Emmaus Catholic College, Kemps Creek

Transcription

1 Emmaus Catholic College, Kemps Creek PO Box 631, St Marys 1790 Principal: Mr Robert Nastasi Phone: Fax:

2 Introduction About the Annual School Report Emmaus Catholic College is registered by the New South Wales Education Standards Authority, NESA, as a member of the Catholic system of schools in the Diocese of Parramatta. The Annual School Report provides parents and the wider school community with fair, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2016 and gives information about the 2017 priorities. This Report is a legislative requirement under the Schools Assistance Act, 2008 and the Education Amendment Act The information in this Report is complemented by the school website where other school publications and newsletters can be viewed or obtained from the school. Emmaus Catholic College, Kemps Creek Page 1

3 Key Messages Principal It is with great pleasure that I present the 2016 annual report of Emmaus Catholic College, a school pursuing academic excellence in a caring and pastoral environment. Emmaus Catholic College, Kemps Creek is a co-educational secondary school which is part of the Catholic Education Diocese of Parramatta. Founded in 1988 the college is enlivened by the charism of the Mercy tradition and has the motto We Walk With Jesus taken from Luke's Gospel 24:13-33, which depicts the narrative of the Emmaus journey. Emmaus Catholic College has a dual moral purpose of being Catholic in its identity and ensuring the best possible learning and teaching outcomes of the whole person as part of a rich tradition of Catholic schooling. My hope and prayer for all students who enrol at the college is to develop skills, values and attitudes; to fully utilise and share their individual gifts; to take up the challenge of academic rigour; and to seek a sense of spiritual growth in which Christ is central.the college is blessed with a wonderful semi-rural setting and has outstanding facilities supporting 21st century learning. All members of the community are reminded that we are stewards of this majestic place attempting to love, nurture and protect it all times. In summary the college aims to work in partnership with parents/carers, families and the wider community to educate and prepare our students for lives beyond their school days. To do this we pride ourselves on using learning experiences that mimic real life situations, ensuring that our students are then able to contribute in meaningful and dignified ways when they become members of the broader society. Parent The college at all times attempts to work in strong partnership with parents/carers, families and the wider community to educate and prepare our students for life and for living. Parents play a vital role in conjunction with the school in being the first educators of our young adults, strongly supported at all times by the teaching and support staff of Emmaus Catholic College. Communication is seen as crucially vital between parents/carers and the staff and to that end dealings are always transparent and focused on the learning needs of the student. Methods of communication on a daily basis included face to face interviews, communication via phone, , SMS, the information management system, Sentral and the student learning planner. In addition parent/student/teacher interviews occurred twice during the year and each year group had an information night to disseminate details to the parents/carers. A parent advisory board representing each year group was formed to provide a voice for the community and parents/carers and they met once a term with the college principal. In addition regular parent educational sessions/events occurred throughout the year where families were invited to attend and gain knowledge and skills that supported the student. Examples included homework, writing and wellbeing workshops. Each year other community events take place such as the Year 7 welcome to Emmaus night, academic and scheduled assemblies, masses/liturgies, awards days, carnivals, feast days, graduations and formals as part of the vibrant life of the college. An annual survey of parent opinion, both hard copy and online, takes place to allow the college to be informed around parent feedback so as to make adjustments that will enhance student learning outcomes. Student Two thousand and sixteen once again saw a generosity of spirit amongst the student body of Emmaus Catholic College with students once again committing to numerous events ranging from fund-raising activities, social outreach initiatives, performing/creative arts showcases, sporting tournaments and community interaction with the nearby retirement centre, Emmaus Village. Of significant note was the fact that our students had a strong sense of social justice and compassion for the broader community support such as the Parramatta Aboriginal Catholic Emmaus Catholic College, Kemps Creek Page 2

