De La Salle College Malvern. Registered School Number: 0956

Transcription

1 De La Salle College Malvern Registered School Number: 0956 Annual Report 2012

2 CONTENTS Contact Details 3 Our College Statement 4 College Overview 5 College Board Report 7 Education in Faith 8 Learning and Teaching 9 Senior Secondary Outcomes 11 Post School Destinations 11 Student Wellbeing 13 Co curricular Program 15 Leadership and Management 17 Parent Satisfaction Survey 20 Staff Qualifications 21 Financial Performance 22 Page 2

3 Contact Details Principal Br Paul Rogers fsc School Board Chair Br Chris Gorringe fsc Address 1318 High Street, Malvern VIC 3144 Telephone Website Page 3

4 MISSION / VISION / VALUES MISSION De La Salle College is a Catholic College in the Lasallian tradition, enabling students in a community of faith and excellence to achieve their full potential with integrity and distinction. VISION To be an outstanding school striving for excellence and innovative academic achievement, in a community of mutual respect and support, to best prepare men for our world. VALUES At De La Salle College we are committed to our faith, our educational community and our spirit of service and compassion. Page 4

5 College Overview by the Principal Dear members of the De La Salle College Community, As mandated by the Australian Government, all Catholic Schools are now required to report to parents on various organisational and educational aspects of their school. This report is available to you at the school internet home page or alternatively, if you prefer, you can request a hard copy by contacting the College Office. The following information relates to the 2012 school year and the 2013 data will be reported to you in Founded in 1912, De La Salle is an independent Catholic College for boys from Years De La Salle has educated boys for 100 years in the Lasallian tradition, enabling students in a community of faith and excellence to achieve their full potential with integrity and distinction. At De La Salle, our students learn how to learn to live and to lead. A simple philosophy, but very important as boys learn to take on leadership roles and become active members of the school community. School activities are designed to be engaging and challenging with the aim to value the individual, acknowledge differences in learning styles and reflect an emphasis on affirmation and encouragement. Located on two adjacent campuses, the facilities include a large gymnasium, basketball courts, playing field, weight-lifting room, multi-purpose hall, performing arts centre, computer laboratories, several science laboratories (general and specialist), two libraries, two small chapels and a creative arts complex encompassing design technology, art, graphics, photography and music studios. The College has a property at Jan Juc which is used for outdoor education camps, leadership courses and parent relaxation. The College is currently constructing a hockey/soccer pitch on campus with artificial surface, as a suitable PE/training centre for our boys. The curriculum reflects the Lasallian ethos and culture. It is designed to be engaging and challenging to foster a culture of excellence, with high expectations and aspirations across the school community in Learning and Teaching. Personal and communal excellence is expected, achieved and celebrated. The College has an innovative elearning program with all students from Years 7-11 having personal use of a net book, supported by the curriculum delivery through the College Learning Platform. This greatly increases student engagement, independence and self-initiated learning in students and extends their learning beyond the classroom. Sport and Physical Education are highly regarded components of the curriculum with emphasis on participation and skill development. All major sports are offered and the College competes in the Associated Catholic Colleges competition. A variety of cultural, academic, community and social activities, drama productions, musical performances, jazz bands, string ensembles and community services are offered, as well as a varied outdoor education program for all classes. Social Justice is a significant component of life in the College. The College financially supports several programs abroad on an annual basis through our Mission Fund. Several students participate in those programs. Service Learning is established for all Year 9 students, whilst our junior boys are helped to become socially aware of the poor and their needs. Page 5

6 The Pastoral Care Policy of the College is centred on affirmation and encouragement, whereby boys are given the opportunity to be part of the confidence-building exercises of leadership from an early age. Homeroom teachers and year-level co-ordinators are the key figures in exercising pastoral care for the boys, concerning themselves with individual welfare and maintaining the standards and expectations of the College. Support is provided by the two counsellors, staff members of the Mary MacKillop Enhancement Centre and the careers counsellor. The caring attitude of the staff is one of the college s strong characteristics. Most importantly, De La Salle is a Christian School in the Catholic tradition where prayer and the celebration of the sacraments are valued. We also have retreats at several year levels and are also working toward a reflection day program. All students study religious education as part of their core curriculum and our senior students do VCE Units 1 and 2. Nurturing one s faith is a core value for all members of the College Community. Br Paul Rogers fsc Principal Page 6

