achieving in the highest bands with 40 marks or more. The mean mark in 70% of the HSC courses was above the state mean for those subjects. This reflects an improving trend over the past three years. Higher School Certificate Examination Results – 2006.
Bands 3-6 Subject Ancient History Biology Business Studies Legal Studies Chemistry Design & Technology Drama English (Standard) English (Advanced) Food Technology Information Processes Maths (General) Maths Modern History Music 1 Music 2 PD/H/PE Physics SDD Textiles & Design Visual Arts French Beginners Japanese Beginners No. of Students 17 19 23 3 11 12 8 30 17 19 7 38 20 24 7 2 14 8 7 7 11 7 2 School 100% 95% 96% 100% 100% 100% 87% 97% 100% 100% 86% 97% 90% 96% 100% 100% 100% 100% 100% 100% 100% 100% 50% State-wide 87% 85% 83% 89% 89% 93% 94% 80% 98% 87% 94% 76% 83% 91% 96% 100% 84% 91% 89% 94% 99% 81% 92% School 0% 5% 4% 0% 0% 0% 13% 3% 0% 0% 14% 3% 10% 4% 0% 0% 0% 0% 0% 0% 0% 0% 50% Bands 1-2 State-wide 13% 15% 17% 11% 11% 7% 6% 20% 2% 13% 16% 24% 17% 9% 4% 0% 16% 9% 11% 6% 1% 19% 18%
School Certificate Results – 2006 Students performed at or above state level in the four School Certificate tests. 95% were placed in Bands 6, 5 and 4 in English Literacy as compared to 71% of the state. The number of students achieving Bands 3 and above continues to rise in English. 48% were placed in Bands 6, 5 and 4 in Mathematics compared to 41% of the state. 82% were placed in Bands 6, 5 and 4 in Science compared to 62% of the state. Only two students were placed
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below Band 3 for the Australian History test and no student was placed below Band 3 for the Australian Geogr aphy, Civics and Citizenship test. In the Computing Skills test 88% of P.A.C. students were deemed highly competent compared to 59% of the state. School Certificate Test Results
Grades Test English Literacy Maths Science Australian History Australian Geography Commerce History Japanese Design & Technology Food Technology Textiles Technology Drama Music Photographic & Digital Media PD/H/PE Visual Arts No. of Students 83 80 82 82 82 31 8 8 19 21 8 21 8 17 82 15 Bands 3-6 PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide PAC State-wide Bands 1-2 0% 10% 9% 29% 2% 11% 2% 17% 0% 10% A-C 75% 76% 91% 68% 80% 73% 78% 69% 71% 69% 97% 87% 100% 88% 87% 78% 69% 80% 71% 74% 100% 78% 90% 84% 75% 80% 88% 79% 62% 79% 93% 84% D-E 25% 24% 9% 32% 20% 27% 22% 31% 29% 31% 3% 17% 0% 12% 13% 22% 31% 20% 29% 26% 0% 22% 10% 16% 25% 20% 12% 21% 38% 21% 7% 16%
100% 90% 91% 71% 98% 89% 98% 83% 100% 90%
Basic Skills Testing (BST) Year 3 In 2006 97% of all Year 3 students and 100% of Year 5 students participated in the state-wide Basic Skills Test (BST). In Year 3, 98% of students achieved skill Bands 2 or higher in literacy compared to 92% of the state and 100% achieved skill Bands 2 or higher in numeracy compared to 91% of the state. As in previous years students performed consistently across all aspects of numeracy and in the literacy component they achieved better overall in reading than in language.