4 compassion for the broader community support such as the Parramatta Aboriginal Catholic Mission, Project Compassion, St Vincent de Paul Winter and Christmas Appeals, the great winter sleep out and the World s Greatest Shave for the Cancer Council of NSW. Our students participated with great spirit in a wide range of college events including, Emmaus Day; cross country, swimming and athletics carnivals, clean up schools day, harmony day, mock trials, public speaking, debating, Captivate and Science, Technology, Engineering and Mathematics (STEM) events to showcase their talents. The college student leaders continued our annual tradition of hosting a Christmas luncheon and evening 'Carols in the Grove' for the residents of Emmaus Retirement Village. Emmaus Catholic College, Kemps Creek Page 3

5 Who we are History of the school Emmaus Catholic College was established in The foundation principal was a member of the Parramatta Mercy Congregation, and the Mercy charism of compassionate care, especially of those who struggle, continues to inform the practices of the school. The college is part of the Parramatta Diocesan system of schools and grew steadily with the development of surrounding residential areas of Mount Vernon, Kemps Creek, Erskine Park, St Clair and St Marys. Our school caters for over 1000 students with most year groups hosting seven streams. The site has been developed to provide a well-resourced and multi-faceted curriculum campus. The Sister Patricia Tully Centre accommodates the whole student body for assemblies and college masses and is a valuable all-round facility, as are the basketball courts, cricket nets and ovals, and the industrial standard vocational education and training facilities. Location/drawing area The school, located in Kemps Creek in south western Sydney, draws its students from the parishes of Our Lady of Rosary, St Marys, and Holy Spirit, St Clair, and serves the youth of the surrounding suburbs of St Clair, Erskine Park, St Marys, Colyton, Luddenham, Kemps Creek and Mt Vernon. Its rural location, five kilometres from the suburbs it serves, is a great blessing and considered to be a peaceful oasis by the entire community. The large grounds of more than sixteen hectares are picturesque and covered with native shrubs and trees. Kangaroos and other native wildlife are regularly seen on the campus and indeed are embedded into the teaching and learning that takes place across the Key Learning Areas (KLAs). Whilst allowing for ovals and other recreational and sporting facilities, the spacious site also creates a peaceful ambience and is complemented by our attractive single storey buildings, designed in the shape of a cross to represent the fact that we are Christ centred. Emmaus Catholic College is also an inclusive college catering for all and to that end is accessible to wheelchair-bound students and community members. Emmaus Catholic College, Kemps Creek Page 4

6 Workforce Composition Category Number of teachers who hold teaching qualification from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines Number of teachers who have a bachelor degree from a higher education institution within Australia or within AEI-NOOSR guidelines but lacking formal teacher qualifications Number of teachers accreditated to teach Religious Education 20 Number of teachers currently undertaking accreditation to teach Religious Education 3 Number of non-teaching staff (includes teachers' aides) 28 Percentage of teachers who are indigenous 1 The average teacher attendance for Percentage of 2016 teaching staff who were retained from Number of Staff 74 0 Emmaus Catholic College, Kemps Creek Page 5

