Mercy Catholic College, Chatswood101 Archer Street, Chatswood 2067Principal: Ms Suzanne KavanaghPhone: (02) 9419 2890 Fax: (02) 9415 2831Email: mercy@dbb.catholic.edu.auwww.mercydbb.catholic.edu.au

ABOUT THIS REP ORT

Mercy Catholic College (the 'School') is registered by the NSW Board of Studies, Teaching andEducational Standards (BOSTES) and managed by the Catholic Schools Office (CSO), Diocese ofBroken Bay. The CSO as the ‘approved authority’ for the diocesan registration system formedunder Section 39 of the NSW Education Act (1990), is responsible for monitoring the complianceof member schools in the manner that has been approved by the Minister of Education.

The Annual School Report (the 'Report'), approved by the School’s Consultant, demonstratesaccountability to regulatory bodies and the CSO. Additionally, the Report complements and issupplementary to other forms of regular communication to the School community regardinginitiatives, activities and programs which support the learning and wellbeing of its students.

The Report provides parents and the wider community with fair, reliable and objectiveinformation about educational and financial performance measures as well as School and systempolicies. This information includes summary contextual data, an overview of studentperformance in state and national assessments, a description of the achievement of priorities inthe previous year and areas for improvement. Detailed information about the School’simprovement journey is documented in the School Improvement Plan (SIP) which is developed,implemented and evaluated in consultation with key stakeholders.

Further information about the contents of this Report may be obtained by contacting the Schooldirectly or by visiting the School’s website. Information can be also be obtained from the MySchool website.

Annual School Report to the Community 2016 Page 1

SECTION ONE: MESSAGE FROM KEY GROUP S IN OUR COMMUN ITY

Principal's Message

Students at Mercy College Chatswood (MCC) had another successful year in 2016. From theoutstanding academic performance of our students in the HSC to our success on the sportingfields, debating, public speaking, Australia wide competitions, as well as the production of Storiesin the Dark and the Performing Arts Showcase, our girls have shown great determination toachieve their best.

The students’ sense of achievement and pride in their College is evident in the school spirit thatis displayed at all of our functions and special days and in the way they embrace our Mercytradition of helping those in need.

Within the classroom we embedded our pedagogical framework of Cultures of Thinking, wherethe group’s collective, as well as the individuals thinking is valued. Teachers are making time forthinking and developing and using a language of thinking.

This was also a year of review for our pastoral care programme, where the excellent care alreadygiven to our students was celebrated and we embarked on developing a new approach ofpositive psychology. This approach will allow girls to study their own strengths and goodqualities and to use them to have a more positive outlook.

Parent Body Message

The Parents and Friends Association (P&F) supported the College by providing opportunities forparents to be involved, be informed and socialise with other parents.

The P&F managed functions which supported the building of a strong school communityincluding: Open Day, Breakfast for Mothers’ and Fathers’ Day, Year 12 Graduation Afternoon Teaand Year 7 Welcome BBQ.

Parent social events throughout the year included: a cocktail party and smaller less formalgatherings.

Donations from parents supported and allowed for Capital Expenditure on air conditioning,prizes for Annual Student Awards (effort and commitment) and Presentations /Workshops onLeadership and Study Skills workshops throughout the year.

The girls at MCC have a great sense of fun and community. Teaching staff ensure the College isnot only a wonderful place to learn but a fantastic happy place to be. Whilst not alwaysrecorded in newsletters, often teachers contribute to special and enjoyable lunch time activitiesor themed and named ‘calendar’ days. The extra effort by teachers and senior students ensuresyounger girls feel very comfortable and happy at Mercy College.

Student Body MessageAnnual School Report to the Community 2016 Page 2

Mercy College is a school with a strong family environment, in which girls are nurtured and caredfor in a supportive way. It is a place in which a girl’s education, sporting abilities, creative talentsand spiritual journeys are fostered. Opportunities at the College are diverse, suiting everystudent and challenging those who want to explore what the world has to offer, including MCCsport, sport representative days, Social Justice groups, the Duke of Edinburgh award scheme andinternational immersions. The College is a positive environment for the development of youngwomen, promoting a holistic approach to their lives.