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Achievement in writing was 100% at Band 2 and above compared to 93% of the state. In Year 3, 100% of students achieved the benchmark in writing, 96% in reading and 100% in numeracy. This is a parallel result to the results achieved by students in 2005. Basic Skills Testing (BST) Year 5 In Year 5, 98 % of students achieved skill Bands 3 or higher in literacy as compared to 94% of the state and 98% achieved skill Bands 3 or higher in numeracy compared to 94% of the state. The achievement of this group shows an improvement since they were tested in Year 3, in both literacy and numeracy but the improvement is particularly noticeable in literacy (91% to 98%). In Year 5, 100% of students achieved above the benchmark in writing, 97% in reading and 98% in numeracy. The results are improvements on the results achieved in 2005 (2% increase in writing, 4% increase in reading and 1% increase in numeracy). Comparison of the 2006 results with those from 2005 shows the percentage of students obtaining Bands 3-6 results in literacy and numeracy has remained consistently high (97%-98%). BST Results – percentages in Skills Bands
2006 Test
Basic Skills Test (BST) Aspects of Literacy Aspects of Numeracy
Year 3 Bands 2-5
School 100% 100%
State 93% 91%
Band 1
School 2% 0%
State 8% 9%
Year 5 Bands 3-6
School 98% 98%
State 93% 95%
Bands 1-2
School 2% 2%
State 7% 5%
ELLA and SNAP – Year 7 In 2006, 97% of year 7 students participated in state-wide literacy and numeracy testing. In the English Language and Literacy Assessment (ELLA) test students performed above the state-wide level in each of the three components. 100% of Year 7 achieved at elementary level or above in writing, 98% of Year 7 students achieved at elementary level or above in reading and 99% of Year 7 students achieved at elementary level or above in language. 96% of students achieved the top two skills bands for writing, 92% for reading and 93% for language. The figures for 2005 were 94%, 96% and 97% respectively. In the Secondary Numeracy Assessment Program (SNAP) test for Year 7 students performed above the state-wide level in each of the six components. 97% achieved at elementary or above as compared with 93% state-wide.
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The percentage of students who achieved the highest band (29%) was higher than state level (24%). The percentage of students across the state scoring elementary grades and above in the SNAP program has fallen since last year. This fall ranges from 2% to 8%. The percentage fall at the College ranged from 2% to 5% and for the Space component the percentage at the College remained the same as in 2005. In Year 7, 98% of students achieved the benchmark in writing, 92% in reading and 83% in numeracy. The corresponding percentages in 2005 were 99%, 97% and 90%. ELLA and SNAP Results – percentages above elementary performance
2006 Test English Language and Literacy Assessment (ELLA) Writing Reading Language Secondary Numeracy Assessment Program (SNAP) Year 7 Percentage of students achieving Elementary band or higher Below Benchmark School State-wide School State-wide 100% 98% 99% 97% 95% 96% 95% 93% 0% 2% 1% 3% 5% 4% 5% 7%
Reporting Area 4: Teacher Standards and Professional Learning
Teaching Standards In 2006 there were seventy two teachers and two chaplains on the staff of the College. Sixty six teachers had teaching qualifications from recognised Higher Education Institutions and had been teaching before 1st October, 2004. Five teachers had teaching qualifications from recognised Higher Education Institutions and had commenced/returned to teaching since 1st October, 2004. All five teachers had been granted Provisional Accreditation with the NSW Institute of teachers and it was expected that four of these teachers would be accredited at the end of 2006. It is anticipated that the other teacher will be accredited at the end of 2007. One teacher is working toward a relevant teaching degree and has been granted Conditional Accreditation with the NSW Institute of teachers.
Category Teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher qualifications, or Teachers who do not have qualifications as described in (a) and (b) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context Number of Teachers 71
0
1
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Note: All teachers in the third category have been employed due to their expertise in the content areas and work directly under the supervision of a qualified teacher. The teachers in the third category are all registered with the NSW Institute of Teachers as transition scheme teachers and are undertaking study to complete their teaching requirements.
Professional L earning
Course Date TERM 1 1 1 1 Junior School LOTE HSIE Using the Foundation statements Effective Assessment Strategies in Language K-10 EBE Economics/Business/Commerce Teachers 2005 HSC Marking guidelines review feedback If Only They'd Behave-Positive approaches to behaviour Video Production in the Classroom Introduction to Polypropylene Yrs 9&10 Legal Studies State Conference Teaching Maths with Geometer’s Sketchpad Teaching the Canon in the 21st Century Fibre Reactive Dyes Gifted Education Secondary Teachers Assoc Book Now' Children’s Book Council Aust AIS Conf Representations American Drama NIDA Teaching Writing to Stages 2 & 3 Learners Shibori-Silk scarf project When the going gets tough.. Nat Safe Schools Framework Reignite your excitement for physics Managing Challenging Behaviours PROFESSIONAL DEVELOPMENT APPLICATIONS 2006 Number of Faculty In-service Teachers
1 1 1 1 1 1 1 1 1 TERM 2 1 1 1 1 1 1 1 1 TERM 3 1 1 1 2 1
IT Junior School ART TAS HSIE Maths English HSIE Gifted Talented Library Art Drama Junior School HSIE Prep School Science Learning Support Science Legal Studies Art IT Legal Studies
Exploring Further Frontiers in HSC Biology Leading Students to exam success in Legal Studies Teachers Visual Arts Workshop CSTA Teaching current Criminal Justice Issues
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2 TERM 4 1 2 1 3
Mathematics
AIS Head of Maths & Snr Maths workshop & Dinner Teaching: The Classiest Act Teachers Computing Studies CSTA Meeting Good Food TourGreek/Turkish/Lebanese ETA NSW Annual Conference STOP! REVIVE! THRIVE!
