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ST FRANCIS DE SALES COLLEGE2015

Be who you are and be that wellSCHOOL PERFORMANCE REPORT

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CONTENTSCONTEXTUAL INFORMATION ..........................

CATHOLIC CULTURE ............................................

STUDENT INFORMATION ...................................

STUDENT ATTENDANCE ....................................

STUDENT LEARNING OUTCOMES ...................

GROWTH OBSERVATIONS .................................

TEACHING AND LEARNING ...............................

SENIOR SECONDARY OUTCOMES ...................

VOCATIONAL LEARNING ....................................

EXTRA CURRICULAR ............................................

COLLEGE BOARD ..................................................

STAFF INFORMATION ..........................................

FINANCE ..................................................................

COMMUNITY SATISFACTION ............................

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At St Francis de Sales College (SFdS), the annual school reporting process is an integral part of the College’s continuous improvement planning and review cycle. This report provides a record of the 2015 achievements and self-evaluation of the College, its teachers, students and school community during the past year

The report summarises our core initiatives and targets for 2015, and captures improvement strategies, practices, achievements and aspirations.

Throughout 2015 we continued our focus on the quality of teaching and with a specific focus on assessment and reporting of student learning (AITSL Standard 5) A master’s degree level program comprising 5 modules on assessment was undertaken by our R-12 teaching staff, with 10 teachers also undertaking the Certified Educational Assessors program presented by the Institute of Educational Assessors.

Using case studies, common planning and common assessment tasks, teachers have engaged in evaluating the quality of assessment task design, differentiation and scaffolding learning strategies to enable students to meet the achievement standards and content descriptors contained in the Australian curriculum and the South Australian Certificate of Education. Explicit teaching techniques have been embedded across the school giving staff and students a common language to recognise, understand and implement the concrete, actionable, high impact teaching techniques which underpin high academic expectations in all classrooms. Positive psychology and positive pedagogy approaches were reviewed in 2015 as part of our review of our Restorative Practices. Restorative Practices form the basis of the SFDS student behaviour management and pastoral care within a living Catholic framework. Our Catholic Identity framework provided a coherent process for working with families, student and staff in a respectful and relational manner. Surveys and feedback indicated that parents and students felt teachers were responsive to students’ learning and wellbeing needs, and encouraged independence and self-efficacy as well as maintaining high standards of academic achievement and conduct.

Partnerships with local sporting groups, community groups and employers provided our students with a diverse range of community service and co-curricular activities, supported by our inaugural STEM club, chess club and horticulture initiatives made possible by the completion of our horticulture centre.

Once again the College achieved 100% SACE completions with the majority of students receiving their first preference for tertiary studies. A strong focus on literacy and numeracy across the R-12 learning continuum continued to strengthen teachers’ shared understanding and agreed strategies for improving students’ proficiencies in these critical core capabilities. The partnership with Flinders University enabled three students completing the Master’s Degree in Social Work to complete a 6 month practicum at the College and a highlight of their program was coordinating a well-being quiz night to raise awareness and deepen families’ engagement with the key principles underpinning PERMA and positive behaviours.

If you require help or more information, please contact us and a member of our staff will be happy to answer your questions.

CONTEXTUALINFORMATION

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CATHOLICCULTURE

At St Francis de Sales College, all that we do is grounded in the traditions of the Catholic faith. Gospel values underpin our interactions, policies and commitment to developing a faith community based on the example and teachings of Saint Francis de Sales. Our community is guided by our seven heart values; namely, faith, perseverance, integrity, wisdom, compassion, justice and respect.

In 2015 our focus heart value was ‘Integrity’. Particular emphasis was placed on this heart value for the Reflection Days facilitated for the Yr 7-9 sub-school, and the primary school liturgies. Staff prayer and prayer done in Home Groups that start each day, used the ‘faith’ heart value as their core.

Our R-12 Religious Education curriculum is based on pedagogy and frameworks that are in line with our charter as a Catholic educational institution. From Reception to Year 9 this curriculum is based on the Crossways Framework while in Years 10, 11 and 12 Religion Studies forms the curriculum from the South Australian Certificate of Education (SACE). Age appropriate curriculum content is delivered encompassing Religious traditions, Biblical exploration, ethical discernment, World Religions, the Made in the Image of God program and engaging faith exploration. The concepts in these topics connects the role, importance and relevance of Religious traditions and teachings to the lives of our students, equipping them with the ability to question, discern and develop an informed and meaningful understandings of our faith tradition.