Girls are encouraged to actively take part in developing their faith. Social Justice activities such asthe Mercy Action group, an overseas immersion tour and Caritas fundraisers allow thecommunity to live out this faith, fulfilling the Catholic values on which the College was founded.

Our strong sense of community means that we are able to work together as a College inproducing young women who are the best versions of themselves, empowering the students tobe the leading women of the future.

Annual School Report to the Community 2016 Page 3

SECTION TWO: SCHOOL FEATURES

School Features

Mercy Catholic College Chatswood, is a Catholic systemic girls school.

Mercy Catholic College founded by the Sisters of Mercy in 1890 in the heart of Chatswood, catersfor girls from Years 7 to 12. Students come from over 30 different primary schools, following thetrain line and bus routes to Chatswood. The catchment area extends from Berowra in thenorthwest, Manly to the northeast, Ryde and Marsfield in the south as well as students from theNorthshore suburbs such as Neutral Bay, Mosman, North Sydney, Northbridge and Lane Cove.

While Mercy College is only small in size with an enrolment of 640, it offers the same broadrange of subjects you would find in a much larger school – with an added advantage. The smallsize of the classes, particularly in the senior years allows for more individual attention andtargeted programmes for each student. TAFE courses, NSW School of Community Languages andOpen High School correspondence courses are also available.

As well as high academic attainment, (over the past several years Mercy Catholic College hasbeen listed in The Sydney Morning Herald’s ‘Top 100 Schools’ for the HSC) students can becomeinvolved in a large range of co-curricular sporting activities such as swimming, tennis, cricket,netball, soccer, basketball and touch, at both school and representative levels.

There is also a concert band, choir, contemporary dance group, a chamber choir and string andguitar ensembles. The College has a comprehensive creative and performing arts programmeincluding on-site lessons in string, piano, flute, singing and speech and drama.

The Duke of Edinburgh Award Scheme is offered, as well as debating and public speaking andthere are significant opportunities for all students to develop their leadership skills as bothsenior and junior girls form part of the Student Leadership Team.

This small size also gives it a real sense of family and community and allows each student to beknown and treated as an individual. The Parents and Friends Association is very active inmaintaining this sense of community with social functions such as the annual Cocktail Party andYear Group gatherings.

Inspired by the legacy of the Sisters of Mercy who began the school, the students are very active

Annual School Report to the Community 2016 Page 4

in social justice activities, not only fundraising for people less fortunate than themselves, butalso being actively involved in an overseas immersion programme. They follow the call, ofthe foundress of the Sisters of Mercy, Catherine McAuley, to service as "the poor need helptoday not next week".

Annual School Report to the Community 2016 Page 5

SECTION THREE: STUDEN T PROFILE

Student Enrolment

Students attending the School come from a variety of backgrounds and nationalities. Thefollowing information describes the student profile for 2016. Additional information can befound on My School website.

Girls Boys LBOTE* Total Students

598 0 177 598

* Language Background Other than English

Due to the reputation of the College in having a strong pastoral care and improved academicstandards there has been a significant increase in the student population. In 2010 the totalnumber of students was 449 whilst in 2015 it increased to 549. This growth trend continued in2016 to 598 students

Enrolment Policy

The School follows the Enrolment Policy for Diocesan Systemic Schools. The policy encourages thelocal Catholic community, under the leadership of the parish priest and principal, to look uponthe time of enrolment as a potential occasion for ongoing evangelisation. The policy calls uponparents to examine their present faith commitments, to develop their role as prime educators oftheir children in faith and to immerse themselves in the communal, liturgical, ministerial andservice dimensions of the parish. Copies of this policy and other policies in this Report may beobtained from the CSO website or by contacting the CSO.

Student Attendance Rates

The average student attendance rate for the School in 2016 was 93.72 %. Attendance ratesdisaggregated by Year group are shown in the following table.

