ANNUAL REPORT 2017
Principal s Report In 2015 the College Future Plan for 2016 2019 was written based on information provided by staff, students and parents. This set the strategic direction for Mercedes College for the next four years with the plan concluding in 2019. Annual School Improvement Plans have been developed each year since 2015. Our Future Plan and Annual School Improvement Plan are closely linked. The College s Annual School Improvement Plan takes key areas from the Future Plan as a focus for a particular year. Focus Areas match the Catholic Education WA Strategic Direction and are as follows: Learning (Education), Engagement (Community), Accountability (Stewardship) and Discipleship (Catholic Identity). Mercedes College offers a high standard in education and care of students but like any school we must aim for continuous improvement so that our pupils always have the best learning environment possible. Below is an outline of what was achieved in 2017 followed by an indication of goals for 2018. An annual report on progress is provided to the College community. 2017 School Improvement Plan Learning Dedicated time continued to be given for Learning Areas to focus on programming and implementation of the Western Australian Curriculum. Feedback from students and parents indicated a concern about the number of assessments students undertake each week. An assessment audit of Year 7 9 tasks was conducted and presented at a staff meeting with a view to reduce the number of assessments particularly in elective areas. Learning Areas also spent time reviewing their assessment programmes in readiness for the 2018 academic year. 2017 also saw a focus on assisting students to become independent learners. During staff professional learning meetings we defined what being an independent learner looks like. Staff members also shared successful strategies they use to foster independent learning in the classroom. In the focus area of Learning the development of staff knowledge and understanding of Positive Education using the PERMAH model continues with the Wellbeing spotlight featured each week as part of Monday s Staff Briefing. Students learn about the PERMAH model through the Pastoral Care Programme. Students and staff continue to have their wellbeing monitored through the AWE survey (AWE Assessing Wellbeing in Education). As part of our commitment to empowering young women and assisting with their personal safety, a protective behaviours curriculum called Keeping Safe was introduced in 2017. Staff members have received training in the delivery of this curriculum and an audit was conducted to determine where aspects of the curriculum could be covered in learning areas as well as through the Pastoral Care Programme.
Engagement In 2017 the aim of this area was to further utilise the functionalities of SEQTA so that students and parents could monitor academic progress and to consolidate work done in this area. This has been of great benefit to home and school communication. Parents now have the facility to monitor their daughter s progress to the level they choose. This ongoing feedback ensures that achievements and/or concerns can be recognised and dealt with as they arise rather than waiting for a Triangular Meeting. to the Christian tradition of the Sacrament of the Moment. They were challenged to consider how they encounter God in the present moment and how they can respond more fully to God s call. Accountability The focus for this area in 2017 was the review of current platforms for technology and a streamlining of their use so that there was improved reliability of ICT for students, staff and parents. We continued to develop staff capacity in ICT and the use of SEQTA. Initial understanding of Leading Lights, a digital transformation project promoted by Catholic Education WA was investigated. Discipleship In 2017 the focus was on enhancing the College community s opportunities for faith development, social justice involvement and an evaluation of the College s Evangelisation Plan. Students also provided feedback on our Evangelisation Plan. Year 11 students were involved in the Poverty Immersion Mission Programme. It introduced them to organisations such as Ruah Community Services, St Bart s House, Missionaries of Charity and continued the involvement with Street Soccer where the College provides food for the homeless. The College was fortunate to have Father Tony Chiera conduct a Staff Retreat Day in August. This assisted staff to explore their ongoing experiences with life and of God and to review the images of God they held moving towards a view of God presented to us in the Gospels. Fr Tony introduced staff
