John Paul College Annual Report 2017/2018 Descriptive Information As one of Queensland s largest independent, co-educational schools, John Paul College has a reputation for producing successful Alumni following all walks of life. Built by the community for the community, our values are defined in our school motto Unity, Christ, Learning, and remain as strong today as they were when we first opened in 1982. Our seamless Early Years to Year 12 College life embraces the traditional values, beliefs and culture that are our foundations. As Queensland s first ecumenical school, we affirm the individuality of our traditions as envisioned by our Founding Fathers from the local Roman Catholic, Anglican and Uniting parishes. Today, our community consists of children from many different denominations and religions beyond those original three. We practise acceptance and understanding of families from all faiths and ecumenism prepares our students for life in a world where religious acceptance and mutual respect are essential values for living in a multicultural, multi-faith, international environment. Our 21st century learners study in an interconnected world which embraces outstanding facilities in, an environment of academic achievement for all and a wide range of co-curricular opportunities. Our campus is located on 33 hectares in Daisy Hill, near Springwood on the Southside of Brisbane and features excellent facilities including 21 st century learning spaces, aquatic and sporting centres, air conditioned classrooms, world class sporting ovals, an outside hour s child care programme and a sustainable, natural environment with a community farm. School Sector: Independent School s Address: John Paul Drive, Daisy Hill Queensland 4127 Total Enrolments: 1664 Year Levels Offered: P-12 Co-educational or Single Sex: Co-educational
Characteristics of the Student Body: Our student body includes both domestic and international students. Within our College, we have over 43 different nationalities each speaking a home language other than English. Our student population is made up of approximately 47% female and 53% male. In 2018, there are 2% Indigenous and 16% international students. Distinctive Curriculum Offerings: At John Paul College, we understand that recognising strengths and nurturing wellbeing are just as important as developing intellect. The SOARING model of Positive Education is used school-wide to plan and coordinate John Paul College s approach to wellbeing. All students are familiarised with the model as a simple yet deep way of engaging with the different elements of wellbeing. John Paul College provides a range of pathways to meet the diverse needs of our students. Within our Senior Programme we offer a range of QCAA (ATAR), VET and TAFE certifications, affording students 38 subjects of choice. Our Middle Years Programme also caters for our Gifted and Talented learners within specialised English, Science, Maths and SOSE classes while our Academic Skills Programme provides an opportunity for identified students to build their literacy, numeracy and study skills in order for them to better access learning within their subjects. John Paul College prides itself on catering for students with a range of abilities. The mission of the Learning Enhancement Programme is to provide an inclusive and culturally sensitive service which ensures that it is possible for individual students to achieve to their academic potential and develop holistically. Learning Enhancement Programme specialist teachers provide regular and relevant professional development for class teachers to promote an inclusive approach to teaching and facilitate differentiated instruction. Support teachers dedicated to developing gifted and talented students work closely with both students and teachers. Additionally, gifted and talented students are catered for in differentiated classrooms that incorporate enriching extension activities. Our JPC Ready programme caters to the needs of our Indigenous students who are transitioning from remote community life to urban city life. Technology is integrated into our students learning programmes, to assist with the undertaking of research, in developing creativity, logical and lateral thinking; and in achieving digital and information literacy skills essential for future employment. John Paul College students in Years 3-12 have their own personal notebook computer, supported by a campus wide-wireless network and internet portal to deliver learning programmes anytime, anywhere. The programmes are complemented by an extensive range of software preloaded onto notebook computers or in the case of Kindergarten to Year 2 on the classroom computers. Learning programmes are further supported by a bank of digital resources that can be accessed online from home or school by notebook computer users.