7 Catholic Identity and Religious Education Prayer, Liturgical Life and Faith Experiences Emmaus Catholic College offered regular opportunities for students, staff and parent/carers to participate actively in prayer life, masses and liturgical celebrations. Students always began each lesson with prayer led by both the student and teachers. Mass was celebrated both as a whole college, in year groups, as a class, and as voluntary groupings at lunchtime on a Friday. Students were organised and trained under the direction of the director of mission to lead prayer and to take part in other ministries such as music, readings and extra-ordinary ministers of communion in all whole-school and year group masses. A central space was developed and dedicated at the college, named the Mercy chapel and we had regular visitations from our local Priests. The commissioned altar, ambo and presider's chair, the furniture and the decor make this a beautiful and reflective place where students and staff gather regularly for morning prayer and lunchtime mass on Fridays. There was also prayer every Friday morning before school and the community stopped at midday each day to recite the Angelus, led by our senior students, except for the period between Easter and Pentecost, where we prayed the Regina Coeli. Social Justice Students and staff showed a strong commitment to social outreach and social justice, as demonstrated by active and generous support of Caritas Australia's Lenten program, and collections for many charities including the St Vincent de Paul Winter and Christmas appeals. Funds were also raised to support the Sisters of Mercy at Mamre House and Christmas presents were donated to the Parramatta Aboriginal Mission. The College staff and senior students more recently took up being part of Night Patrol at St Marys to support and care for those homeless people in our midst. School home and parish partnerships In 2016 the college enjoyed very supportive and positive relationships with the pastors of the two local parishes, Our Lady of the Rosary, St Marys and Holy Spirit, St Clair and with the body of parents. Pastors were regularly welcomed to the college for mass and reconciliation, and parents participated in many opportunities for partnership. Parents are the first educators of their children in their faith journey and are supported by the college in developing their understanding of the faith and their relationship with Jesus. The local parishes supported the school and parents in nurturing these relationships. Students at Emmaus Catholic College were encouraged to attend weekly mass at the Mercy Chapel and play an instrumental role in developing all aspects of the liturgy life of the college. Religious Education Religious Education is at the heart of of the college's curriculum and underpins everything the college does. Central to the college's mission as a catholic school are our catholic values of hope, compassion, love, charity and these are implicitly and explicitly taught through all teaching programs at the college and through the actions and modelling of all our community members. The college followed the Parramatta Diocese's Religious Education syllabus, Sharing Our Story, in Years 7 to 10 and offered a choice of Catholic Studies or Studies of Religion either as one or two units in Years 11 and 12, both of which are endorsed by thr NSW Education and Standards Authority (NESA). Professional Learning of staff in Religious Education All teaching staff were afforded opportunities to undertake professional learning opportunities to support their teaching, including courses facilitated by Catholic Education, Diocese of Parramatta (CEDP) and via external providers such as the Australian Catholic University (ACU) particularly for Stage 6 teachers. In addition to this, professional learning was factored into the Emmaus Catholic College, Kemps Creek Page 6

8 particularly for Stage 6 teachers. In addition to this, professional learning was factored into the fortnightly Religious Education Key Learning Area (KLA) meeting times and the agenda focused on learning and teaching, building the capacity of teachers, and developing quality programs. Collaboration was a big component of the professional learning processes at Emmaus Catholic College and staff were asked to engage in professional learning conversation (PLC) opportunities to inform the learning. A significant part of the collaboration and professional learning was derived from regular learning walks undertaken by the leadership team, leaders of wellbeing and leaders of learning across all Key Learning Areas (KLAs), where teachers were asked to express their learning intentions and success criteria for each lesson. In 2016 there were a number of teachers commencing, continuing or completing their Religious Education accreditation at either a certificate, post graduate or Masters level. At the start of term four the entire staff took part in a spirituality day as part of their own faith formation and for the re-visiting of the Mercy tradition, given the school's founding principal was a Mercy sister. Additionally, the staff undertook a workshop in term 4 looking to develop a 'contemporary' mission statement building on the foundations of the historical past of the college, whilst developing five pillars of action and service. Emmaus Catholic College, Kemps Creek Page 7

9 Learning and Teaching National Assessment Program - Literacy and Numeracy (NAPLAN) Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National Assessment Program Literacy and Numeracy (NAPLAN) in May The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and Numeracy. The test provides a measure of the student s performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching and learning with a view to improving student performance. The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below. Year 7 Year 9 NAPLAN RESULTS 2016 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation Literacy Reading Writing Spelling Numeracy NAPLAN RESULTS 2016 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation Literacy Reading Writing Spelling Numeracy The Commonwealth Government sets minimum benchmark standards for literacy, reading, writing, grammar, punctuation, spelling and Numeracy at particular stages of schooling. These are referred to as national minimum standards and the performance of students at Emmaus Catholic College are compared to these standards. Once again students in Year 7 and 9 achieved Emmaus Catholic College, Kemps Creek Page 8