7 College Board Report In 2012 De La Salle College celebrated 100 years of Lasallian Catholic education in the service of families residing in an extensive number of suburbs throughout Melbourne and representative of a wide socioeconomic spectrum. The celebrations, including the highly successful occasions of the Centenary Dinner, Race Day and Golf Day, were persuasive manifestations of the strong community dimension of the College and especially of the continuing engagement of Old Collegians with their former place of learning and growth. Even more importantly the Centenary provided opportunities to rejoice in our success over 100 years of being an authentically Lasallian school, faithful to our mission within the Catholic Archdiocese of Melbourne. The College Board has continued to be very conscious of exercising its core responsibilities in ensuring the maintenance of the Catholic Lasallian ethos of the College, the delivery of a curriculum suited to the needs of a diverse student community, the ongoing financial health of the College and its role and status within the broader community. With a view to enhancing the effectiveness of the Board and in acknowledgement that the College is part of a wider Lasallian family, members of the Board participated this year in a Retreat Day with members of other Lasallian College Boards. This combined Retreat proved to be very effective as a step towards developing shared, consistent approaches to the many issues of school governance. Among the practical challenges monitored by the Board in 2012 were the ongoing uncertainties associated with proposed new funding models consequent on the Gonski Report, the progress of a new Enterprise Agreement for Catholic Schools, and the consideration of strategies to maintain the digital education revolution in face of the unlikelihood of renewed Government funding. While matters of finance, resources and facilities have rightly required the attention of the Board, Directors have maintained their focus on the main game, namely the way in which the College meets the educational needs of our students in a holistic sense. In this respect it is highly pleasing to note not only the levels of academic and Cocurricular attainment of students, but also their positive feelings about the College, and themselves, evidenced in their responses to the Satisfaction Survey. As the College moves into a new era in 2013 with the development of a new strategic plan and the appointment of a lay Principal, the Board commends the current Principal, Br Paul Rogers, the leadership team and all staff of the College for the dedication and professionalism which they have brought to the task of the human and Christian education of our students in Br Christopher Gorringe Chairman, De La Salle College Malvern, Board Page 7

8 Education in Faith De La Salle is a Christian community in the Catholic and Lasallian tradition. Central to our mission is the establishment of a strong Christian community with a special concern given to those who are poor, neglected or in need of special assistance. Religious education is recognised as a key element of our education program. This is achieved through our structured lessons (from Grade 4 to Year 12), a retreat program (Year 9 and Year 11 in 2012, conducted by the Lasallian Youth Ministry team), community service opportunities, Homeroom Masses and the celebration of significant events through both Liturgy and Eucharist. The College Chaplain has an established program for inducting students into the sacraments, where required or requested. A group of teachers work with the Director of Religious and Moral Education to help prepare Liturgies and Masses that celebrate key events in the church s year e.g. Ash Wednesday, the Easter event, the feast of St John Baptist de La Salle, Anzac Day, Year Level graduations and the Social Justice Mass. Our religious education program is centred on the mandated text books: To Know, Worship and Love from Grade 4 to Year 10. All Year 11 students study Unit 1 of Religion and Society, whilst all Year 12 students study Unit 2 (Ethics) of Religion and Society. A well developed community service program is in place for Year 7 to Year 12 students. They are engaged in many local service programs to the poor and needy : Year 8 (Big Issue and Sacred Heart Mission), Year 9 (Lasallian service to either disabled children or aged care facilities), Year 10 (the Philippines) whilst senior students are given an opportunity to serve in either India (Yr 12 after graduation) or Papua New Guinea (Year 11). This program takes place for an extended period during the holidays. The St Vincent de Paul Society is also conducted for senior students with the Collingwood soup kitchen being the main service area on a regular basis. At De La Salle incorporate religious education into the daily life of every student, both Catholic and non- Catholic alike, so that they can come to understand and appreciate their life in terms of service, love and justice taught to them through the Gospel message and the charism of St John Baptist de La Salle. Mr Graeme Pender Director of Religious and Moral Education Page 8