Attendance rates by Year group

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12

95 % 94 % 94 % 91 % 94 % 94 %

Managing Student Non-Attendance

In order for students to reach their full potential it is of paramount importance that they attendschool regularly. While it is the parents’ legal responsibility under the NSW Education Act (1990)to ensure that their children attend school regularly, our staff as part of their duty of care,monitor all absences and work in partnership with parents to support and promote the regularattendance of students. In doing so, the School, under the leadership of the principal:

provides a caring environment which fosters in students, a sense of wellbeing andAnnual School Report to the Community 2016 Page 6

provides a caring environment which fosters in students, a sense of wellbeing andbelongingmaintains accurate records of student attendanceimplements policies and procedures to monitor student attendance and to address non-attendance issues as and when they arisecommunicates to parents and students, the School’s expectations with regard to studentattendance and the consequences of not meeting these expectations recognises and rewards excellent and improved student attendance.

School attendance records also contain information regarding student absences includingreasons for absence and documentation to substantiate reasons for absences. Teachers arerequired to monitor non-attendance diligently on a student by student basis and to bring to theattention of the Principal immediately any unexplained absences, non-attendance of a chronicnature, or reasons for non-attendance that cause concern. Matters of concern are referred to thePrincipal, the CSO and the relevant Department of Education officer where appropriate.

Where a student is not able to attend school for a prolonged period of time due to a medicalcondition or illness, the School in collaboration with parents, provides resources to contribute tothe student’s continuum of learning where possible. The CSO monitors each school’s compliancewith student attendance and management of non-attendance as part of the system’s SchoolReview and Development (SRD) processes. The School's attendance monitoring procedures arebased on the Procedures for the Management of Student Attendance in the Broken Bay DiocesanSchools System (password required).

Student Retention Rate

Of the students who completed Year 10 in 2014, 92% completed Year 12 in 2016.

Eight students who completed Year 10 at the College in 2014, left before completing Year 12 in2016. New students enrolled at the College throughout Years 11 and 12.

Senior Secondary Outcomes

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

Senior Secondary Outcomes; Year 12, 2016

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

0%

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

99%

99% of all HSC candidates completed the certification for the Higher School Certificate award.One student had partially completed the requirements for the Certificate and another studentAnnual School Report to the Community 2016 Page 7

successfully completed the Higher School Certificate Life Skills programme.

Post School Destinations

Each year the School collects destination data relating to the Year 12 student cohort.

93% of the Year 12 cohort were offered university places across a number of degree courses with7% continuing with TAFE studies and joining the work force. A significant number of studentsgained entry into their first preference course selection from UAC data.

Annual School Report to the Community 2016 Page 8

SECTION FOUR: STAFFIN G PROFILE

Staffing Profile

The following information describes the staffing profile for 2016:

Total Teaching Staff* Total Non-Teaching Staff Combined Total

51 19 70

* This number includes 39 full-time teachers and 12 part-time teachers.

Teacher Standards

The NSW government requires that this Report detail the number of teachers in particularcategories. The following table sets out this information. Further information about can beobtained from the My School website.

Teacher Qualifications Number ofTeachers

1 Those having formal qualifications from a recognised higher educationinstitution or equivalent.

50

2 Those having graduate qualifications but not a formal teaching qualificationfrom a recognised higher education institution or equivalent.

1

Professional Learning

The ongoing professional development of each staff member is highly valued. Professionallearning (PL) can take many forms including whole school staff days, subject specific in-services,meetings and conferences and a range of professional learning programs provided by the CSO.The School takes responsibility for planning, implementing, evaluating and tracking staffprofessional learning. Individual staff members take responsibility for their ongoing professionaldevelopment. All teachers have been involved in professional learning opportunities during theyear related to improving student outcomes. The following table provides specific informationrelating to the focus of three of these staff development days.

Day 1 Cultures of Thinking - Environment

Day 2 Rivers of Mercy - Streams of Joy

Day 3 Cultures of Thinking , CPR and Provide First Aid

Annual School Report to the Community 2016 Page 9

SECTION FIVE: MISS ION

As a Catholic community, the School shares in the mission of the local Church: “The Diocese ofBroken Bay exists to evangelise, to proclaim the Good News of Jesus Christ, gathered as friends inthe Lord and sent out to be missionary disciples.”