10 Catholic College are compared to these standards. Once again students in Year 7 and 9 achieved comparable percentage numbers above national minimum benchmarks across all areas of NAPLAN in The NAPLAN data was analysed by the directors of learning and pedagogy in consultation with the leaders of learning in all KLAs drilling down to individual classroom teachers with a view to implementing strategies to support the development of literacy and numeracy skills across the KLAs. The data was used to inform teaching and learning strategies catering for individual student needs and the attainment of learning outcomes. The ultimate aim wass to ensure all students were achieving well above the minimum national benchmarks and working toward the higher bands. Data analysis took a more pointed look at student growth or lack of growth in the various areas of literacy and numeracy, with a clear level of sophistication in writing being a priority area for development across the whole school. In Year 7 there was some significant growth with the data showing a trending up in the areas of punctuation, grammar and spelling. Record of School Achievement (RoSA) From 2012, eligible students who leave school before receiving a Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credential in that it allows students to accumulate over time their academic results until they leave school. In 2016 no student requested a RoSA in Year 10 or 11. Higher School Certificate (HSC) Percentage of students in performance bands 4, 5 and 6 compared to the state. Higher School Cer ficate Percentage of students in top 3 bands School 2016 State Studies of Religion I English Standard English Advanced Personal Dev Health and PE Studies of Religion II The Higher School Certificate results from 2016 continued to demonstrate learning gain. Of significant note was the 47% increase in combined bands 5 (E3) and 6 (E4) results across all subjects from 89 in 2015 to 145 in 2016, which was a smaller cohort. In addition the total of band 5s across all subjects increased in 2016 by 52, also a significant achievement. The number of subjects below or above state average scores remained consistent. There were, however, three subjects worth noting with statistically significant averages of more than 3% above state average. These were Senior Science, Studies of Religion 2, and Italian Beginners. The college's highest Australian Tertiary Admission Rank (ATAR) attainment was 97.5 and this student was also named in the premier's merit list of all round students achieving band 6 or E4 results in all their subjects. A trend of sound results in Vocational Education Training (VET) courses above state averages continued to be a highlight for the college. Continued analysis and review of HSC data has taken place between the college leadership team, the leaders of learning and indeed the whole staff with an aim at moving students into the higher bands, reducing those in the lower bands and developing a culture of 'one more mark', whilst celebrating academic excellence. School curriculum The college offered a wide range of curriculum offerings across all stages of learning and Emmaus Catholic College, Kemps Creek Page 9