9 Learning & Teaching One measure of student achievement is to look at how our students have performed against the National Minimum Standard in the NAPLAN. Percentage of Students Achieving at or Above Minimum National Standards Year Reading 100.0% 100% 91.7% Writing 100.0% 95.8% 100% Spelling 100.0% 100% 100% Grammar & Punctuation 100.0% 100% 95.8% Numeracy 100.0% 100% 100% Year Reading 100.0% 98.4% 99.4% Writing 96.6% 96.2% 98.2% Spelling 96.1% 96.7% 97.6% Grammar & Punctuation 95.1% 97.8% 100% Numeracy 99.0% 99.5% 100% Year Reading 97.5% 98.3% 98.4% Writing 97.0% 95.1% 91.1% Spelling 93.0% 95.6% 94.8% Grammar & Punctuation 97.5% 97.3% 97.4% Numeracy 99.5% 99.4% 98.9% Change in Proportion of Students meeting National Minimum Standard Year Reading 4.2% 0% -8.3% Writing 8.3% -4.2% 4.2% Spelling 0% 0% 0% Grammar & Punctuation 4.2% 0% -4.2% Numeracy 0% 0% 0% Year Reading 3.1% -1.6% 1% Writing 1.3% -0.3% 2% Spelling -0.8% 0.7% 0.9% Grammar & Punctuation -1.3% 2.8% 2.2% Numeracy 1.6% 0.0% 0.5% Page 9

10 Change in Proportion of Students meeting National Minimum Standard continued.. Year Reading -0.8% 0.9% 0.1% Writing -0.2% -1.8% -4% Spelling -4.4% 2.9% -0.8% Grammar & Punctuation 2.7% 0.4% 0.1% Numeracy 0.6% -0.1% -0.5% Average Standardised Results Year 9 Naplan Data Year Reading Writing Spelling Grammar & Punctuation Numeracy Year 5, 2012 Valid statistical data is difficult to analyse due to the comparatively very small cohort of our Year 5 compared to the average Year 5 enrolment in most schools. However it is very pleasing to note that our Year 5 performance is, at minimum, equal to statewide performance as our means at Year 5 are higher than the state in all dimensions. Year 7, 2012 At Year 7 our results are significantly above the state mean in all dimensions. In reading and numeracy the margin above the state mean is very high in statistical terms. The school spread is consistent with the state spread. Year 9, 2012 The mean performance of Year 9 was higher than the statewide mean performance and this difference was statistically significant in all five areas. This is most noticeable in writing and numeracy. Improvement from Years 7-9 The school comparison report for 2012 shows that De La Salle has had a comparable or higher growth than the state in all areas. Page 10

11 Senior Secondary Outcomes 89.9% of the students in Year 9 at De La Salle College in 2009 went on to do Year 12 in 2012 at De La Salle. In the 2012 VCE, 27 (18.5%) students received ATAR scores above 90 with our top students scoring 99.2, 97.25, 96.35, 96, and % of Yr 12 students received an ATAR score above 70 and 67.1% a score above 60. The VCE median study score has been improving each year: and the median ATAR was The College continues to develop its programs for students with specific learning difficulties. Post School Destinations 161 (100%) students completed Year 12 in students applied to VTAC for a tertiary place. 152 received an offer of a tertiary place. 110 were offered a Higher Education place, 38 a TAFE place and 4 a place at a private fee paying college. Of the 7 students who did not apply to VTAC, all are working or in an apprenticeship. The two students who did receive an initial offer are now placed in further study. 100% of VCAL students successfully completed their senior VCAL certificate and all are either working or have accepted a TAFE placement. Interest has been strong in the Commerce, Engineering, Visual Arts and Behavioural Science. Other popular areas of interest were in Law, Psychology, Arts and Media. The most popular institutions were Monash, RMIT, Swinburne and Deakin University. The University of Melbourne attracted more of our students with higher ATAR scores. Choice of Education Field Page 11