In partnership with parents as the first faith educators of their children and the local parishcommunity, the School seeks to educate and form young people in faith. The School providesformal Religious Education as well as formational opportunities through which the studentsparticipate in the life of a Catholic community. Students are invited to serve others, especiallythe poor and those who are marginalised.

The School’s Religious Education (RE) program is based on the Broken Bay K-12 ReligiousEducation Curriculum and aims to provide students with meaningful, engaging and challenginglearning experiences that explore the Catholic faith, the purpose of life and how we live it.

Formational experiences are provided for students, staff, parents and caregivers. Studentsregularly celebrate Mass and pray together. Students are invited to participate in ageappropriate sacramental and missionary activities aimed at living out their mission as disciples ofJesus and making the world a better place.

Throughout 2016 involvement in the religious curriculum, youth ministry and liturgical life hasprovided our College community with opportunities to develop their relationship with God andothers. This year we celebrated the Year of Mercy and reflected on the call of Pope Francis toallow ourselves to be inspired by the words of Jesus: “Blessed are the Merciful, for they shallobtain mercy” (Mt 5:7). This brought special attention to our own Mercy charism given byCatherine McAuley foundress of the Sisters of Mercy. Six Year 11 students attended World YouthDay (WYD) with the Religious Education Coordinator as their Pilgrim Group Leader. The threeweek pilgrimage journey followed in the footsteps of the Saints through Italy and culminated inPoland for the WYD Celebrations.

Liturgical celebrations provided rich and meaningful opportunities for prayer and Eucharist forour College community. Reflection Days and Retreats have been successful and enriching forstudents and staff. The Youth Ministry Coordinator, along with various guest facilitators, offeredworthwhile and stimulating formation experiences for our students.

Social justice continues to be a strong focus at Mercy College, providing the opportunity forstudents to go out into the community and put their faith into practice. Mercy Week continuesto be the highlight of the year, where we focus on our Mercy Charism and engage with variousfund raising, advocacy and social justice initiatives. Led by our Mercy Action Group, studentshave been active in answering the call to care for the poor through donations to CaritasAustralia’s Project Compassion Appeal, St Vincent de Paul Winter and Christmas Appeals andMercy Works projects.

The Religious Education curriculum provides students with rich and meaningful learningAnnual School Report to the Community 2016 Page 10

experiences and personal formation through prayer and reflection. Year 8 participated in theBishop’s Religious Art Prize in which two students were awarded First Place and HonourableMention for their artwork. Years 9 and 10 students completed student-centred Guided InquiryProjects investigating topics on Catholic Ethical Teachings and Social Justice respectively whichfocus on research, note-taking, critical thinking and literacy skills. The Year 12 2016 HSC resultswere exceptional with one student placed 4th in the State for 2 Unit Studies of Religion.

Students participated in various cultural awareness and faith formation programs such as theRespect, Understanding and Appreciation program and a multicultural program which promotedinterfaith dialogue and understanding. Staff also participated in a number of formationexperiences including a staff spirituality day and twilight sessions for Mission Accreditation.

Annual School Report to the Community 2016 Page 11

SECTION SIX: CURRICULUM, LEARN IN G AN D TEACHIN G

Secondary Curriculum

The School provides an educational program based on, and taught in accordance with the Boardof Studies, Teaching and Educational Standards (BOSTES) syllabuses for secondary education. TheBOSTES Key Learning Areas (KLAs) are English, Mathematics, Science, Human Society and itsEnvironment (HSIE), Creative Arts (CA), Personal Development, Health and Physical Education(PDHPE), Languages and Technological and Applied Studies (TAS). In addition to this, the Schoolimplements the Diocesan Religious Education syllabus. Staff members are committed tocontinuous improvement of teaching and learning in all facets of the curriculum.