11 The college offered a wide range of curriculum offerings across all stages of learning and continued to aim to meet the learning needs and interests of the whole student population. Individualised learning programs and plans was part of the fabric of the culture, with staff undertaking ongoing professional development around the differentiation of the learning for each person. The college had a comprehensive and dedicated diversity team, including a leader, teachers and teachers aides who took carriage of supporting the learning needs of students in The diversity team also coordinated and guided transition programs and Individual Educational Plans (IEPs) for students. Both funded and non funded students identified by the team benefitted from their case management and adjustments made to their learning needs. Members of the diverse learning team also worked closely with the leaders of welfare, careers coordinator and college counsellor in developing IEPs, work placements and transition to full-time work on the completion of their studies. Selected students also participated in Technical and Further Education (TAFE) courses and many stage 6 students were also enrolled in Vocational Education and Training (VET) courses including the sitting of the Higher School Certificate examination in these courses which then contributed to an ATAR. Year 10 students were also able to begin a HSC VET course and finish this subject in Year 11. The college offered a peer support leadership program, using trained students in Year 10 to support the smooth transition of Year 7 students in their first year of secondary schooling at the college. The school was involved in numerous extra-curricular activities and offerings including social justice initiatives, drama, Science Technology Engineering and Mathematics (STEM), mock trials, dance, debating, music and various sporting programs. Initiatives to promote respect and responsibility The college's student management policy and student award system were designed to ensure that students took full responsibility for their actions. In 2016 the college continued to refine and embed these policies. The student management policy drew its direction from restorative justice approaches which were modelled by all members of the community. Student expectations at the college were very high around uniform, grooming and academic standards with a focus on zero tolerance to issues that jeopardised the respect, integrity and learning of others. Alongside this, the college and its students took great pride in representing at official functions both at school and in the broader community with students constantly being commended for this, and also being acknowledged as our best advertisement. The student leadership model continued to be broadened with various portfolios and responsibilities implemented not only to the college's house structure but also to areas including academic, environmental stewardship, social outreach, community service and sport. Professional Learning The entire college staff, including teachers and support staff were encouraged to participate in a variety of professional learning and development opportunities both at the school and system level. Staff professional development occurred at KLA meetings on a fortnightly basis where the focus was on collaboration and the sharing of teaching and learning ideas. Additionally as part of our three week learning cycle, staff professional development occurred in our morning Professional Learning Community (PLC) meetings for an hour where there was a focus on our action plan goals - namely around literacy and numeracy, along with other pedagogical directions put in place to support student learning outcomes. Whole-day staff development days took place four times in the year with a focus on teaching and learning, adult faith formation and the maintenance of compliance issues. Professional development was mostly driven by the staff using an action research approach at the school level but many learning opportunities were also directed by the Catholic Education Office (CEDP), such as engagement in training days around putting faces to the data and differentiation, undertaken in 2016 by all members of the leadership team and all middle managers at the college. English Mathematics Stage 4 (EM4) training continued from 2015 into 2016 focusing on Stage 4 English and Mathematics, again looking at implementing high yield teaching and learning strategies to improve literacy and numeracy outcomes for students. Emmaus Catholic College, Kemps Creek Page 10

12 We also had a large number of staff undertaking and completing post graduate and masters level courses in educational leadership and Religious Education. Emmaus Catholic College, Kemps Creek Page 11

13 School Improvement Annual school priorities Priority 1 Reason for priority 1 To engage students in the practice of Christian meditation across the school with a specific focus on the Year of Mercy, and to assess the success of the practice through teacher observation and surveying student attitudes This was to enable students to develop their relationship with God through prayer and meditation, and, further, to allow students to meditate upon the Year of Mercy and the call that we all have to act with mercy, justice and compassion towards others, and thus, to truly live out our gospel values. Steps taken to achieve priority 1 In 2016 we: introduced Christian meditation across all Year 7 Religious Education (RE) classes during the unit 'Ways People Pray' introduced students to meditate for five minutes during each lesson by teaching stillness for short periods extending the time followed by introducing a mantra (maranatha or 'I in you, you in me') finally beginning the practice of Christian Meditation. developed an understanding of the Year of Mercy across the college through a series of three lessons within RE classes Status of priority 1 Achieved Emmaus Catholic College, Kemps Creek Page 12

14 Priority 2 Reason for priority 2 To improve students writing skills using a consistent approach to teaching writing across Years 7 to 10 enabling all students to perform to, or above, the relevant cluster level on the writing continuum and to improve student engagement with literacy tests [Progressive Achievement Tests in Reading (PAT-R) and NAPLAN] to ensure data was reliable and that students valued the outcome in relation to their own learning In response to a consistent decline in our NAPLAN writing results, particularly in Year 9, we saw there was a need to provide students with the tools required to understand that writing is a process. With data informing our decision making it was critical that there was confidence for all parties that the testing process was valued by the students and that the results were an accurate reflection of their skills. Steps taken to achieve priority 2 These included: initial sampling of writing taken from the students in week 2 and each student's cluster determined by teachers consistent use and understanding of purpose, audience, language, meaning and structure common language used across all Key Learning Areas (KLAs) KLAs identifying a particular text type/s to focus on - narrative texts and/or persuasive texts to be priority Director of Learning (DOL) to be informed of chosen text type Status of priority 2 Achieved Emmaus Catholic College, Kemps Creek Page 13