12 Student Destinations (No of Students) Page 12

13 Student Wellbeing Students are the central focus of our care in the College. Our structure is defined by our desire to afford the best possible attention we can give to every student in their holistic development. Well being speaks to the current frame of mind at any point along their continuum of growth and to ensure that each student is well cared for and educated in a holistic way, we were well organised for that. Each class has their Home Room Tutor who is the first point of contact for parents. Each year level has its own Coordinator who works with each Home Room teacher and provides for the needs of the boys at that age. Each Campus Head has the care and responsibility for several year groups with their respective needs and programs. The College has developed a range of programs around the safety, well being and care of each student. Other programs seek to inform all students of the academic demands that prevail for each student at their respective year level. The College also develops programs that are responsive to the current societal demands and impact on our young people in their growth e.g. cyber safety, bullying, responsibility with alcohol and drugs and sex education. Cocurricular programs are numerous and devised especially to help develop our boys in a holistic way. Sports, music, drama, chess, camps and retreats, excursions and competitions are all part of their learning for growth and which help De La Salle develop each student in a holistic way. The Mary MacKillop Enhancement Centre continued to provide guidance, assistance and instruction to students who are challenged in some way in their learning from a disability and hence need assistance. Finally the College s concern for the wellbeing of its students is reflected in the appointment of a Director of Student Wellbeing (counsellor/psychotherapist) located at the Tiverton Campus and a counsellor at the Kinnoull Campus. With due regard to Victorian State Law, counselling is confidential. Support can be afforded parents through family counselling and consultancy, and advice is available to teachers. Referral to off-campus agencies is made where required. 217 students availed of either individual or group counselling in The most common presenting issues were anxiety, social disability, family dysfunction, classroom behaviour management, peer relationships, anger, and motivation. Through the Director of Student Wellbeing, the College provides a set of Parent Education Evenings which cover a broad range of issues relating to child and adolescent development and effective parenting. Members of the Student Wellbeing Team assist with these nights. Page 13

14 Student Attendance The following student attendance data (listed in year levels) indicate the average daily attendance for 2012 as a percentage of the total year level enrolments. Year 4 Year 5 Year 6 Overall Average Attendance Year 7 Year 8 Year 9 Year 10 Overall Average Attendance 97.89% 95.60% 96.25% 96.58% 95.82% 93.25% 95.08% 92.51% 94.17% Each campus had its own record of absence, produced on a daily basis. Unexplained absence was followed up immediately with parents. Regular absence received attention from the Level Coordinator/Home Room Tutor. Page 14

15 Cocurricular Program De La Salle College provides a range of activities, programs and camps, both inside and out of normal school hours, which enhance the education program offered to our students. In 2012 these activities included: ACC sporting competitions/acc public speaking, drama, music, debating and chess activities Lasallian Service Program (Yr 9) to aged care and special schools Australian Mathematics, Science, and English competitions Social Justice initiatives (local, India, Papua New Guinea) Social Justice Mass (students collect canned foodstuffs for distribution to the needy locally) Accelerated academic programs commencing at Yr10 Miguel Class Initiative (enhanced learning for top performers in identified Yr 9/10 classes) Old Collegians Association Work Experience Programs (Yr 10) Founder s Day (Celebration as a community of our origins and what is common to all) Mission Action Day (Fundraising supports Lasallian Missions worldwide) Student Leadership Development Programs (implemented across the College to provide opportunity and develop student leadership in all classes and across all sports) After school study program (Maths SUM Aid Yrs 10-12) Formal dance classes and Social (Yr10) and the Blue & Gold Ball (Yr 11), Social (Yr 9), Bush Dance (Yr 8) Personal development programs e.g. cyber safety, bullying and alcohol and drug awareness Sacramental Program (providing Baptism, Reconciliation, First Communion and Confirmation to students requesting) Interclass Sports Competition conducted across the year in all key sports Student overseas exchange program (Philippines) Private music tuition for all who choose Interschool snow sport competition Music camp and tour (opportunity for students to share what they have learnt) Music concert nights and drama evenings. In 2012 the College presented a Musical with Sacre Coeur Subject information evenings for students and their parents Orientation Camps for Yrs 4 and 7 Year 9 Outdoor Education Camp at Howqua Parents Network Live Smart and Keys Please Program Class Mass program (Yrs 7-10) Headstart Program (for students progressing Yr 10-12) School Camp Program (for Yrs 4-6, 7, 8 and 9. Yr10 have optional tour program) Retreats (Yrs 9 & 11) Page 15