Faith experiences are central to the experience of belonging to a Catholic community. At St Francis de Sales College we are closely connected to the Mt Barker/Strathalbyn Catholic parish and participate in the faith life of these communities. This includes attending weekday Mass at Our Lady of Mercy, Mt Barker and supporting, participating in and fostering Youth and Family Masses in the Parish. The College also is highly involved in the Sacramental program in the Parish preparing candidates for the Sacraments of Reconciliation, Confirmation and First Communion. This is complemented by staff

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spiritual formation which involves prayer and gatherings on Monday and Wednesday mornings, Staff Reflection Day experience and ongoing reflection and dialogue around matters of faith have a priority in our community. The use of scripture is foundational to providing a basis for ongoing reflection, planning and review.

College liturgical celebrations occurred on Ash Wednesday, St Francis de Sales Feast Day, and at the end of the College year and were instrumental in serving as important rites of passage for leaving Year 12 students. All students have opportunities to visit the local parish church and attend a mass in the local parish. Throughout each term we conduct a singing assembly to engage with the children from Reception – Year 5 and support their participation in liturgical celebrations.

Christian service and social justice thrive through the Justice and Ministry Team (JaM) which is an invitational grouping of students and staff supporting action based responses to Social Justice. The work of this group is twofold in the ministry of preparing and engaging with liturgical and faith celebration in the school and the justice work of supporting projects, causes and organisations in charity work. Justice work is integral in our community in connecting the doctrine of our faith with the reality of

serving others in light of our Gospel teachings. It forms a practicable means of living our faith and building capacity, resilience and compassion in our students. Consequently, the work of Caritas, St Vincent de Paul, Shave to Raise, Legacy, Hungry No More, Mercy Orphanage and Christmas Hamper Appeal were the focus in 2015.

This year, all students in Years 5‐12 participated in the College Retreat program which enabled students to spend quality time immersing themselves in activities designed to engage their spiritual and personal and social selves.

We believe that Religious Education and establishing a welcoming and inclusive faith community is about implementing and living the values, practices and beliefs that underpin our faith tradition. It encourages students, staff and families to share their vision for the future of our College and through their service; they strengthen our community and provide pathways for engaging with the wider community. We celebrate our students’ gifts and talents as we all grow in understanding of how to live the Gospel in a way that is relevant for our community, and that encompasses the message of Saint Francis de Sales, “be who you are and be that well.”

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STUDENTINFORMATIONIn 2015 our student enrolment was 950 which comprised 351 students in the Junior School, 316 students in the Middle School and 283 students in the Senior School. There was an increase in the range of additional languages spoken by students at the College.

Student Community Profile Percentages

Indigenous (1.05%)ESL (0.42%)

Languages Spoken by Students

Chinese 1German 1Portugese 4Dutch 3Greek 6Japanese 2Shona 3Filipino 3Spanish 1

Polish 2Craotian 1Tamil 1Italian 1Maltese 1Hindi 1Afrikaans 5Arabic 1Mandarin 1

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STUDENTATTENDANCE

Table 1: Student attendance for Term 1, 2015

Table 2: Student attendance for Term 2, 2015

The overall student attendance rate for the 2013 school year was 92.26%. Table 1 ‐ 4 provides a breakdown of attendance by year level for each school term. Attendance is highly valued by the College and family holidays in term time has a significant impact on attendance.

No. Students Days Term 1 Possible Days Absence Term 1 Possible Days Less Absences % Attendance

Reception 47 50 2350 168.5 2181.5 92.83

Year 1 46 50 2300 161 2139 93.00

Year 2 64 50 3200 126 3074 96.05

Year 3 44 50 2200 172 2028 92.18

Year 4 62 50 3100 131.5 2968.5 95.76

Year 5 78 50 3900 293.5 3606.5 92.47

Junior School 93.71

Year 6 72 50 3600 198 3402 94.50

Year 7 66 50 3300 220.5 3079.5 93.32

Year 8 86 50 4300 274 4026 93.63

Year 9 105 50 5250 499 4751 90.50

Middle School 92.99

Year 10 105 50 5250 392 4858 92.53

Year 11 110 50 5500 556 4944 89.89

Year 12 78 50 3900 333 3567 91.46

Senior School 91.29

No. Students Days Term 2 Possible Days Absence Term 2 Possible Days Less Absences % Attendance