15 Priority 3 Reason for priority 3 To improve students ability to use and interpret mathematical information appropriately in a variety of contexts measured through ongoing assessment, Progressive Achievement Tests in Mathematics (PAT-M) and NAPLAN (Years 7 and 9) Data suggested that students were struggling with this aspect of numeracy within NAPLAN testing as well as General Mathematics in Stage 6. A concentrated approach across the KLAs, where students would be exposed to contextually relevant opportunities to apply mathematical thinking, should better prepare the students for these types of questions. Steps taken to achieve priority 3 These included: Staff looked at the PAT-M and NAPLAN data for the students, exploring and identifying areas of weakness and strength. Students were exposed to a consistent message on the importance of being numerate and the place of numeracy in all aspects of learning/life During Personal Development (PD), staff identified opportunities within their units of work to develop students numeracy. KLAs started to teach units of work relating to mathematical thinking and skills. Status of priority 3 Achieved Emmaus Catholic College, Kemps Creek Page 14

16 Projected school priorities Priority 1 Reason for Priority 1 To increase student understanding of the Emmaus College faith identity and to measure this increase through pre and post testing across Stages 4 and 5 Religious Education The understanding of the Emmaus identity which was once a strong focus of the college s spirituality, has slowly faded over time. The 2017 goal recognises the importance of a renewed understanding of this identity. Steps to be taken to achieve Priority 1 The formation of sacred spaces in all classrooms has been implemented along with the development of the new contemporary mission statement/pillars with graphics to accompany the pillars, that the whole college community can name. In term 2 a pre-test was undertaken with all Year 7 students to establish their knowledge of the Emmaus narrative. Priority 2 Reason for Priority 2 To improve student knowledge, understanding and application of writing structures and devices in Year 7 through a whole-school writing continuum and the use of Play and Learning Skills (PALS) in all KLAs across Years 7 to 10 as demonstrated through a combination of student assessment responses and NAPLAN data Our NAPLAN data indicates that structure and language choices are areas of concern for our students. Both our Year 9 NAPLAN and Year 12 HSC results confirm that if basic writing conventions are not part of Year 7 students' grounding that it is challenging for them to write sustained pieces of writing that are essential for success. Steps to be taken to achieve Priority 2 These will include: the promotion of sophisticated writing strategies across the KLAs offering parent/carer literacy workshops promoting the whole-school notion of PALS the utilisation of writing samples to inform teaching and learning Emmaus Catholic College, Kemps Creek Page 15

17 Priority 3 Reason for Priority 3 For students to move two levels forward on the continuum exhibiting student knowledge, understanding and application of number and algebra in Year 8 and embedding a whole-school (Years 7 to 10) focus on number skills appropriate to each KLA, as demonstrated through student assessment responses and work samples Our NAPLAN data indicates that the number strand is an area that our students could develop further. Having a whole-school approach will enable all KLAs to focus on number areas that are relevant to the learning while Mathematics will focus both on number and algebra as an extension of number skills. Steps to be taken to achieve Priority 3 These are: Year 8 pre and post testing around number and algebra has been undertaken along with scope and sequencing in Year 8 Mathematics to include algebra. A Mathematics learning of algebra continuum was developed to encourage each KLA to embed number into their learning strategies and include this in the cycle of Professional Learning Communities (PLCs). A numeracy data wall is starting to take shape to inform teachers of the learning needs around number for all students across Years 7 to 10. Emmaus Catholic College, Kemps Creek Page 16