Deputy Head IT Food Tech English
The average expenditure per teacher on pr ofessional learning in 2006 was $274.
Reporting Area 5: Teacher Attendance and Retention Rates
1. Teacher Attendance The average teaching attendance rate in 2006 was 97.2%. 2. Teacher Retention Rate The proportion of teachers retained at the College from 2005 was 95.1%.
Reporting Area 6: Student attendance and retention rates in Secondary Schools
Student Attendance 95.5% of students attended school on average each day in 2006. This was similar to the daily attendance in 2005. Student Retention Rates 69.3% of the 2004 Year 10 cohort completed Year 12 at the College in 2006.
Reporting Area 7: Post School Destinations
Based on information provided to the College when students left the College at the end of Year 10, 2006, of the 30 students who left, half of them transferred to other schools because of subject choices and the rest went into either TAFE courses or the workforce. For the students w ho left the College at the end of Year 11, 2006 eight went into the workforce, two began TAFE courses and one transferred to another school. 63% of the Year 12 cohort in 2006 were offered first round university placements. For the past three years the percentage of students in Year 12 offered university placements has ranged between 60% and 70%. Other Year 12 students entered private tertiary colleges, TAFE courses and only a small number entered directly into the workforce.
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Reporting Area 8: Enrolment Policies and Profiles
Enrolment Policy Penrith Anglican College is a comprehensive co-educational K-12 school providing an education underpinned by Christian values and operating within the policies of the NSW Board of Studies. All applications will be processed in the following order:• children of P.A.C. staff members • children of clergy and full-time Christian ministry workers • siblings of children who are at or have completed their Upper Senior School studies at the College • children of past P.A.C. stude nts • scholarship winners in Years 7 and 11 • date of receipt of the application form • from time to time other criteria determined by the Headmaster. Acceptance into the College is subject to a satisfactory interview with at least one parent / guardian and the intending student with the Headmaster or his designate prior to the date of commencement. Attendance and Absence The student is expected to attend throughout the school year which is divided into four terms. Absence on any day for any reason must be notified to the College in writing. A request by a parent/guardian for special leave of absence must be made in writing to the Headmaster well in advance. Such leave will be granted only for medical and special reasons. Behaviour Enrolment signifies agreement with the rules and regulations of the College (as published from time to time) and intention to abide thereby. The Headmaster of the College may at his discretion suspend or require withdrawal of a student. Uniform All students must wear College uniform as prescribed. Fees All Tuition Fees and Other Charges are payable in advance and are not refundable Where the fees and charges for a student are not paid within the term to which they relate and an acceptable arrangement for payment has not been made, the student will not be allowed to continue at the College without special approval of the School Council until all outstanding amounts have been paid. Absence from the College during the whole or any part of a term does not remove the obligation to make payment of the term’s fees and charges. The school is mindful of and complies with the Disability Discrimination Act
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In 2006 the School had a student population of 1061students from Kindergarten to Year 12, drawn from the Penrith and Lower Blue Mountains area. The school is non-selective. Students come from a wide range of backgrounds, including language backgrounds other than English, and a number of students have special needs.