Reception 48 48 2304 197.5 2106.5 91.43

Year 1 45 48 2160 182 1978 91.57

Year 2 62 48 2976 186.5 2789.5 93.73

Year 3 42 48 2016 232.5 1783.5 88.47

Year 4 60 48 3000 164.5 2835.5 94.52

Year 5 79 48 3792 351.5 3440.5 90.73

Junior School 91.74

Year 6 71 48 3408 321 3087 90.58

Year 7 64 48 3072 322.5 2749.5 89.50

Year 8 85 48 4080 451.5 3628.5 88.93

Year 9 101 48 4848 568.5 4279.5 88.27

Middle School 89.32

Year 10 103 48 4944 454 4490 90.82

Year 11 109 48 5232 584 4648 88.84

Year 12 75 48 3600 492.5 3107.5 86.32

Senior School 88.66

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Table 3: Student attendance for Term 3, 2015

Table 4: Student attendance for term 4, 2015

Student AttendanceAligned with Catholic Education South Australia’s (CESA’s) policies on the attendance and pastoral care of students, high attendance rates are a core priority of the College and close contact is maintained with parents, carers, and community support agencies, whenever a student’s attendance becomes erratic or irregular. The major impact on our attendance is families taking short holidays that do not coincide with term breaks.

Our strong focus on pastoral care and student wellbeing underpins our commitment to the retention, engagement and achievement of each student. Wherever possible, flexible learning opportunities and a case management approach is used to support students at risk of not completing Year 12.

No. Students Days Term 3 Possible Days Absence Term 3 Possible Days Less Absences % Attendance

Reception 59 48 2832 240.5 2591.5 91.51

Year 1 45 48 2160 222.5 1937.5 89.70

Year 2 61 48 2928 341 2587 88.35

Year 3 40 48 1920 233.5 1686.5 87.84

Year 4 61 48 2928 330 2598 88.73

Year 5 79 48 3792 397.5 3394.5 89.52

Junior School 89.27

Year 6 70 48 3360 318.5 3041.5 90.52

Year 7 62 48 2976 314 2662 89.45

Year 8 82 48 3936 491 3445 87.52

Year 9 100 48 4800 624 4176 87.00

Middle School 88.62

Year 10 100 48 4800 673 4127 85.98

Year 11 109 48 5232 771.5 4460.5 85.25

Year 12 75 48 3600 500.5 3099.5 86.10

Senior School 85.78

No. Students Days Term 4 Possible Days Absence Term 4 Possible Days Less Absences % Attendance

Reception 59 43 2537 199 2338 92.16

Year 1 46 43 1978 176 1802 91.10

Year 2 63 43 2709 175.5 2533.5 93.52

Year 3 41 43 1763 152.5 1610.5 91.35

Year 4 62 43 2666 199.5 2466.5 92.52

Year 5 80 43 3440 255 3185 92.59

Junior School 92.21

Year 6 71 43 3053 238.5 2814.5 92.19

Year 7 62 43 2666 230.5 2435.5 91.35

Year 8 81 43 3483 410 3073 88.23

Year 9 102 43 4386 535.5 3850.5 87.80

Middle School 89.90

Year 10 100 43 4300 350.5 3949.5 91.85

Year 11 108 43 4644 423 4221 90.90

Year 12 75 43 3225 69 3156 91.86

Senior School 93.54

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STUDENTLEARNING OUTCOMES

Year 3 Comparisons Mean Score Mean Score Standard Deviation

Nat Mean Score

2015

Grammer and Punctuation

395.41 93.76 432.70

Numeracy 382.54 68.87 397.80

Reading 412.21 73.57 425.80

Spelling 379.20 64.81 409.20

Writing 378.98 71.84 416.30

Students in Years 3, 5, 7, and 9 participated in the National Assessment Program ‐ Literacy and Numeracy (NAPLAN) test in 2013. As the tests have now been conducted at a national level for several years, we have had the opportunity to compare the progress of our students from the 2011 to the 2014 tests to ascertain whether overall improvements had been gained in both literacy and numeracy. These results are provided in tables 5 - 8.

The following are comparison tables that allow for comparison between the school’s mean score and the national average. The individual student growth graphs plot the growth of each individual student from their previous NAPLAN results across all NAPLAN tests.

Year 5 Comparisons Mean Score Mean Score Standard Deviation

Nat Mean Score

2015

Grammer and Punctuation

473.92 64.21 503.80

Numeracy 459.94 42.87 492.30

Reading 473.12 63.21 498.20

Spelling 483.92 55.34 498.10

Writing 456.42 43.13 478.10

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STUDENT

CONTINUED...