18 Community Satisfaction Parent satisfaction During 2016, the Catholic Education Diocese of Parramatta engaged Insight SRC to conduct the Quality Catholic Schools (QCS) survey tool to gather feedback from parents, students and staff around the strengths and areas for development of the school. This survey is conducted annually. The QCS data that was collected about the school climate indicated a growing satisfaction from parents and carers around the curriculum and levels of communication between staff and families. Parents expressed an increased awareness of the learning program as observed through the ownership students took around their own learning. Parents indicated an appreciation of sound pastoral care and wellbeing strategies that were in place to support the students, along with a greater focus on academic rigour. Student satisfaction The QCS data showed that students also expressed an increased expectation of taking ownership for their own learning. The students felt a strong sense around learning intentions and success criteria during all lessons in developing a direction and understanding around their learning. Students indicated a strong sense of being provided with quality pastoral care and felt that the school environment was friendly, fair and inclusive of all. Students also appreciated having input into many school events. Teacher satisfaction The QCS data showed that the teachers at Emmaus Catholic College felt a great sense of pride in their school and in their work, also indicating that they felt appreciated by the leadership team. Their work was governed by, and directed via, the action plan goals for 2016 and as a result they had clear vision about their core business. The staff felt that the leadership team was approachable, reliable and well versed to deal with sensitive and complex situations that impacted on them. Communication was seen as outstanding and the staff felt that they had a strong voice in the learning direction of the college. A clear message from the staff was that the best form of pastoral care was evident through the innovative teaching and learning and thus they felt strongly about their craft and profession. Emmaus Catholic College, Kemps Creek Page 17

19 Student Profile Enrolment Policy Emmaus Catholic College follows the Catholic Education Diocese of Parramatta (CEDP) Enrolment Policy and Procedures. This document can be obtained from the school office or can be accessed on the CEDP website Current and previous years' student enrolment Year Boys Girls Total Enrolments at Emmaus Catholic College have remained steady over the past few years, however an awareness of smaller numbers in the feeder primary schools has allowed for a greater intake of enrolments into Year 7 from local state primary schools. The student population remains very diverse and multi-cultural and there have been growing numbers of enrolments of students from African and Sudanese backgrounds across all Year groups adding another rich dimension to the fabric of the school. The college has a positive reputation in the community and appointed a substantive principal in term 4 leading to greater confidence in the community and enhanced enrolments. Student attendance rates The table below shows the percentage of student attendance by Year level and school average. Year 7 93 Year 8 91 Year Year Year Year School average 90.5 Characteristics of the student body The table below shows the number of students in each of the categories listed. Language background other than English (LBOTE) 303 Students with disablities (SWD) 42 Indigenous 18 Managing Student Non-attendance Regular attendance at school is essential if students are to maximise their potential. Schools in Emmaus Catholic College, Kemps Creek Page 18

20 Regular attendance at school is essential if students are to maximise their potential. Schools in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within several days to the school, and taking measures to resolve attendance issues involving their children. School staff as part of their duty of care, monitor part or whole day absences. They maintain accurate records of students' attendance, follow up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal or their delegate, may grant permission for late arrival or early departure from school, leave or exemption from attendance only in individual cases, on written request from parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to the relevant staff at the Catholic Education Office, Diocese of Parramatta who will follow up unexplained absences as per legislative requirements. Student retention rates The retention rate of students for Year 10 to Year 12 was 73%. The retention rate of students from Year 10 into 11 was around the 83% mark. Whilst most students generally continued their education into Stage 6 as per federal government requirements of being in school until the age of 17 or full-time work/training or a combination of, there are still various factors impacting on students/families continuing their enrolment into Stage 6 at Emmaus. Some of these factors include a large number going into traineeships and apprenticeships and, therefore, Technical and Further Education (TAFE), along with some still following the tradition of enrolling elsewhere, something we are trying to arrest. Additionally, given the isolated nature of our campus, transport still poses a problem for some families and thus impacts on decisions. Students and families have commented on the natural location of the college and its beauty as being a strong asset and reason for enrolment. In addition the facilities, subject offerings and quality of teaching and learning were seen as being most notable. Senior secondary outcomes The following table shows the percentage of Year 12 students who undertook vocational training or training in a trade while at school, and the percentage that attained a Year 12 certificate or equivalent vocational education and training qualification. Percentage of Year 12 students who undertook vocational training while at school 14 Percentage of Year 12 students who undertook training in a trade while at school 5 Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocational education and training qualification 100 Post school destinations Each year Emmaus Catholic College collects destination data relating to the Year 12 student cohort. The table below sets out the percentages of students for the various categories. Emmaus Catholic College, Kemps Creek Page 19