Reporting Area 9: School Policies
Student Welfare Policies, Discipline Policies, Reporting Complaints and Resolving Grievances Policies. Policies for Student Welfare P.A.C. seeks to provide a safe and supportive environment which:• minimises risk of harm and ensures students feel safe • supports the physical, social, academic, spiritual and emotional development of students • provides student welfare policies and programs that develop a sense of self-worth and foster personal development. To ensure that all aspects of the school’s mission for providing for a student’s welfare are implemented the following policies and procedures are in place:Child Protection
Policy Child Protection Changes in 2006 Updated December 2006 Access to full text Issued to staff and Governors of the College. Available to parents at Reception (notified in College newsletter) Issued to Staff and College Governors
Child Protection Guidelines for College Personnel PART A Child Protection Guidelines for College Personnel PART B
Updated December 2006
Updated December 2006
Issued to Staff and College Governors
Security
Policy Premises and Building Policy Excursion Policy Changes in 2006 Nil Access to full text Issued to Property and Grounds Staff and OH&S Committee Issued to Staff and College Governors. Issued to Class teachers in the Junior School and the College Marshal in the Senior School
Roll Policy
Updated October 2005 New Risk Assessment Procedures Updated December, 2006
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Supervision
Policy OH&S Policy Emergency Instructions Evacuation & Lockdown Changes in 2006 Nil Updated Dec. 2006 change of personnel Access to full text Issued to Staff and College Governors Issued to Staff Four practise drills held each year. Evacuation Plans and Instructions are located in all classrooms Mobile Phone Policy First written in 2006 Issued to Staff and College Governors. Available to parents at College Reception (notified in College newsletter). Student Acceptable Use Policy for the Internet and Computer Network Updated Dec. 2006 Issued to Staff and College Governors. Available to parents at College Reception (notified in College newsletter).
Codes of Conduct
Policy Welfare Policy Changes in 2006 Updated Dec. 2006 Access to full text Issued to Staff and College Governors. Available to parents at College Reception. (notified in College newsletter). Issued to Staff and College Governors. Available to parents at College Reception (notified in College newsletter). Issued to Staff and College Governors Issued to Staff and College Governors. Available to parents at College Reception (notified in College newsletter). Issued to Staff and College Governors. Available to parents at College Reception. (notified in College newsletter
Sexual Harassment Policy
Updated Dec 2006
Staff Code of Conduct for the Care and Protection of Children Policy for Dealing with Bullying
Nil
Total Revision of Policy in 2005 New Policy available start of 2006.
Privacy Policy
Updated December, 2006
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Pastoral Care
Policy Homework Policy Critical Incident Plan Change in 2006 Nil Updated Dec. 2006 Access to full text Policy located in Student Diary. Issued to all Staff and College Governors. Issued to Staff and College Governors. Available to parents at College Reception (notified in College newsletter). Policy located in Student Diary
Drugs Policy
Updated Dec 2006
John Lambert Award – Student Encouragement Award system
Nil
Communications
Policy Open Parent Policy Change in 2006 Nil Access to full text Parents are informed at Information Evenings and at the pre-entry interview that they are welcome at the College every school day of the year. They are also informed that they can make an appointment at any mutually agreeable time to talk with a member of the staff. The Staff Handbook outlines the Pastoral Care lines of communication and the roles of key staff members in the pastoral care of students. The Staff Handbook outlines Classroom Protocols which are to be observed by both staff and students. The Student Diary identifies rules and procedures to be followed by students. Listed in the Student Diary is a set of Behaviour Principles which make clear to students the College’s expectations of them.
Lines of Communication
Nil
Policies for Student Discipline Students are required to abide by the College rules and to follow the directions of teachers and other people with authority delegated by the school. Where disciplinary action is required penalties imposed vary accordingly to the nature of the breach of discipline and a student’s prior behaviour.
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Corporal punishment is not permitted under any circumstances. All disciplinary action that may result in any sanctions against the student including suspension or expulsion provides processes based on procedural fairness. The full text of the school’s approach to discipline and associated procedures is provided in the College’s Welfare Policy. The Welfare Policy is issued to all staff and to the College Governors annually. It is made available to College parents through Reception. Parents are informed about its availability through the College newsletter. Policies for Complaints and Grievances’ Resolution The College’s Policy for dealing with complaints and grievances identifies the processes for raising and responding to matters of concern identified by students, parents, contractors, local residents and visitors to the College. The Policy was newly developed in June, 2005 and updated in January, 2006. This Policy is available upon request from College Reception. Other Policies Educational and Financial Reporting Policy Penrith Anglican College maintains all relevant data and complies with reporting requirements of the NSW Minister for Education, Science and Training. This reporting includes public disclosure of the educational and financial performance measures and policies of the school as they are required from time to time.
Reporting Area 10: School Determined Improvement Targets
Achievement of Priorities from 2005. Teaching and Learning • revision of all Year 7-9 English programs to include differentiated activities for gifted and talented students • increased borrowing times offered to Senior School students in the school library • introduction of an annual author study in Junior School classes • introduction of a range of lunchtime activities for gifted and talented students in the Junior and Senior Schools • introduction of Lexile reading systems in Year 3 • letterland phonics program introduced to Kindergarten • implementation of a new “Dealing with Bullying” policy.