LEARNING OUTCOMES

Year 7 Comparisons Mean Score Mean Score StandardDeviation

Nat Mean Score

2015

Grammar and Punctuation

518.49 88.96 541.30

Numeracy 533.12 59.80 542.60

Reading 550.59 63.70 545.90

Spelling 545.53 61.96 546.40

Writing 513.08 53.32 510.50

Year 9 Comparisons Mean Score Mean Score Standard Deviation

Nat Mean Score

2015

Grammar and Punctuation

565.00 69.23 567.70

Numeracy 578.20 60.60 591.70

Reading 575.81 74.94 580.40

Spelling 576.69 62.77 583.30

Writing 536.88 106.73 546.20

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STUDENT Number of Students Tested Present Absent Exempted Withdrawn

YEAR 3 36 2 1 3

YEAR 5 68 7 1 4

YEAR 7 58 1 0 5

YEAR 9 94 3 0 8

Summary of Date:the following is a summary of our NAPLAN participation data

Closer analysis of numeracy results:It was observed that numeracy is an area in which we consistently perform at a standard below the national benchmark, so some further analysis was done to get some further insight. Pleasingly it was seen that although we need to improve we have still achieved results that show the vast majority of our students consistently meet the National Minimum Standard in numeracy (see the table below). This identifies that our students are meeting the minimum standard, but that we must work on our numeracy in our mid-range and top-end students.

Percentage of students who achieved the NMS in Numeracy

2013%

2014%

2015%

YEAR 3 100 100 95

YEAR 5 98 94 99

YEAR 7 100 99 100

YEAR 9 95 98 97

Further analysis shows that, over the past three years, our numeracy results have moved closer to the national average in both year three and year nine. Our year sevens have held relatively steady over that time and there has been a drop off in performance in our year 5 students in comparison with the national average. These results can be seen below.

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GROWTH OBSERVATIONS NAPLANOverall individual student growth Year 3 - Year 5

Overall individual student growth Year 5 - Year 7

Overall individual student growth Year 7 - Year 9

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TEACHING LEARNING&In 2015 the College restructures its middle management and senior leadership team with Sonia Nelson being appoint as the R-12 Deputy Principal and Ric Sasche being appointed at Acting Assistant Principal, Religious Identity and Mission. In addition, new leaders of the sub-schools were appointed to focus on Learning and Accountability, focussing on AITSL standards:

• Standard 2: Know the content and how to teach it• Standard 3: Plan for and implement effective teaching and learning• Standard 5: Assess, provide feedback and report on student learning• Standard 6: Engage with professional Learning• Community Leaders for each sub school were also appointed to lead and embed the following AITSL standards:• Standard 1: Know students and how they learn• Standard 4: Create and maintain supportive and safe learning environments• Standard 7: Engage professionally with colleagues, parents/carers and the community

During 2015, the R-12 teaching team undertook 3 modules of the Institute of Educational Assessor’s five module program on Assessment focussing on AITSL Standard 5: Assess, provide feedback and report on student learning . This professional development aimed to strengthen the quality of our R-12 strategies and pedagogies in place to support students learning. Differentiation, assessment task design and monitoring student growth were seen as core priorities to develop students’ learning capabilities and achievements.

Qualitative and quantitative data on student learning and engagement was gathered to provide better evidence on student learning outcomes with the literacy and numeracy capabilities being at the forefront of our professional directions. Instructional rounds and quality rounds were being explored as potential mechanisms for strengthening the evidence base underpinning high quality learning outcomes.

Transition folios for each student were developed at the end of the year to support an effective snapshot of each student’s learning journey being made available to the teachers in the 2016 year.

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Attendance dataAttendance data is being analysed in various ways on a regular basis to give feedback on the most important aspect of teaching and learning; time spent by students in class. Baseline data has been obtained, this will now be monitored as the year progresses.

LAP’sThe Learning and Accountability Plans have been in use for several years. Teachers draw upon the positives of what has been achieved but also added their own developments to the plans in 2014 to ensure positive student outcomes were maximised. The rigour of checking plans and insisting upon their high quality has been stepped up to ensure the plans became more central to teaching and learning.

Moodle In 2015 our Moodle based Learning Management System was reviewed. The use in the senior school appeared to build a comprehensive R-12 data base for quality teaching and learning.

Literacy, Numeracy and Digital Technology Goals:In consultation with the Literacy, Numeracy and Teaching and Learning Leaders the College was developing common year level literacy, numeracy and DT goals across all subjects in each year level (7-9). The goal of the initiative aims to ensure that key concepts are taught horizontally across all subjects in a given year level and these key concepts will then flow on to future key concepts vertically in subsequent years. It is hoped to embed these in 2016.

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The Arts at St Francis de Sales College comprises of Art, Drama, Dance and Music, where students are provided with a range of knowledge and skills within varied subjects courses within these areas. The students within the College were involved in a number of activities, events and experiences in 2015 outside of the classroom, which enabled them to promote the Arts of the College to the wider community and also for them to experience the Arts outside of their own community.