Extra-curricular Activities: Life skills such as teamwork, co-operation and leadership are acquired and learned across all aspects of school life. For this reason, John Paul College students are offered a wide range of co-curricular activities to help develop these special qualities. The College offers a vibrant performing arts programme and an extensive school sports programme to allow students to be involved or develop their passion to the highest level. Taking part in social and community service activities also teaches students responsibility towards their community and the world. In the cultural arena, the school has a wide range of performance groups including instrumental, choral, drama, cheer and dance programmes. Musicals, national and international tours feature as highlights of the Performing Arts programme. Our students audition for and are selected in State Honours Ensembles, Queensland Youth Orchestra and various professional productions. In the sporting domain, John Paul College students continued to achieve success with a large number of primary and secondary students gaining selection in Metropolitan East teams. Our students continue to be selected to represent Queensland and Australia in their respective sports. Social Climate: John Paul College is an ecumenical school with children from different traditions learning and worshipping together, living our commitment to Christian unity. We affirm the individuality of our traditions, we acknowledge our differences; and we rejoice in our efforts to understand each other s beliefs. This acceptance of each other s Christian beliefs has extended to include families of all faiths. John Paul College recognises that protecting students from harm and risk of harm is fundamental to maximising their personal and academic potential. For this reason the welfare and best interests of the children within our College will always be a primary consideration. We believe that everyone should be treated with dignity and respect. We expect our students to show respect to our staff and volunteers and to comply with safe practices and we expect all employees to ensure their behaviour towards and relationships with students reflect proper standards of care for students.
Parental Involvement: During 2018, numerous community events offered opportunities for participation by families in the life of the School. Awards ceremonies including the annual Speech Night acknowledge student achievements, and parents willingly participate in these occasions. We also saw families celebrate at Mayfair, Grandparents Day and end of year celebrations, including Valedictory events. There are many opportunities for parents to participate in their child s education. Our school calendar invites parents to Parent/Teacher meetings, Family Nights, Technology Information and Cyber Safety Evenings, Parent Morning Teas, Careers Pathways Information Evenings, Education Week, Book Week, Reconciliation Week, Celebration Nights, Come and See us in Action days and concerts. Parents are also encouraged to become involved with the diverse range of Friends of groups that service individual co-curricular groups. Altogether, there are 18 groups available to parents to support the array of co-curricular activities in the school. Parents elect the members of the Board of Directors of John Paul College Limited and all current Board members are current parents of the College. In 2018, meet the Principal and Strategic Input sessions has already been offered to parents, alumni and the broader College community. Parent, Teacher and Student Satisfaction with the School: We regularly collect details from parents and families, formally and informally regarding their perceptions of the College. The College conducts biennial parent surveys. In 2018, MMG has been contracted to run an independent survey. 41% of parents (N=577) responded to the survey representing parents from the Early Learning Centre to Year 12. 82% of our parents reported a very high satisfaction with the life of the College. 83% reported very high satisfaction with the College s ability to provide a safe and caring environment for students. With a new Principal commencing in 2018, all parents and staff have been invited to meet either individually or in groups with her. Students in years 5-12 have all been invited to carpet-time conversations with members of the Educational Leadership Team. Their feedback all points to a very high degree of pride in the College. In 2018, the College Leadership Team is reviewing feedback from all members of the College community to consider ways in which the College can be made more successful.