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Staff Development • in-servicing of all staff K-12 on teaching students with learning difficulties • implementation of A-E reporting requirements • additional staff acquired Level 1 Rugby certificates • in-servicing staff in Junior School re gifted and talented identification, programming and independent learning programs • training in the use of Foundation Statements (K-6) Facilities and Resources • upgrading of the Darkroom for Visual Arts and Photography classes • establishment of a Music Technology room • installation of additional computers for Gifted and Talented staff • increase in the size of the Junior and Senior Schools’ library collections • purchase of additional equipment to meet the requirements of the Stage 6 PD/H/PE syllabus. 2006 Areas for Improvement Teaching and Learning • HSIE syllabus (K-6) to be reviewed to better meet the needs of boys • to increase the number and range of activities on offer for gifted and talented students in non-class times • to raise the profile of Visual Arts through the celebration of student Art achievements • to increase the number of Y ear 11 and 12 students in representative sports teams at the College • to increase the use of satellite technology in language classes • to develop a scope and sequence of text types in writing to be trialled in the Junior School in 2007 • to extend the Lexile Reading program into Year 4 in 2007 Staff Development • to continue to raise the awareness of K-12 staff of practical classroom strategies to help differentiate the curriculum • to develop better assessing and reporting techniques for the Stage 6 PD/H/PE syllabus • to include Foundation Statements in all KLA policies under review in 2007. Facilities and Resources • to develop a registration procedure for the in-servicing of all TAS equipment • to upgrade the sound and lighting facilities of the Recital Room • to purchase more video equipment for use in Visual Arts and Photography courses.
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Reporting Area 11: Initiatives promoting Respect and Responsibility
The College encourages all students to see that they are valued and integral to the life of the school community. Those who work at the College are charged with providing the care and support that all our students need to engender positive images of self, mutual respect and responsibility. In 2006 a new Dealing with Bullying Policy was introduced into the College. This policy highlights the need for all students to be responsible for their own actions in terms of other students and also to be pro-active in assisting others who may seem more vulnerable in our community. Some very practical ways of encouraging respect and responsibility in students in 2006 included the introduction of student assistant coaching positions at the College. Senior students run coaching sessions for students in the Junior School to prepare them for sports gala days. The senior students then attend the gala days and, under the supervision of a teacher, manage the junior teams for the day. Many Senior School students are encouraged to be part of the Red Cross’ Blood Donation scheme, the National Tree Day promotion and all students K-12 are involved in the College’s weekly paper recycling program. The PACED enrichment day at the College for gifted and talented students helps promote mutual respect amongst these same students as well as the many gifted and talented students in the local area who join us for this activity.
Reporting Area 12: Parent, Student and Teacher Satisfaction
The College has ongoing communication with parents through parentteacher interviews three times a year; student diary entries, letters, phone calls and an open parent policy which sees parents welcomed at the College every day of the year. Year 12 parents complete an exit survey each year and the overwhelming response of these parents is that they have been very satisfied with the educational opportunities provided for their child/ren at the College. Some comments were made about limited subject choices on offer in Years 11 and 12 but this will be far less an issue when Year 10, 2007 enters the Upper Senior School because of the larger size of this cohort. There will be four streams operating in year 11, 2008 for the first time. Sport was not an option for students in Years 11 and 12 in 2006. The concerns expressed about this have been addressed with the introduction of a sports option for Years 11 and 12 students in 2007.
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When learning the College Year 12 students are asked to complete an exit survey. The results of this survey in 2006 mirrored the responses of the Year 12 parents. The overwhelming majority of students were very satisfied with their educational walk at the College. Their concerns reflected the same concerns as their parents: subject choices and lack of sporting opportunities. There was no formal measurement of staff satisfaction undertaken in 2006 however there was much anecdotal evidence to suggest that, other than the very pressured times when there are many examinations to write and mark and reports to prepare, staff are very happy working at the College. Less than five percent of the staff sought employment in other schools at the end of 2006. This percentage has been consistently low for the ten years the College has been operating.
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Reporting area 13: Summary Financial Information.
Income
16% 23%
Fees and private income State recurrent grants
Australian Gov't recurrent grants
38% 23%
Other capital income
Expenditure
13%
Salaries, allowances and related expenses Non-salary expenses
30%
57%
Capital expenditure
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