Throughout 2016, Mercy has seen significant achievements in both the academic growth ofstudents and targeted professional development of staff.The implementation of Mercy literacystandards that complement the syllabus required outcomes, together with a cross curriculumapproach to teaching visible thinking strategies in the classroom, have assisted in raising studentperformance. Professional development of staff, centred on a Cultures of Thinkingframework, has seen staff engage in professional learning groups to support innovativeteaching delivery.

The College has successfully integrated technology into various pedagogical approachesthat encourage students to take responsibility for their learning whilst also providing for adifferentiated model to assist in meeting varied outcomes across the curriculum.

Our strategic teaching and learning goal for 2017-2019 is to further develop effective studentlearning that promotes a culture of inquiry and innovation that provides for depth ofunderstanding. With greater sophistication of responses required for students to access thehigher grade and band levels, we are endeavouring to ensure that Mercy students are equippedto met the challenges presented at each Stage level throughout their education at the College.

The College uses various internal and external measurements in monitoring studentperformance, including NAPLAN, PAT tests and HSC data.

Annual School Report to the Community 2016 Page 12

SECTION SEVEN: STUDEN T PERFORMAN CE IN TESTS AN D EXAMIN ATION S

NAPLAN

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

The tables below show the percentages of students who achieved particular skill bands in theaspects of literacy and numeracy compared to students nationally. Literacy is reported in fourcontent strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy isreported as a single content strand. Students who were exempted from any test were deemednot to have met the national minimum standard in that test area and are not included in banddistributions. Additional NAPLAN student performance information can also be accessed fromthe My School website.

NAPLAN RESULTS 2016

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year7

Grammar and Punctuation 46.46 % 27.60 % 9.45 % 19.80 %

Reading 38.58 % 26.20 % 1.57 % 17.20 %

Writing 35.43 % 15.50 % 7.87 % 26.90 %

Spelling 42.52 % 28.20 % 3.94 % 17.50 %

Numeracy 31.50 % 30.30 % 5.51 % 15.10 %

NAPLAN RESULTS 2016

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year9

Grammar and Punctuation 30.00 % 16.20 % 11.00 % 27.10 %

Reading 35.00 % 20.60 % 10.00 % 21.40 %

Writing 21.00 % 12.30 % 15.00 % 37.70 %

Spelling 32.00 % 21.80 % 9.00 % 22.80 %

Numeracy 34.00 % 22.50 % 8.00 % 17.50 %

NAPLAN Comments

Analysis of these results indicated that 74% (State Average 55%) of all Year 7 students were

Annual School Report to the Community 2016 Page 13

proficient in the combined areas of Grammar/ Punctuation, Reading, Writing, Spelling andNumeracy by achieving in the range of Bands 7-9. Numeracy, whilst not of major concern,provided valuable feedback for our delivery of numeracy related skills in Stage 4 programmes.TheNAPLAN results for Year 7 were above State average in all areas.

The Year 9 NAPLAN results indicated that 60% (State Average 46%) of all students achievedproficiency in Bands 8-10 across the Literacy and Numeracy components. In all areas of Literacyand Numeracy the students were above state average. The results in the writing component werenoted for particular attention, although the average was higher than the State.

Attention to these results have informed KLA Co-ordinators' strategies in addressing areas whereresults can be improved. Specific attention has also been directed towards the implications ofthe new requirements for NAPLAN Band 8 across all KLA areas.

Record of School Achievement (RoSA)

Eligible students who leave school before receiving their Higher School Certificate will receive theNSW Record of School Achievement (RoSA). The RoSA has been designed to provide grades for allStage 5 (Year 10) and Stage 6 (Preliminary) courses completed during secondary education. In2016, the number of students issued with a RoSA was 0.

Higher School Certificate (HSC)

The results of the School's Higher School Certificate (HSC) candidature are reported for particularsubjects. The table provided shows the percentage of students who achieved in the top twobands, compared to State results, over the last three years.