2018 School Improvement Plan Key Goals Learning In 2018 work continues on the Western Australian Curriculum in learning areas with dedicated time given to this programming and review of previous planning. Data is collected from a range of sources (TISC, SCSA, NAPLAN, OLNA, The Bishops Religious Literacy Assessment) and analysed to assist in decision-making about formation of programmes and schemes of assessment. This data contributes to a longitudinal study into the effectiveness of curriculum offerings and the impact on student outcomes. We continue to focus on an analysis of data presenting findings at whole staff gatherings and at learning area meetings. Teachers are provided with training to support them with the interpretation and use of data. proud of the school. They feel competent as professionals and use their strengths at work. Resilience and happiness are also high for staff members. Keeping Safe, a protective behaviours curriculum, is being taught throughout all year groups. All staff members have been trained in this programme. It empowers our students to feel more in control of their safety and assists them with developing positive relationships. Positive Education with its focus on wellbeing continues to be delivered through the Pastoral Care Programme this year with a designated Co-ordinator in place. Staff continue their focus on well-being through professional development sessions and various committees. We are committed to the well-being of students as this will enable students to perform to their potential. We are using data from the Assessing Wellbeing in Education Survey (AWE) to determine our success in this area. The data indicates that students have positive relationships with their peers and feel safe at school. Students also feel supported by staff at the College. Sleep satisfaction decreases as students enter the senior years of schooling. We continue to assist students with this important wellbeing issue through the Pastoral Care Programme and guest speakers. The AWE data indicates that staff members regard their work as meaningful and are
Accountability The well-being of students and staff and providing an environment where everyone feels safe and can flourish is of prime importance. Positive Education principles using the PERMAH model are being incorporated across learning area programmes to aid well-being. As part of our commitment to the CEWA Child Safe Framework with its emphasis on the voice of the child, a student survey was conducted to determine what made students feel safe/unsafe and any strategies they could suggest to improve what we do at Mercedes. Their initiatives cover public transport including the introduction of bus buddies, evacuation procedures, security cameras and traffic management. On 27 June, 2018 the College launched the STYMIE programme. This programme enables students and parents to report any uncaring behaviour. This will support our pastoral care of students. Discipleship Our focus for 2018 is on creating opportunities for the College community to deepen the understanding that Jesus and his Gospel teachings are the foundation of our Mercy values. Engagement We continue our focus on consolidating the availability of information on SEQTA. Course Outlines, resources and topics covered throughout the year are posted giving students and parents greater information. This will assist home and school to work together to support student learning. We are keen to learn what topics parents are interested in and providing guest speakers/forums on these topics. We are also increasing opportunities for prayer. This began in May with the rosary with plans to offer different types of prayer throughout the year. The chapel is open Thursday at lunch and after school for the purpose of prayer and guidance by Ms Lendich is provided. Students, staff and parents are welcome at either session. Financial Matters At this stage no capital development work is being conducted at the College. This break is allowing a focus on minor improvements, routine maintenance and compliance requirements. This year a new audio visual and sound system was installed in the Coady Sports Centre to
facilitate whole school assemblies, other key events and as a valuable resource for learning and teaching. There is also emphasis on servicing debt and decreasing loans held by the College for previous capital developments. As always, support is provided for families struggling with financial matters as a result of such issues as loss of employment and illness to the extent that the College can resource. Like all other twelve Mercy schools in Australia our annual budget is sent to Mercy Education Limited for approval. College Advisory Council Report The Advisory Council members bring experience from other sectors of society with a range of professional backgrounds. They are also fortunate to have a Sister of Mercy, Sr Elizabeth Nicholls, as part of the Council. She provides an invaluable connection with our Mercy Heritage. This broad membership of the Council ensures a variety of perspectives are represented. participated in the College s Cyclic Review and members are also involved in the planning for the College s 175 th Anniversary. A mark of their work in 2017 was creating and conducting a survey of their members to inform planning for 2018 and beyond. It assisted with identifying their strengths and how they can improve. The Council has stressed the need for students to be taught skills that will enable them to succeed in the future. Professional reading has been introduced as part of the Advisory Council s formation. Members are currently reading The Francis Effect III. We farewelled Dean Davidson in his role as Chair of the Advisory Council for 2017 and acknowledge his contribution in this role. Dean has also been a strong contributor to the DOMs. Peter Broun has stepped into this role from the start of 2018. We wish him well in this vital role. The Advisory Council functions to provide an effective check and balance between the College, parents and broader community. The members act in a voluntary capacity and are a sounding board for the College. At the monthly meetings they provide advice on financial management, budgeting and future planning. The Advisory Council
