McCarthy Catholic College, Emu Plains

McCarthy Catholic College, Emu Plains 75 MacKellar Street, Emu Plains 2750 Principal: Ms Tania Cairns Phone: 4735 3211 Fax: 4735 6249 Email: McCarthy@parra.catholic.edu.au http://www.mccarthyemuplains.catholic.edu.au

Introduction About the Annual School Report McCarthy 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 2004. 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. McCarthy Catholic College, Emu Plains Page 1

Key Messages Principal I am delighted to present to you the 2016 Annual School Report for McCarthy Catholic College. McCarthy Catholic College's mission is to uphold, reflect and promote Catholic values, ethos and traditions. The spiritual formation of the young men and women who attend this school is central to the daily life of the college. At McCarthy Catholic College we believe we should be an educational community that is built around quality learning and teaching, founded on relationships. Our mission is to develop a culture of high expectations, and encourage students to achieve beyond their expectations and successfully gain entry to university and other post school options The 2016 school year saw the college take significant steps forward in a number of areas but it also highlighted areas for continued development and renewal. Higher School Certificate (HSC) results improved in key areas particularly in Industrial Technology and Studies of Religion I and II. The college's overall learning gain statistics in the Higher School Certificate maintained a gradual upward trend that has occurred over recent years. Two thousand and sixteen saw the continuation of the literacy and numeracy improvement program continued into the Year 9 cohort and a focus on building the support for a diversity of needs in our school community. Year 9 results in National Assessment Program - Literacy and Numeracy (NAPLAN) showed significant improvement in Numeracy. The 2016 school year also saw the college continue to build a culture of high expectations, as well as enhancing student engagement, motivation, and self- confidence. Feedback from Australian Curriculum Assessment and Reporting Authority (ACARA) with the National School Improvement Tool (NSIT) gave many commendations to the college in areas of community engagement and staff commitment to improving student outcomes. Parent McCarthy Catholic College encouraged the parents to be part of the college life through celebrating in key liturgies, carnivals and other significant events This was an opportunity for the community as a whole to celebrate our Catholic values through the celebration of the Eucharist. Parents were invited to attend academic achievement award ceremonies which were held at the end of each semester. Parent forums were held once each term and agendas published through social media and the college newsletter. Forums focused on supporting parents in the literacy and numeracy strategies that formed the focus of the college goals. They also focused on explanations of National Assessment Program - Literacy and Numeracy (NAPLAN) results and training in how to use the on-line support documents. Student McCarthy Catholic College encouraged students to live the gospel values, to be lifelong learners, to contribute to the needs of the school and the broader community, and always to strive for excellence. There were many opportunities for students to become involved in the life of the school such as: media teams, reading club, mathematics help, sporting teams, debating teams, gifted and talented and university links. A student at McCarthy Catholic College could become a Student Representative Council (SRC) member from Year 9 onwards. The SRC and the college leaders were involved in, and ran, many activities such as prayers, assemblies, liturgies, mentoring in the junior years, catechist work in the state primary schools, coaching sporting teams, and Science Technology Engineering and Mathematics (STEM) projects. There were over 20 co-curricular activities that add to the dimension of the school. The Big History project, as part of the Gifted and Talented program grew extensively over the year with students requesting a place in the project. Two thousand and sixteen saw the beginning of the Gifted and Talented team working with Year 6 students coming into the college. McCarthy Catholic College offered many electives in Years 9 and 10, and the senior school offered multiply pathways to the Higher School Certificate (HSC). This could be through academic McCarthy Catholic College, Emu Plains Page 2

offered multiply pathways to the Higher School Certificate (HSC). This could be through academic pathways and Australian Tertiary Admission Rank (ATAR) opportunities, or the Trade Training Centre (TTC). Students enrolled in the Trade Training Centre had the opportunity to participate in School Based Apprenticeships/Traineeships (SBAT) as part of their studies. In 2015, there were 51 SBATs registered in the TTC, with 90% of Year 12 SBATs continuing into Stage 2 post the HSC. Students also studied a complementary Vocational Education Training (VET) course in either Business or Financial Services. All students enrolled in Business Services completed the full Certificate III, and six students enrolled in Financial Services. McCarthy Catholic College, Emu Plains Page 3