In 2016, 81 students undertook a total of 40 HSC courses. Results across all courses were verystrong. In 96% of the courses studied, the school mean was above the State average; in 75% ofExtension courses, the school mean was above the State average. There were 99 mentions on theDistinguished Achievers list; six students were named as All-Rounders; and one student wasplaced 4th in the state in Studies of Religion 2. 68% of results were Bands 5-6. In the SydneyMorning Herald's HSC rankings, Mercy Catholic College was placed 66th in the state, anoutstanding achievement.

Annual School Report to the Community 2016 Page 14

Higher SchoolCer ficate

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

2014 2015 2016

School State School State School State

English (Standard) 43 % 8 % 25 % 8 % 64 % 13 %

English (Advanced) 95 % 59 % 75 % 58 % 92 % 62 %

Ancient History 1 % 33 % 88 % 33 % 76 % 31 %

Chemistry 18 % 46 % 50 % 41 % 100 % 41 %

Mathematics General 2 59 % 25 % 56 % 26 % 70 % 26 %

Modern History 63 % 43 % 77 % 44 % 73 % 41 %

Physics 0 % 31 % 50 % 29 % 14 % 30 %

Studies of Religion II 57 % 44 % 40 % 40 % 85 % 48 %

Annual School Report to the Community 2016 Page 15

SECTION EIGHT: PASTORAL CARE AN D STUDEN T WELLBEIN G

Pastoral Care Policy

The School’s pastoral care and student wellbeing policies and procedures are informed by thePastoral Care Policy for Diocesan Systemic Schools. This policy is underpinned by the guidingprinciples from the National Safe Schools Framework (2011) (NSSF) that represent fundamentalbeliefs about safe, supportive and respectful school communities. These guiding principlesemphasise the importance of student safety and wellbeing as a pre-requisite for effectivelearning in all Catholic school settings. The Pastoral Care and Wellbeing Framework for Learningfor the Diocese of Broken Bay Schools System (the ‘Framework’) utilises the NSSF ensuring thatdiocesan systemic schools meet the objectives of the NSSF at the same time as meeting thediocesan vision for pastoral care and wellbeing. The framework includes ten pathways that areintended to assist school communities to create safe schools that foster wellbeing for learningand positive, caring relationships. Further information about this and other related policies maybe obtained from the CSO website or by contacting the CSO.

Behaviour Management and Student Discipline Policy

The School’s policies and procedures for the management of student behaviour are aligned tothe Behaviour Management and Student Discipline Policy for Diocesan Systemic Schools. Policiesoperate within a context of social justice, compassion, reconciliation and forgiveness. The dignityand responsibility of each person is promoted at all times along with positive student behaviourswhilst ensuring the respect for the rights of all students and staff. Further information about thisand other related policies may be obtained from the CSO website or by contacting the CSO.

Anti-Bullying Policy

The School's Anti-Bullying Policy is based on and informed by the Anti-Bullying Policy for DiocesanSystemic Schools and is aligned to the Pastoral Care Policy for Diocesan Systemic Schools and otherrelated wellbeing policies and guidelines. All students, their families and employees withinCatholic education have a right to a learning and work environment free from intimidation,humiliation and hurt. Anti-Bullying policies support school communities to prevent, reduce andrespond to bullying. Further information about this and other related policies may be obtainedfrom the CSO website or by contacting the CSO.

Complaints and Grievances Policy

The School follows the Complaints Handling Policy and Procedures for Diocesan Systemic Schools. Adistinctive feature of this policy is to ensure that complaints are addressed in a timely andconfidential manner at the lowest appropriate management level in order to prevent minorproblems or concerns from escalating. The expectation is that complaints will be brought forwardand resolved in a respectful manner recognising the dignity of each person concerned in theprocess. The policy recognises that a number of more minor or simple matters can be resolved

Annual School Report to the Community 2016 Page 16

without recourse to the formal complaint handling process but rather, quickly and simply, bydiscussion between the appropriate people. Further information about this and other relatedpolicies may be obtained from the CSO website or by contacting the CSO.