Contextual Information SCHOOL PERFORMANCE DATA 2017 SUBJECT SCHOOL PERFORMANCE INFORMATION Mercedes is a Catholic College in the Mercy Tradition, offering young women an outstanding Catholic education based on the Mercy values of compassion, justice, excellence, integrity and service. In 2017 the College was 171 years old and is steeped in history. We provide an accessible education for girls from a diversity of cultures and backgrounds, equipping them to become leaders of the future. We are innovators in girls' education. Our dedicated staff strive for high standards in learning and teaching and our learning environments provide access to the latest technologies which are integrated across the whole curriculum. Mercedes College students are self-directed, critical thinkers who take ownership of their educational journey and persevere to achieve their personal best. Literacy and numeracy support programs are provided and high achieving students from Year 7 to 9 participate in a select Academic Program. Most Mercedes students aspire to a University pathway and in addition, Certificate courses in Business, Sport and Recreation, Information, Digital Media and Technology, and Creative Industries (Media) are offered. Students are encouraged to participate in a broad range of co-curricular activities including opportunities in The Arts, Physical Education, Debating and Public Speaking. Teacher Standards & Qualifications All teaching staff hold at least one tertiary qualification and are registered with the TRBWA Workforce Composition Total Staff 155 Teaching Staff 105 Non-Teaching Staff 50 Indigenous Composition 0 Male Staff 37 Female Staff 118 Student attendance at school Average Attendance for whole school 82 Year 7 89 Year 8 86 Year 9 87 Year 10 85 Year 11 73 Year 12 70 All attendance is recorded on-line period by period. Parents are required to phone the school when a student is not attending and where this does not occur, an SMS is sent to the parent. Frequent absenteeism is followed up by the Pastoral Care teacher and then the Head of Year. Where there is a high rate of absenteeism the Head of Year, School Psychologist, Deputy Principal and Parents work together with the student to ensure the absenteeism is being monitored and if necessary a transition plan is put in place.
NATIONAL ASSESSMENT PROGRAM LITERACY & NUMERACY (NAPLAN) INFORMATION Proportion of Year 7 students meeting national benchmark standards in NAPLAN Reading 99% Writing 100% Spelling 99% Grammar & Punctuation 99% Numeracy 100% Changes in benchmark results from the previous year Value added For Year 7 Students Reading 2% Writing 2% Spelling 2% Grammar & Punctuation 1% Numeracy 2% Reading (School) 574 Reading (All schools) 544.7 Value added 29.3 Writing (School) 560.6 Writing (All schools) 512.9 Value added 47.7 Spelling (School) 569.6 Spelling (All schools) 549.5 Value added 20.1 Grammar & Punctuation (School) 574.8 Grammar & Punctuation (All schools) 541.5 Value added 33.3 Numeracy (School) 573.5 Numeracy (All schools) 553.9 Value added 19.6
NATIONAL ASSESSMENT PROGRAM LITERACY & NUMERACY (NAPLAN) INFORMATION Proportion of Year 9 students meeting national benchmark standards in NAPLAN Reading 100% Writing 98% Spelling 99% Grammar & Punctuation 99% Numeracy 100% Changes in benchmark results from the previous year Value added For Year 9 Students Reading 3% Writing 0 Spelling 0 Grammar & Punctuation 5% Numeracy 0 Reading (School) 623.8 Reading (All schools) 580.9 Value added 42.9 Writing (School) 628.2 Writing (All schools) 552 Value added 76.2 Spelling (School) 627.9 Spelling (All schools) 581.4 Value added 46.5 Grammar & Punctuation (School) 626.2 Grammar & Punctuation (All schools) 573.6 Value added 52.6 Numeracy (School) 644.2 Numeracy (All schools) 591.9 Value added 52.3
SENIOR SECONDARY OUTCOMES COURSE EXHIBITION (Is awarded to the Top student with the highest combined ATAR mark) CERTIFICATES OF MERIT Certificate of Merit 150-189 The points are accrued from 20 Year 11 and Year 12 units of which 10 are at Year 12. Unit equivalents from AQF VET certificates achieved can be used to meet the requirements. CERTIFICATES OF DISTINCTION Certificate of Distinction 190 200 points. The points are accrued from 20 Year 11 and Year 12 units of which 10 are at Year 12. Unit equivalents from AQF VET certificates achieved can be used to meet the requirements. 2 33 21 RESULTS FOR THE TOP 10 SCHOOLS IN THE STATE FOR THE SUBJECTS / COURSES / ATAR COURSES Children, Family & Community Drama Italian: Second Language Media Production and Analysis Modern History Politics and Law Religion and Life Visual Arts Other relevant statistics Proportion of Year 9 students retained to Year 12 (or equivalent) Students in the top third of ATAR results 39% Year 12 students graduating with a WA Certificate of Education 98.7% Percentage of Students Undertaking Certificate Course: 56 Median ATAR for 2017 84.3% Students who entered Year 9 at the start of 2014 graduated from Mercedes College in Year 12 in 2017 93.70%