Who we are History of the school McCarthy Catholic College was established in 1986 as a senior secondary college and in 1999 it became a Years 7 to 12 coeducational college. The history of the college is grounded in local history. James McCarthy was emancipated in 1802 and shortly after this he married Mary Rigney, the daughter of a free settler, whom James had met through his association with Father Dixon, one of the colony's first priests. James McCarthy excelled as a farmer and was given a land grant of 100 acres in 1804 in the Castlereagh region. In 1819, their property grew another fifty acres, alongside the Nepean River, which was known to the local indigenous people as Deerubbin. In 2010 the McCarthy Trade Training Centre (TTC) was built, for those students who wished to remain at school to gain their HSC and undertake the first year of their apprenticeship. In 2013 Early Childhood Education Course (ECEC) training facilities were added to the TTC. Courses for students were often combined with the students from Loyola College. A range of apprenticeships were offered whilst students studied to achieve the award of the HSC in conjunction with other qualifications that were achieved at the same time. In 2016, the school commenced a transition to strengthen the educational achievements in both NAPLAN and HSC results. Location/drawing area The college is located in Emu Plains and draws on students from the Greater Penrith area, including the lower Blue Mountains region. It serves the parishes of Our Lady of the Way, Emu Plains; St Nicholas of Myra, Penrith; Holy Family, Luddenham; and Padro Pio, Glenmore Park. Our Catholic primary feeder schools are Our Lady of the Way Primary School, Emu Plains; Holy Family Primary School, Luddenham; St Nicholas of Myra Primary School, Penrith; St Mary Mackillop Primary School, South Penrith; Bethany Catholic Primary School, Glenmore Park; and St Joseph's Primary School, Kingswood. The school draws enrolments from the suburbs of Emu Plains, the lower Blue Mountains, Mulgoa, Warragamba, South Penrith, Cranebrook and Kingswood. Students in Year 7 generally come from approximately 30 primary schools. The McCarthy Trade Training Centre draws students from across greater western Sydney, from as far as Blackheath in the West to Granville in the East, and Ebenezer in the North West. Buses pick up students from Penrith and bring them to Emu Plains. Children from the outer regions, such as Wallacia and Warragamba, have direct buses to the college. McCarthy Catholic College, Emu Plains Page 4

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 19 Number of teachers currently undertaking accreditation to teach Religious Education 5 Number of non-teaching staff (includes teachers' aides) 19 Percentage of teachers who are indigenous 0 Number of Staff The average teacher attendance for 2016 93.69 Percentage of 2016 teaching staff who were retained from 2015 54 67 0 McCarthy Catholic College, Emu Plains Page 5

Catholic Identity and Religious Education Prayer, Liturgical Life and Faith Experiences Students were involved in a diverse range of faith experiences that reflect and enhance our Catholic faith and mission. Liturgies, class prayers and reflections were integral facets of the school year. All Year groups experienced a reflection day organised around a particular theme dealing with the development of a student's spirituality. The theme for 2016 was 'Merciful like the Father', allowing a focus on the need for mercy and forgiveness in our life. The Angelus was said each day, by everyone at McCarthy Catholic College. Students were also involved as Catechists in local state primary schools and this was coordinated through Our Lady of the Way Parish, Emu Plains. Classroom prayer, community prayer, and celebration of the liturgical calendar are fundamental to the college. Staff and students were encouraged to both celebrate and model the gospel values in their daily relationships. This was further developed through reflection and retreat programs for both staff and students. Staff have a spiritual formation day each year. In 2016, a former student, now a Schoenstatt sister led the staff through prayer and reflection sessions which were centred around mercy and their connections to faith, art, mediation and an aboriginal connection to the land. McCarthy Catholic College prides itself on being a visible Catholic community, practising and evangelising the Catholic faith in its school community, and by its modelling to the wider community, especially through performing Stations of the Cross at primary schools and participating in Vinnes Van, Relay for Life and 'Breakfast Club'. The annual McCarthy Day liturgy and celebrations linked the school to the region's Catholic history and heritage. The day allowed students to explore greater opportunities to be part of a wider Catholic community. The church's teachings and values are lived out through the McCarthy Catholic College's motto of Integrity, Justice and Peace. Social Justice Outreach and involvement in social justice initiatives flowed from the corporal and spiritual works of mercy in this year of mercy. Events and activities that shaped the college's Catholic identity and commitment to social justice included: daily class prayers, where students sought the intercession of Mary our Mother of Mercy assemblies, where the College prayer was recited and a call to live with Integrity, Justice and Peace was announced the support of Caritas during Lent where we used the Project Compassion Resources to enhance student understanding catechists - students taught Scripture to students in state primary schools within the parish boundary and attended a Diocesan Conference mass with the bishop St Vincent de Paul Vinnies Van - established in 2016 and engaged both staff and students Christmas hampers supplied to our local parish and presented at our Christmas liturgy Year group formation days staff spiritual formation opportunities School home and parish partnerships McCarthy Catholic College is proud of its links to its local parishes. In 2016 newsletters were on our website and parish bulletins provided ongoing links between home, school and parish. The committed connection of the parish priest to the college was significant for the school community. The college strengthened its link to parish through the Catechist program at Our Lady of the Way Parish. McCarthy Catholic College, Emu Plains Page 6