Initiatives Promoting Respect and Responsibility

The College’s Wellbeing program aims to build a supportive environment where students have asense of belonging and connectedness to the school. It also aims to develop students who areresilient and committed to fostering positive relationships and incorporating values of the Visionand Mission of the Mercy charism. The program is delivered in Year Group meetings and TutorGroup time. The program has been developed for Mercy students based on the research ofPositive Psychology which incorporates Goal setting, Mindfulness and Growth Mindset. TutorGroup is a vertical structure where students from all Years get to know each other.

The Tutor Group structure strengthens the House system bonds and provides an opportunity forthe students to show leadership and responsibility, feel known and valued and build positiverelationships. To experience wellbeing from a good environment helps the student engage intheir learning and improve their academic performance. Tutor Group activities such as theGratitude Journal and Prayer time provide students with the opportunity to show self-awareness, empathy and respect for others and build their relationships skills which will assistthem in subject activities. The students write weekly in the Gratitude Journal about an ‘act ofkindness’ they have performed and reflect on who or what they are ‘thankful for’, as well assetting their own goals for the week. Throughout the year the students are given opportunitiesto be a voice of change and advocate for others in responsibly raising awareness and displayingleadership on International Women’s Day, the Big Sister Programme, Mercy Week preparation,social justice initiatives, team building activities, anti-bullying activities as well as interacting withinspiring speakers in workshops on values, anxiety, depression, friendship, plagiarism, careers,driver awareness, relaxation and self-defence.

There is a strong support structure for students. Every student is able to seek the support ofTeachers, Tutors, Year Coordinators, the Director of Student Wellbeing, Assistant Principal,Principal and the College Counsellor. The Pastoral Team values the support of parents and workshard at building a strong partnership where the common goal is to nurture their daughter to feelbrave, responsible, compassionate, joy and independent in being able to cope and take onfuture endeavours.

Annual School Report to the Community 2016 Page 17

SECTION NINE: SCHOOL IMP ROVEMEN T

Strategic planning ensures a common purpose and agreed values are established. In Broken Baysystemic schools, this common purpose and agreed values along with goals, targets and keyimprovement strategies are documented in the School Improvement Plan (SIP). This SIP is a threeyear planning document and is used to record the School's progress in working towards prioritiesfor improvement in three domains: Mission, Pastoral Care, Learning and Teaching. Schoolimprovement planning is supported systemically by the Diocesan Leading Learning initiative. Thisinitiative is research based and has been developed in partnership with the University ofAuckland.

Key Improvements Achieved

The Teaching and Learning domain was a key focus of our School Improvement Plan with thedevelopment of classroom pedagogy based on the research from Harvard University to create aCulture of Thinking (CoT) within our classrooms.

This approach required teachers to focus on developing a culture in the classroom, a place wherethe students collective, as well as the individual's thinking was valued. Teachers made time forthinking and allowed the classroom environment to display the documents of thinking processes.

Another focus was the introduction of Google Apps for Education (GAFE). In-roads were madewith GAFE, so by the end of the year it was integrated into every classroom to varying degrees.Both the Google Classroom and Google docs are being used to share resources with students andbetween teachers and to encourage student collaboration.

Every teacher also become a member of a Professional Learning Group (PLG), to support them inthe integration of CoT and GAFE. These groups met once a fortnight and provided anopportunity for teachers to share ideas and give support.

Time was also spent on reviewing our pastoral care programme to make it more relevant to meetthe girls' needs.

Priority Key Improvements for Next Year

The improvement in pedagogy within the classroom, which has lead to our everincreasing improvement in both our junior and senior academic results, will continue to be afocus in 2017.

Language and the appropriate use of language is an important force in the Cultures of Thinkingframework. Next year our teacher professional development will be based on how using alanguage of thinking will provide students with the vocabulary for describing and reflecting ontheir thinking.

2017 will also see the introduction of our new Pastoral Care Programme, based on a positivepsychology approach to wellbeing. This approach is grounded in the belief that our students

Annual School Report to the Community 2016 Page 18

want to lead meaningful and fulfilling lives. Our new programme will endeavour to cultivate whatis best within our students, to enhance their experiences of life within and outside school, byfirstly giving them a sense of belonging and being valued.