16 Student Satisfaction Survey Data was collected from students through the School Improvement Framework process. It is evident that student morale is exhibited by their positive, cheerful, happy manner. Students noted their teachers are empathetic to their needs by listening to their opinions and having a genuine interest in their education. They feel a strong affiliation with the College and this is reflected in their willingness to do their best. They reflected that they felt strongly connected with their peers; they care for each other and strongly respect each other. They feel safe in their environment with the knowledge that mutual respect is upheld in the College Community. Students appreciate the opportunity to learn about the Catholic faith, celebrate Mass and participate in prayer. Students recognise that they are encouraged to be compassionate and show compassion to others. Students feel staff are respectful and care about their wellbeing. Social Justice is a high priority to students who have the opportunity to be involved in various social justice issues. Page 16

17 Leadership & Management De La Salle College was blessed with a professional and highly committed staff, 84.87% of our teachers were retained by the College in Due to a re-organisation and associated re-structuring in 2011, the retention rate was a little lower than previously due to a retrenchment exercise. The attendance rate in 2012 was: Teaching Staff *89.36% *This figure includes staff on Long Service Leave, Leave Without Pay, Maternity Leave, Sabbatical Leave, Study Leave Staff Composition Principal Class 5 (Principal, Deputies, Heads of Campus) Teaching Staff (Head Count) 109 FTE Teaching Staff Non-Teaching Staff (Head Count) 41 (includes Music Tutors) Indigenous Non-Teaching Staff 1 All members of our teaching staff are committed to continuing professional learning. The College is keen to support and encourage this high standard and provides financial and time release support. In 2012, 105 teaching staff undertook some form of professional learning, either through internal staff training, staff meetings or externally provided training and conferences. During this period, the College spent just over $41,563 ($395/teacher) on professional learning. This figure does not include the cost of teacher replacements when individuals are attending professional learning activities. Our Curriculum and Professional Learning focus for 2012 was multi-faceted and included the following issues: Preparation for the introduction of the National Curriculum in the areas of English, Mathematics, Science and History Enhancing engagement in the classroom ipad workshops for all staff Moodle and Gradebook workshops Lasallian Focus in the Centenary year To address these issues, the following professional learning activities were organised: Whole Staff Professional Learning: (120+ participated) including: Day 1 Term years on- "Being a Catholic School In the Lasallian Tradition" facilitated by Brother John Cantwell Evaluation of classroom practices to enhance engagement (KLA based) Page 17

18 Day 1 Term Curriculum action planning for Term Two (KLA based) Asperger's Syndrome Workshop facilitated by Richard Eisenmajer Day 1 Term emaze with ease: management. A practical session, specifically looking at data entry regarding behaviour Wise up with Groupwise: Looked at ways to expand the possibilities, for people already using Groupwise and who wanted to explore the endless potential. De-mystifying Moodle: This workshop assisted those at the beginning stages of their Moodle journey. The amazing world of Prezis and Mindmapping: Assisted to expand IT capacities. August Australian Curriculum in English, Mathematics, Science and History ipads in the Classroom Moodle and Gradebook Workshops December 2012 Professional Learning First Aid training for all College staff Individual Staff Professional Learning Individual Professional Learning was undertaken by over 130 staff and included workshops in the following areas: RE Accreditation Transition to the Australian Curriculum VCE VCAL elearning ICT- ipads in the Classroom Leadership English as a Second Language (EAL) Pathways and Careers Boys Learning and Adolescent Health Support for Students with Disabilities OH&S and Contact Officer Training Equal Opportunity in the Workplace First Aid Update Page 18