School Income Broken Down by Funding Source: Net Recurrent Income 2017 Total Per Student Australian Government recurrent funding 10,909,803 6,209 State/Territory Government recurrent funding 3,320,959 1,890 Fees, charges and parent contributions 21,604,870 12,296 Other private sources 1,490,499 848 Total gross income (excluding income from government capital grants) 37,326,131 21,244 Deductions Income allocated to current capital projects 3,917,220 2,229 Income allocated to future capital projects and diocesan capital funds 0 0 Income allocated to debt servicing 2,597,949 1,479 Total Deductions 6,515,169 3,708 Total net recurrent income 30,810,962 17,536 Capital expenditure 2017 $ Total Australian Government capital expenditure 0 State/Territory Government capital expenditure 0 New school loans 0 Income allocated to current capital projects 3,917,220 Other 0 Total capital expenditure 3,917,220
Staffing Information Staff Composition, Including Indigenous Staff: John Paul College, in keeping with its multi-cultural nature employs teachers from a diverse range of experiences and cultures. 90% of our teachers are employed full-time. Four of our staff are Indigenous. Qualifications of all Teachers: Qualification Either detail the number or the percentage of classroom teachers and school leaders at the school who hold this qualification Doctorate or higher 1 % Masters 16 % Bachelor Degree 79 % Diploma 4 % Expenditure on and Teacher Participation in Professional Development: Teacher Participation in Professional Development In order to continue the development of the 21 st century learning environment, it is essential that professional development is provided to our teachers that facilitates the delivery of differentiated instruction and allows teachers to address the many learning styles within their classrooms. As such a continued focus on meeting the needs of the students is at the heart of professional development. Opportunities are provided for teachers to attend a variety of workshops on developing authentic inquiry programmes, Primary Years Programme, aligning planning, learning and assessment, enhancing literacy and numeracy strategies, VET TAA accreditation, student learning styles and differentiated learning. The College s curriculum documents follow the P-10 Key Learning Areas and Senior Studies curriculum documents, as such continued professional development was provided through a range of workshops within specialist subject areas. With every teacher and every student from Years 3-12 having access to his or her own notebook computer, professional development in software, hardware and pedagogical practice is provided regularly to ensure that ICTs are an integrated part of 21 st century classroom life.
Primary Description of PD activity Professional Renewal Classroom Observation, Reflection, Goal Setting Number of teachers participating in activity 50 David Anderson - Learning Conversations 50 PYP Self Study - Standards and Practices 50 First Aid 50 Jo Boaler Workshop - Maths Inquiry 24 Senior School 7-12 Description of PD Activity Professional Renewal Classroom Observation, Reflection, Goal Setting Number of Teachers Participating in activity 78 First Aid 78 PLN Inquiry Learning/Data and Differentiation/Assessment/Gifted and Talented 78 QCAA - Syllabus Workshops 27 a) Expenditure on Professional Development 2017 Total Number of Teachers Total expenditure on teacher PD (as recorded in Financial Questionnaire) Average expenditure on PD per teacher 128 $385,620 $1, 706.28 The total funds expended on teacher professional development in 2017 The proportion of the teaching staff involved in professional development activities during 2017 $ 385, 620.00 100% The major professional development initiatives were as follows: Inquiry-based Learning, Assessment Practices, Literacy, Data and Differentiation and Developing Curriculum Understanding.
Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days (2017): Number of Staff Number of School Days Total Days Staff Absences Average Staff Attendance Rate 213 176 998 97.33% For permanent and temporary classroom teachers and school leaders the average staff attendance rate was 97.33 % in 2017 Proportion of teaching staff retained from the previous year (2017): Number of permanent teaching staff at end of previous year Number of these staff retained in the following year (the programme year) % retention rate 155 145 93.5% From the end of 2016 89.9 % of staff were retained for the entire 2017 school year
Key Student Outcomes Average student attendance rate (%) for the whole school: Average attendance rate for the whole school as a percentage in 2017 was 94.6% Average student attendance rate for each year level: Year levels Average attendance rate for each year level as a percentage in 2017 Kindy (31) 99.4% Prep (40) 94.3% Year 1 95.0% Year 2 94.4% Year 3 95.2% Year 4 96.0% Year 5 95.5% Year 6 96.0% Year 7 94.8% Year 8 94.0% Year 9 94.3% Year 10 94.5% Year 11 94.2% Year 12 92.3% A description of how non-attendance is managed by the school: Electronic Rolls are marked by all teachers each morning and afternoon (and in the case of Senior School, each timetabled lesson) Each morning, any unexplained absences (not previously notified by parents) are followed up by absentee officers phoning home. Appropriate entries are then entered into the Attendance Maintenance system.