21 Destination of students leaving Year 12 % University 54 Technical, and Further Education (TAFE) 33 Workforce 10 Other/Unknown 3 Emmaus Catholic College, Kemps Creek Page 20

22 Student wellbeing Student welfare, discipline and anti-bullying policies and pastoral care The college had a leader of welfare for each Year group designated as the ongoing leader of mission and pastoral care. Each leader of welfare was responsible to the director of welfare, assistant principal and then the principal with regards to their core work. The student management and anti-bullying policies, along with the peer support program and a full-time college counsellor, supported the pastoral care works at the school. The student management and anti-bullying policies, along with the student awards and student leadership structure, continued to be embedded and consolidated by the college and these policies and procedures underpinned the dignity and value of every person in our community. The student award system fostered the belief that all students are capable of success and provided an affirmation for doing their best at all times The college's anti-bullying policy was designed to facilitate an immediate response for both the victim and perpetrator to support all parties around a zero tolerance to such behaviours and, also, to develop restorative, accountability and resilience skills. Counselling and parent interactions were also a crucial part of any processes around bullying behaviours and students perpetrators were held accountable for their actions and thus the need to undertake a positive behaviour plan meeting. Repeat offences around bullying might lead to more significant consequences as part of the student management policy and levels, and indeed a review of a student's enrolment might also occur. The college website has information for parent/carers pertaining to pastoral care guidelines and anti-bullying policies of the school and this information is also communicated to all students via their learning planner and through educational sessions with their leaders of welfare. There has been no change in this policy in 2016 Complaints and grievances policy The school has formal written protocols in place to address complaints and grievances. These protocols are in line with those from the Catholic Education Diocese of Parramatta's Complaint Handling policy. The college welcomes approaches from parents/carers if there are matters of concern they wish to raise. To be aware of such matters alerts the college to the problem early and enables swift and preventative action to be taken. There has been no change in this policy in 2016 Parents can obtain a copy of these policies and procedures from the school's website Emmaus Catholic College, Kemps Creek Page 21

23 Section Eleven: Financial Statement Income Expenditure 22.8% 22.8% 17.5% 59.1% 73.1% Commonwealth (59.1%) Capital (0%) State (17.5%) Fees (22.8%) Other (0.6%) Capital (4.1%) Salary (73.1%) Non-Salary (22.8%) RECURRENT and CAPITAL INCOME Commonwealth Recurrent $8,389,832 Grants 1 Government Capital Grants 2 $0 State Recurrent Grants 3 $2,492,410 Fees and Private Income 4 $3,243,274 Other Capital Income 5 $79,773 Total Income $14,205,289 RECURRENT and CAPITAL EXPENDITURE Capital Expenditure 6 $575,112 Salaries and Related Expenses 7 $10,236,680 Non-Salary Expenses 8 $3,195,447 Total Expenditure $14,007, Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purpose grants. 2. Capital relates to Government Capital Grants. 3. State relates to State Recurrent Grants including per capita funding, interest subsidy and special purpose grants. 4. Fees relates to diocesan and school based fees, excursions and other private income from parents. 5. Other refers to Other Capital Income including drawdowns from the Diocesan School Building Fund to fund Capital Expenditure. 6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment. 7. Salaries refers to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave. Emmaus Catholic College, Kemps Creek Page 22

24 8. Non-Salary refers to all other Non-Salary Recurrent Expenses. Emmaus Catholic College, Kemps Creek Page 23