19 There were also specific KLA strategy and skill development workshops, Network meetings and training sessions for those preparing to assess Yr 12 exams. In addition to these, small groups of staff took part in: A variety of Lasallian workshops conducted by the Lasallian Education Services including: Introduction to Lasallian Heritage and Lasallian Staff Induction. Post-Graduate Studies in areas such as Educational Leadership and Mathematics were also undertaken by a couple of staff. Staff Satisfaction Staff surveys reflected positive results in areas such as: School Morale, Role Clarity, Teamwork, Ownership, Work Demands, School Distress and Respect for Students. Staff are enthusiastic in their approach and take pride in the College. Professional expectations are met by all staff who support one another and freely share teaching methods and strategies. They are committed to the College s goals and values. Work demands placed on staff are at a manageable level. Staff acknowledged that students are treated with respect and encouraged to succeed. Staff are positive in their attitudes and approach to the classroom. They recognise that students are very motivated to learn and are able to stay focused on the tasks set. Staff recognise the value of the partnership with parents and are committed to optimizing student opportunities. Page 19

20 Parents Network The Parents Network, under the leadership of the President, Mrs Virginia Fairchild, took on the role in 2012 of supporting all the significant activities in the College s Centenary Year. Parents were involved in the launch of the Centenary, the DLS Centenary Race Day, the launch of our Centenary Book and the College Centenary Dinner. Further many parents assisted in a number of small functions including many significant student events which were held throughout the year. Under the leadership of the Parents Network, Homeroom Representatives have been established for the purpose of extending the Parents Network and enabling a larger number of parents to be involved in some way in the life of the College. The Parents are an integral part of the school community and they too are part of our annual survey process that helps inform the College. They felt strongly that the academic standards at the College adequately challenged their sons. They were similarly pleased with the Cocurricular activities on offer. They felt that students were taught organisational skills to assist them with homework, as homework is an integral part of student learning. They acknowledged that student safety is paramount and this is reflected in student motivation and connectedness to their peers. They felt strongly that their sons are developing a range of social skills which in turn develop student motivation to attend school. Parents found College staff to be highly dedicated and approachable. Parents felt teachers motivate their sons to want to learn and to persist with their learning when it is difficult. They felt student behaviour is managed in a fair and sensible way by the College. They felt the school reporting process is effective in communicating their son s progress in all areas. Parents recognised the importance of partnering with parents to help students achieve their full potential. Parents felt that their sons are supported well in all areas of transition ranging from year to year to the next step in their education. Parents acknowledged the opportunities in attending a Catholic school in relation to mass, prayer and learning about the Catholic faith. Parents felt that staff showed respect to one another. Parents felt that students show forgiveness to one another. Parents felt that students have the opportunity to participate in social justice activities and the College raises awareness of social justice activities for all students. Page 20

21 Staff Qualifications All staff at De La Salle College are qualified to the required standard, as per the Victorian Institute of Teaching requirements. Data from the Catholic Education Office indicates that the following qualifications are held by teachers as their highest qualifications. Teachers' Qualifications Level This School Like Schools All Schools Degree - Doctorate 1.09% 0.78% 0.89% Degree - Masters 18.48% 15.05% 15.26% Diploma - Graduate 51.09% 45.2% 44.18% Certificate - Graduate 6.52% 6.21% 6% Degree - Bachelor 95.65% 80.98% 80.37% Diploma - Advanced 31.52% 21.33% 22.97% No Qualifications Listed 0% 9.66% 9.79% Please note that many staff have multiple tertiary qualifications and the College actively promotes and assists staff who are willing to upgrade their qualifications. This data indicates the diversity of qualifications amongst both our teaching and non-teaching staff, the high level of professionalism and a commitment to lifelong learning. Page 21

22 Financial Performance Financial Performance for the year ended 31 December 2012 Reporting Framework Modified Cash $ Recurrent income Tuition School fees 7,805,574 Other fee income 175,656 Private income 438,724 State government recurrent grants 1,983,841 Australian government recurrent grants 6,791,019 Total recurrent income 17,194,814 Recurrent Expenditure Tuition Salaries; allowances and related expenses 12,155,366 Non salary expenses 3,903,596 Total recurrent expenditure 16,058,962 Capital income and expenditure Tuition Government capital grants 102,148 Capital fees and levies 766,095 Other capital income 11,229 Total capital income 879,472 Total capital expenditure - Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Tuition Total opening balance 3,689,514 Total closing balance 3,302,850 Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees. Page 22