POST SCHOOL DESTINATIONS Post-school destinations Post-school destinations Students who sat 4 or more ATAR scoring subjects / courses 126 Students who sat 4 or more ATAR scoring subjects / courses applied for public University entrance 126 Students who were offered their 1st preference 100 Students who were offered any of their preferences 135 Students enrolled 100 Students accepted enrolment and deferred 8 Students who were offered and accepted a place at the University of Notre Dame Australia 15 SCHOOL LEAVERS DESTINATION SURVEY RESULTS Studying at University** 77.78% Studying at State Training Provider (TAFE) 3.27% Traineeship 1.97% Employment 2.61% Exchange Program 0.65% Gap Year 2.61% **Students unable to be contacted 11.11% http://www.myschool.edu.au/ SCHOOL INCOME
RESPONSE FROM SURVEYS (2017) PARENT SATISFACTION Parents indicated they were pleased with: The Catholicity of the College, especially the opportunities given for their daughters to learn about and celebrate the Catholic faith. The academic standards at the College and the fact that the education programs are meeting the needs of their daughters. The range of opportunities for the students to participate in a wide range of co-curricular activities. How well their daughters get on with their peers and are accepted by other students in the College. Bullying is not seen as an issue. The way student behaviour is managed at the College. Parents see their daughters wanting to be at the College and believe that they are developing effective social skills. Parents believe the College has appropriate and fair behaviour management practices. Parents find that the student reporting provides useful information about their child s progress. Parents believe the school has a focus on improving its performance. Parents indicated there could be improvement in: The involvement of parents in the future planning for the College. Two-way communication between staff and parents. Teacher motivation and encouragement of students to persist with their learning when it is difficult. The transition from one stage of education to the next. The College being receptive of, and understanding the view and concerns of parents. STUDENT SATISFACTION Students indicated they were pleased with: Opportunities to learn about the Catholic faith, to celebrate Mass and liturgies and to participate in prayer. The way students are encouraged to be compassionate and to participate in Mercy Service activities. Student motivation at the College. Student Morale, particularly the fact that students are generally positive, cheerful and happy at school. Student connectedness to their peers. The way student behaviour and bullying are managed at the College. Schooling in an all-girls environment. The activities and events run by the College to get to know other students well. Homeroom and House structure of the College. Teachers being very caring and supportive. The caring behaviour among students. The respect teachers have for students and the positive working relationships with most teachers. The opportunities for students to develop their leadership capacity. Students indicated there could be improvement in: The management of student distress, particularly feelings of uneasiness at school.
Teacher understanding of how students learn. How stimulating learning is in the classroom, making it more fun. Teachers more effectively using Information Technology to enhance learning experiences.. STAFF SATISFACTION Staff indicated they were pleased with: Opportunities to learn about the Catholic faith and to participate in Mass, liturgies and prayer. Opportunities provided to show compassion to others and participate in social justice activities. Individual and school morale. Staff have opportunities to be involved in decisions that affect their day-to-day work and are satisfied with their level of involvement. The teamwork and communication between groups in the College. Staff s commitment to the goals of the College. The encouragement given for staff to enhance their own professional growth. Student motivation and behaviour. The partnership between staff and parents. Teacher confidence that they are making a difference to student learning and engaging in effective learning practices. The effective coordination of curriculum in the College. Staff know what is expected and required of them. Staff indicated there could be improvement in: Formal and informal processes that enable staff to receive feedback on how they are performing in their role. Feelings of staff at peak times of the school year.