As a collective Arts Department, 41 students travelled to Melbourne in May for a 4 day Arts Trip which included tours of the Victorian College of the Arts, the Melbourne Arts Centre, an extensive Street Art Tour, practical workshops in scripting radio ads, stencilling and viewing the musical The Lion King. The Arts trip is an event the College plans to integrate yearly, with Sydney being an option for 2016 to enable students to experience a different aspect of the Arts and another thriving art scene in Australia.

The College also hosts its annual Arts @ Twilight evening towards the end of the school year. This is a collaborative celebration and presentation of all our students’ works within the Arts. It involves an exhibition of Art and Design works of students from Reception to Year 12, drama performances, dance performances and a vast range of musical performances by individual students, student music groups and choirs.

Art and Design

• Within the area of Art and Design students were involved in a range of experiences.• 2015 SACE Art show - One of our Year 12 students from 2014 was the first student at the College to have their work selected for the SACE Art show.• Exhibition at the Art Gallery of SA - five 2015 Year 12 Students have their works exhibited in the 2015 Secondary Student Drawing Exhibition, held during SALA (South Australian Living Artists) Festival at the Art Gallery of SA.• Hills Art Expo - titled ALAS, it is a collective exhibition that is held annually at the Mt Barker library. A range of secondary schools within the Hills area, liaise together to create and organise an exhibition of students works from Years 7 -12. This exhibition is opened by the Mt Barker Mayor, who decides on student winners for respective categories and is open to the public for 3 weeks.

Music

Music is celebrated here at the College from Reception to Year 12 and involves a vast range of musical ensembles and groups, as well as students being involved in individual instrumental lessons.Musical experiences for 2015 included:• “Music Count Us In” in which students in Years 2- 5 took part with 550, 000 other students from all over the country to sing the same song at the same time• Four of our students who were winners of the MCUI song-writing competition worked with John Foreman, Marcia Hines and Tom Diesel to create the song “Gold”, a song about working together and making a bright future.• Our choir students toured the local nursing homes to perform Christmas songs and Carols• Chill Factor is our mid-year musical concert where various ensembles and Senior School soloists perform.• Catholic Schools Music Festival – 2015 saw our Year 6 and 7 choir being chosen for front row position and the Cantando Quintet winning a spot as a support act for the concert.• Instrumental Student Cabaret Evening – held in October, with two Old Scholars and two professional entertainers, also performing during the evening, with various ensembles and student soloists.• The Cantando Quintet were involved in the Colours of Life concert and Webathon, a fundraising initiative by TeamKids to support the Women’s and Children’s’ hospital, which was also televised and live streamed.• The Senior Vocal and Cantando Quintet performed at the annual Mt Baker community Carols held in Keith Stephenson Park

THE ARTS

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Drama

• Drama offered a range of educational experiences including:• Excursion to see State Theatre Company’s “Black Diggers” production• Excursion to see Windmill’s “Book of Loco” production• The Stage 1 and Stage 2 school production of “The Importance of Being Earnest”• The Stage 1 showcase of British Plays• Various scene performances from a variety of plays, by different year levels, showcased at the Arts @ Twilight evening• Stations of the Cross presentation to the College and wider community

Dance

Dance was a new subject offered at the College with the intention of building student numbers to offer the subject at Stage 1. • Flash mobs at lunchtimes in the courtyard area at various times throughout the year• A range of performances at the Arts @ Twilight evening• An act in the Mt Barker Christmas Pageant

The Arts at St Francis de Sales is an essential component that offers all students a range of diverse experiences and opportunities to develop their skills and talent in preparation for success within the wider community and future pathways.

ATSI Information

The College has aboriginal students from a range of different language groups enrolled at the College. Students vary in ages from year levels R-12. The College actively participated in the Culturally Safe Schools Program in a cluster with St Josephs (Murray Bridge). The key objective of this program was to provide an educational space for ATSI pre service teachers to complete their qualification. The College also recognized and celebrated key events in the ATSI calendar, including; Reconciliation Week, Close the Gap and Naidoc Week.

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KEY LITERACY PROJECTSIn 2015-16 several staff were involved in key Literacy projects led by Catholic Education South Australia, through the Supporting School Learning Cultures Network. Several school leaders have been involved in a network that aims to develop skills in gathering data relating to literacy, and using it to inform teaching and assessment. The skills developed through this program is shared and implemented throughout the College via Year level and Curriculum teams.