Science, Technology, Engineering and Mathematics (STEM) subjects will be prioritised toencourage our girls' interest in these subjects and thus equip them for 21st Century workplaces. The introduction of new electives in Stage 4 will go towards assisting this interest.

Annual School Report to the Community 2016 Page 19

SECTION TEN: COMMUN ITY SATISFACTION

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

Parent Satisfaction

Parent satisfaction was gauged through conversation, Parent and Friends' meetings and byparent engagement in College activities, such as Open Day, Year 7 Orientation, Breakfasts,Information Evenings and the annual Cocktail Party all of which were well attended.

Parents are appreciative of the pastoral care system, with many supportive comments about thevertical Tutor Groups providing a stable structure for pastoral and academic support. They areappreciative of the care and concern that each student shows toward each other in Tutor Group,through prayer and celebrations of achievements and birthdays which is supported by theteacher allocated to Tutor Group.

The parent body recognised that the girls have a great sense of fun and community. This isevident at sports and swimming carnivals, inter-school social events (netball, dances, debatesetc). The girls also have the opportunity to demonstrate a commitment to special communityevents and social justice events throughout the year.

Parents also commented on the number and variety of opportunities available for girls as beingsignificant.

Student Satisfaction

Student satisfaction was determined through a number of different avenues including surveys,Tutor Group discussions and Student Leaders' meetings. Students’ responses indicated in generala high level of satisfaction with the Vertical Tutor group structure. They feel this system iscreating good relationships between students and with their Tutors.

Through the Student Leaders’ meetings students felt that their opinions were listened to andthat they had a voice in the organisation of activities in the College. School and House spirit ishigh, which can be gauged by the interaction of students in their participation in school andHouse events such as the swimming and athletics carnivals, charity fundraisers, Inter-Housecompetitions and musical and dramatical performances. Students feel their learning environmentis supportive and encourages them to think which enables them to achieve their best.

Teacher Satisfaction

Surveys, discussions at staff and middle management meetings and workshops were used todiscern teacher satisfaction.

Annual School Report to the Community 2016 Page 20

Staff morale is very high, with satisfaction expressed in the professional development offered toequip teachers to master the skills required to introduce and develop the Cultures of Thinkingframework in the classroom. The support given to teachers in using Google Apps isappreciated. The introduction of Professional Learning Groups (PLGs) where teachers meet oncea fortnight in small groups, has given staff the opportunity to discuss and develop their skills inthe classroom.

Pride in belonging to the Mercy College community has been expressed as our excellent HSCresults and our reputation as a high quality provider of education for girls is demonstrated in ourgrowth in enrolments.

The Tutor Group system has also experienced positive comments as staff feel the vertical systemfor pastoral care has strengthened the relationships between staff and students and betweenyounger and older students.

Teachers express that their contributions not only in the classroom but also with co-curricularare recognised and appreciated by the College Executive.

Annual School Report to the Community 2016 Page 21

SECTION ELEVEN: F IN AN CIAL STATEMEN T

Consistent with the BOSTES requirements, financial income and expenditure for the School isshown below. More detailed financial data is available on the My School website. Diocesansystem financial reporting can be found in the Broken Bay Diocese Annual Report.

Income Expenditure

Commonwealth RecurrentGrants (48.9%)Government Capital Grants(0%)State Recurrent Grants (15.1%)Fees and Private Income (31.4%)Other Capital Income (4.6%)

Capital Expenditure (1.6%)Salaries and Related Expenses(69.9%)Non-Salary Expenses (28.5%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants $5,155,848

Government Capital Grants $0

State Recurrent Grants $1,590,253

Fees and Private Income $3,304,319

Other Capital Income $484,324

Total Income $10,663,791

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure $158,100

Salaries and Related Expenses $7,104,657

Non-Salary Expenses $2,900,747

Total Expenditure $10,163,505

48.9%31.4%

15.1%

■

■

■■■

28.5%

69.9%

■■

■

Annual School Report to the Community 2016 Page 22