NAPLAN results for Years 3, 5, 7 and 9 in 2017 Benchmark Data for Year Reading Year Average Score (School) Average Score (National) Year 3 (2017) 443 431 99 Year 5 (2017) 538 506 97.6 Year 7 (2017) 551 545 96 Year 9 (2017) 586 581 91.3 Writing Year Average Score (School) Average Score (National) Year 3 (2017) 423 414 97.9 Year 5 (2017) 486 473 94.3 Year 7 (2017) 505 513 89.5 Year 9 (2017) 549 552 79.8 Spelling Year Average Score (School) Average Score (National) Year 3 (2017) 433 416 98 Year 5 (2017) 520 501 96.7 Year 7 (2017) 561 550 96 Year 9 (2017) 581 581 92.6 Grammar and Punctuation Year Average Score (School) Average Score (National) Year 3 (2017) 470 439 98 Year 5 (2017) 524 499 98.4 Year 7 (2017) 550 542 96 Year 9 (2017) 578 574 94.1 Numeracy Year Average Score (School) Average Score (National) Year 3 (2017) 402 409 99 Year 5 (2017) 508 494 98.4 Year 7 (2017) 563 554 100 Year 9 (2017) 615 592 99.3 % at or above National minimum standard % at or above National minimum standard % at or above National minimum standard % at or above National minimum standard % at or above National minimum standard
Apparent Retention Rate Year 10 to 12: The school s apparent retention rate must be published. The Year 10 to 12 Apparent Retention Rate is defined as the number of full-time students in Year 12 in any given year expressed as the percentage of those students who were in Year 10, two years previously (this may be greater than 100%). Year 12 student enrolment as a percentage of the Year 10 cohort is 102.6% Year 12 Outcomes: Outcomes for our Year 12 cohort 2017 Number of students awarded a Senior Education Profile 144 Number of students awarded a Queensland Certificate of Individual Achievement 0 Number of students who received an Overall Position (OP) 109 Number of students or are completing or completed a School-based Apprenticeship or Traineeship (SAT) Number of students awarded one or more Vocational Education and Training (VET) qualifications 7 40 Number of students awarded a Queensland Certificate of Education at the end of Year 12 127 Number of students awarded an International Baccalaureate Diploma (IBD) 4 Percentage of Year 12 students who received an OP1-15 or an IBD 82.3% Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer 90.0% 99.2% Outcomes for our Year 12 Visa cohort 2017 Number of students awarded a Senior Education Profile 67 Number of students who received an Overall Position Equivalent 55 Number of students or are completing or completed a School-based Apprenticeship or Traineeship (SAT) Number of students awarded one or more Vocational Education and Training (VET) qualifications 0 24 Number of students awarded a Queensland Certificate of Education at the end of Year 12 59 Number of students awarded an International Baccalaureate Diploma (IBD) 0 Percentage of Year 12 Visa OP- equivalent eligible students who received an OP1-15 or an IBD Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification 70.9% 88.1%
Post-school Destination Information Summary of findings in relation to main destinations of students 2017: Yr 12 Destinations 2017 Number Percentage University 167 79.90% University of Queensland 39 18.66% Queensland Uni of Tech 50 23.92% Griffith University 48 22.97% Other universities in QLD 17 8.13% Interstate University 9 4.31% Overseas University 4 1.91% Overseas (return home) 7 3.35% Other study (Foundations) 8 3.83% TAFE-Through QTAC 7 3.35% TAFE direct 0 0.00% Apprenticeship (& TAFE) 4 1.91% Work, fulltime 11 5.26% Work, not fulltime 4 1.91% Repeat 0 0.00% Looking 0 0.00% Unknown 3 1.33% Total 211 100.00%
Chart showing main destinations of students. Contact for Further Information: Further information can be obtained through our corporate website http://www.jpc.qld.edu.au/ or by contacting our marketing office at marketing@jpc.qld.edu.au Parents can obtain information through the parent portal at https://www.jpconnect.net/