Lead by the Literacy Coordinator, several school leaders developed a Theory of Action, which utilised the College’s strategic priorities to outline three core propositions for growth and development in 2016 and 2017:

1. If sub schools and faculties prioritise the development of authentic assessment strategies that are valid, reliable, and accessible (utilising these plans with a consistent approach), then the rights of students to develop as learners will be met through accommodations for varied learning needs and interests, and the fostering of higher order thinking skills.

2. If school leaders and staff utilise valid perception, demographic, and academic data to reflect on teaching practice and organize planning, teaching, and learning strategies to meet areas of deficiency, then student growth, engagement, and wellbeing will improve.

3. If staff and faculties work to clearly identify the literacy and numeracy skills, and the methods of thinking that are indicative of their teaching area, then students will be able to identify and articulate the communication styles that best suit the purpose of specific tasks, overcoming subject boundaries.Staff have continued to use the data from NAPLAN and SACE results to inform our current and future practices in teaching and teams; one key outcome from this has been a specific focus on developing literacy benchmarks in Years 7 – 9, which has the intention of directing subject teachers to embed specific literacy skills in their pedagogy and in their choice of assessment.

One major development at the College has been the use of Scholastic Literacy Pro as a method of benchmarking student comprehension and reading levels. This program is administered on a termly basis in Years 2-8, and informs students, staff and parents of the standards that students are reaching in their reading and comprehension.

Students that rank below their age group in Literacy Pro are then targeted through another literacy program that the College has implemented; the Levelled Literacy Intervention program (which is currently in use from Years 1-6). This program aims to fast-track reading and comprehension levels, allowing students to gain confidence and close the gaps in their literacy skills.

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The 2015 cohort achieved outstanding Year 12 results; 100% of eligible

students achieved their South Australian Certification of Education, which is

an 2% increased on the 2015 cohort yet in line with 2012 and 2013 results.

Over 30% of our Year 10, 11 and 12 students completed a form of vocational

study. Students completed Certificates I, II and III in a range of areas including

Fitness, ICT, Animal Studies, Business, Construction, Electrotechnology, Aged

Care, Beauty Services, Automotive, Early Childhood Education and Care,

Carpentry and Music Business. Our 2015 DUX achieved an ATAR of 97.25,

which equals our previous highest ATAR.

SENIOROUTCOMESSECONDARY

Stage 2 School Subject Results - by Grade Distribution by Year

GRADE BAND PERCENTAGESA 23.7%B 54.8%C 20.8%D 0.9%E 0.0%

The table below illustrates the breakdown of Stage 2 results for 2015.

Fifty students applied for University courses with 66% of students obtaining their first preference. Students were offered places in a range of courses include Design, Engineering, Media, Law, Business, Commerce, Psychology, Criminology and Medicine.

SACE 2015 Compulsory Subject ResultsWithin the SACE, the Stage 1 Personal Learning Plan, Literacy and Numeracy subjects and the Stage 2 Research Project are compulsory subjects. We continued to support students in their PLP and Research Project which was evident in the 100% completion rate. 98.2% of students obtained a C grade for their Literacy subjects and 94% obtained a C grade for their Numeracy subjects.

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Vocational Learning pathways are offered by the College to assist students undertake alternative or complimentary methods of learning to traditional SACE subjects. In 2015, 60 students, including 16% of Year 12 students, took advantage of Vocational Learning opportunities provided at, or in conjunction with, the College. These opportunities included Nationally Recognised Qualifications and Apprenticeships. Four students attended school as external students while undertaking fulltime Apprenticeships, allowing them to undertake their chosen vocational pathway whilst completing their SACE.

VET in Schools Programs were made accessible to students via:• Internal VET in Schools Programs delivered at St Francis de Sales• External VET In Schools Programs hosted by Adelaide Hills Student Pathways (AHSPs) member schools• Direct access to TAFE Programs• Direct access to Registered Training Organisations

VOCATIONALLEARNING

• Certificate I in Animal Studies• Certificate I and II in Construction• Certificate I and III in Information, Digital Media and

Technology• Certificate II in Automotive Servicing Technology• Certificate II in Business• Certificate II in Electro technology (Career Start)• Certificate II in Kitchen Operations• Certificate III in Aged Care• Certificate III in Beauty Services

• Certificate III in Business Administration• Certificate III in Carpentry• Certificate III in Early Childhood Education and Care• Certificate III in Fitness• Certificate III in Music Business• Certificate III in Plumbing• Certificate III in Racing (Advanced Stablehand)• Certificate III in Rural Operations• Certificate III in Tourism

All programs accessed by students provided either Stage 1 or 2 SACE credits and included the following Nationally Recognised Qualifications:

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VOCATIONALLEARNING

EXTRACURRICULAR

• Extension Activities - Operation Flinders, Pedal Prix, Youth Road Awareness Program, Social Awareness Program, Road Safety Awareness, White Ribbon Day, International Women’s Day, RUOK? Day, Aim for Adelaide, Foot in the Door Program, Gifted and Talented Workshops, STEM Day at the University of Adelaide, Youth Parliament, Chess, Year 6/7 Transition Program, Arts Tour, Premier’s Reading Challenge, Coding Club

• Catholic Service - Youth Mass, Student Liturgies, Whole School Mass. Sacrament program s: Reconciliation, Confirmation and First Communion

• Community –Australia’s Biggest Morning Tea, St Vinnie’s Badge Day, Wear Your Colours Day, Can Drive, Reconciliation Day, Hungry No More, Catholic Youth Festival, Vinnies Winter Appeal, Legacy Badges, Community Engagement - Parent Information Nights, Quiz Night, Mother/Daughter and Father/Son Breakfast, Grand-friends Day, Footsteps and Outreach Programs, Continuous Improvement Program, New Parent Welcome Drinks, Mt Barker Pageant, Old Scholar Functions

• Camp/Retreats – Year 5 Camp, Year 6 Camp, Year 7 Camp, Year 8 Camp, Year 9 Camp, students in Years 6-12 all participate in a school Retreat.

• Mental Health and Wellbeing - Youth Empowerment Program (YEP), KidsMatters, MindMatters

• Music Program - Catholic Schools Music Festival, Catholic Schools Festival Choir, Concert Band, Guitar Ensemble, Senior Vocal, Webathon supporting Team Kids, Chill Factor, Arts Twilight, Instrumental Program, Junior School Choir, Percussion Ensemble

• Student International Exchange Program – Japanese Exchange program with Sonobe High School.

• Japan Study Tour• Student Leadership programs – SRC, House Captains, JaM Youth

Ministry, College Pillars, and College Captains. • Sustainability – Recycling Program, Wrapper Free Day, Clean-

up Australia Day. Young Environmental Leaders through NRM Education(Yr 5 students)

• Sports – Interschool Athletics, Catholic Education Athletics, Courier Cup SAPSASA Swimming, Catholic Swimming, SAPSASA Cross Country, Knockout Boys Football, Knockout Girls/Boys Touch Football, Knockout Girls Netball (8/9 Girls State Champions), Knockout Girls/Boys Basketball, Knockout Girls/Boys Soccer, Knockout Girls/Boys Volleyball, Knockout Boys Cricket and Girls Cricket, Boys and Girls Orienteering. We also had state representatives in Cricket, Soccer, Equestrian, Baseball and Basketball.

Students are provided with a variety of extra-curricular activities to add value to the educational experience at St Francis de Sales College. The following is a selection of events our students were involved in throughout the 2015 year:

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COLLEGEBOARD

The College Board comprising highly qualified and experienced leaders in our parent community continue to provide strong strategic leadership and direction for the College community. Using a balanced scorecard approach in 2015-16, the Board have also established three subcommittees chaired by competent parent leaders; namely the Finance Committee, Marketing and Communications Committee and the ICT Committee.

The College continues to monitor its challenges within a continuous improvement framework under the vision of St Francis de Sales to ‘Be who you are, and be that well.’

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STAFFINFORMATIONAll teaching staff at St Francis de Sales College staff are required to participate in professional learning and development activities. These take a variety of forms including whole staff professional development days, sub-school activities, curriculum focus sessions for teams, and both individual and group attendance at workshops and conferences.

During 2015 our teaching and non-teaching staff engaged in a range of professional learning opportunities to support our focus on continuous improvement, with a total of $42,279.59 spent on professional development. Staff efforts have combined for a transition to and implementation of the Australian Curriculum with a continued integration approach to learning across the year levels and this was a major focus for professional learning activities, however staff also engaged in many other areas of learning including but not limited to:

• Student, Staff and Community wellbeing • Literacy and Numeracy project R- 12• Teacher Performance and Development Framework including CEA Modules• Use of data to inform student improvement• Implementation of the curriculum to enhance personalised learning through the 3 year SACE and R – 9 curriculum offerings• CESA Culturally Safe Schools & ATSI yarning up training• Instructional Rounds • Primary Years Numeracy Project• Middle Years Numeracy Project• Clarifying Forums for New Teachers and SACE Implementation workshops• Finance Package training• Australian Curriculum• Grad Cert• Integrating the ICT Capability into Teaching

St Francis de Sales Staff Numbers Presented as FTE: Total teaching staff: 56.66 FTE Reception – Year 6: 22.13 FTEYear 7 – Year 12: 34.53 FTE

Several permanent staff took entitlements of long service leave, maternity, special, unpaid and bereavement leave during 2015 and other replacement staff were employed to cover these positions. Absences were recorded at 4% for sick leave in 2015.

Staff Qualifications Below is a list of the formal qualifications and the percentage held by teaching staff at St Francis de Sales College. In addition to these formal qualifications all staff are required to undertake regular training in Responding to Abuse and Neglect, Child Protection Curriculum Training and hold a current First Aid certificate.

2% Doctoral Degrees18% Masters Degrees33% Graduate Diplomas100% Bachelor Degrees32% Advanced Diplomas and Diplomas2% Honours Degree20% Graduate Certificates

Workforce Profile In 2015 St Francis de Sales College employed a total of 104 committed staff (refer to table) Comprising of 56.66 FTE teachers and 23.74 FTE non-teaching staff with a retention rate of 95% from the previous school year.

Table: Workplace Profile for 2015

Staff Full Time Part Time Total Staff

Principal 1 1

Deputy Principal 1 1

POR’s and Coordinators 11 3 14

Other Teachers 30 17 47

Non-Teaching 5 36 41

Total 104

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2015 Financial Data

Government Grants Recurrent $8,208,929Government Grants Other $252,743Parent Contributions $4,251,986Other Parent Contributions $674,248Other Income – Miscellaneous $359,216Total Income $13,747,122Capital Income $594,754Capital Expenditure $464,873Recurrent Expenditure $12,968,158Capital Loans $2,559,061

FINANCE

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COMMUNITYSATISFACTIONIn June 2015 four specific surveys on school climate were undertaken by the National School Surveys organization, a division of the Victorian Counselling and Psychological Services (VCPS).

1008 staff, parents and students at St Francis de Sales completed the survey. The survey notes the top strengths and prioritises the key areas for improvement. Recommendations were provided for consideration by the Core Leadership Teams in the College community.

The surveys were customised specially for parents, staff and students but were asked similar questions across up to seven out of the nine key areas under investigation. The same satisfaction rating scale was used for the parent Opinion Survey, the Years 4-12 Student Satisfaction Survey, and the Staff Climate Survey; namely a six point Lickert scale differentiating levels of disagreement- agreement along the continuum.

Lickert Measurement Scale

Strongly disagree- Disagree- slightly disagree- Slightly agree- Agree- Strongly agree

Top strengths identified across 4 surveys• Highest level of satisfaction were with teacher quality

and the commitment made by College Staff to the learning and wellbeing of students.

• Parents and Staff felt that there was a strong commitment made by the school to communicate with parents regarding children’s progress and students felt teachers took control when students misbehaved.

• Learning opportunities and guidance and support were among the College’s top strengths, but whereas students thought their class sizes were good parents’ response listed this in the top 10 areas for improvement.

• Students and parents also appreciated the opportunities offered for students’ personal development and participation in co-curricular activities, although staff felt there was not enough emphasis given to personal development for staff members.

• Staff and parents perceived some of their highest levels of satisfaction were with Technology and Resources, this rated as a major area for improvement according to students.

• Parent Communication- the College offers parents

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opportunities to get involved in their children’s education and were happy with the level of communication from the School to its community.

• Student relationships- Bullying is not one of the major problems at school

Top priorities for Improvement• Improved communication and greater opportunities

fir involvement in the decision making processes were major concerns for many respondents across all groups

• Requirement that leadership and management needs to be more effective and responsive to the needs of staff, students and parents.

• Parents, staff and students are also seeking more guidance and support when issues arise and feel that at times their concerns are not taken seriously enough

• Some parents are also seeking more information regarding their children’s progress.

Conclusions and RecommendationsThis survey instrument, whilst it could rate and rank, the assessment items did not provide sophisticated analytical tools for detailed interrogation of specific items and trend data. Thus it is recommended that interested staff, parents and students be invited to explore key areas for improvement in greater detail to:

1. Determine what the specific requirements, expectations and aspirations are in relation to the top areas identified for improvement.

2. Develop strategies and measurable outcomes to align with the improvements sought and timelines and resources required to achieve this.

3. Work with the College Board, Student Leaders and College Leadership and Management teams to implement the frameworks and processes outlines in the Continuous Improvement Strategies and measure and report on progress at key milestones.

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St Francis de Sales College 8 Dutton Road, Mount Barker South Australia T 08 8393 1000 F 08 83931045 E [email protected] www.stfrancis.catholic.edu.au