Religious Education McCarthy Catholic College followed the Parramatta Diocesan Sharing Our Story (SOS) Religious Education syllabus in Years 7 to 10, and offered Studies of Religion I and II and Catholic Studies courses in Stage 6. As is the case with all Diocesan schools, the study of Religious Education by every student throughout their stay at McCarthy Catholic College was compulsory. In Stage 5 all students studied Catholic Studies, the Board Endorsed Course (BEC), while in Stage 4 students followed the Sharing Our Story Religious Education syllabus. Professional Learning of staff in Religious Education Professional Learning at McCarthy has been presented by staff according to the schedule below. Staff showed how they used the EIGHT strategies in their annotated registers. Professional learning evidence in annotated registers plus work samples covered the following: term 1: week 3 - Cooperative Learning Groups term 1: week 7 - Assessment for Learning term 2: week 3 - Three Level Reading Guide term 2: week 7 - Gradual Release of Responsibility term 3: week 3 - Standards-based Assessment term 3: week 7 - ipad Education APPS term 4: week 3 - Writing Strategies in Religious Education (RE)/Studies of Religion (SOR) term 4: week 7 - Flipped Classroom Strategy for 2017 McCarthy Catholic College, Emu Plains Page 7

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 2016. 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 95 93 47 54 Literacy 91 93 39 50 Reading 94 95 42 54 Writing 86 90 24 41 Spelling 91 93 52 56 Numeracy 96 96 51 59 NAPLAN RESULTS 2016 % of students at or above national minimum standard % of students in top three bands School Australia School Australia Grammar and Punctuation 83 91 26 41 Literacy 89 89 20 42 Reading 88 93 32 47 Writing 81 83 18 32 Spelling 88 91 36 49 Numeracy 96 96 42 50 In Years 7 and 9, the students were below the state averages across the five components. The percentage of students in the top three bands was below the average for the country which means that specific literacy and numeracy programs are required to assist the students in developing their skills. McCarthy Catholic College, Emu Plains Page 8

The predominant bands for Year 9 students were 6 and 7 which indicates that the school will need to concentrate on each of the components within the classes with a particular focus on writing. The school is continuing to refine its approach to writing by developing specific writing continuums for each Key Learning Area (KLA). The work is being facilitated by a literacy coordinator in conjunction with the KLA leaders of learning and it is a high priority in the school s professional learning plan. Record of School Achievement (RoSA) The number of students requesting the RoSA has increased over previous years, but students have been reticent to nominate for the online literacy and numeracy test. In 2016, 14 Year 10 students and 17 Year 11 students, requested a Record of School Achievement (RoSA) from the Board of Studies Teaching and Education Standards (BOSTES). 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 30 76 English Standard 22 49 English Advanced 100 90 Community and Family St 65 65 Studies of Religion II 73 71 The students were predominantly in bands 3 and 4 across their subjects. The school was below the state average for students in the top three bands for 15 subjects and above this average for seven subjects. In reviewing the results the school has continued to identify that the students are not achieving higher marks in the extended response questions. The work being carried out to develop KLA specific writing continuums is designed to address this issue. The school is examining the process used for subject selection in order to ensure students are choosing subjects which will best serve them in their senior study and provide the best opportunities for them when they leave school. School curriculum The school adopted a range of initiatives within the curriculum by introducing Science Technology Engineering Mathematics (STEM) activities in the junior years as well as embarking upon P-Tech in collaboration with Telstra and Price Waterhouse Cooper (PwC ). A number of students were also involved in the Big History project. The school maintained its focus on the Catholic Education, Diocese of Parramatta s strategy of visible learning with teachers using learning intentions and success criteria in lessons. The teachers also adopted Google Classroom as the online learning platform to provide opportunities for students to access their learning whether at school or in other learning environments, and to provide for differentiation. Initiatives to promote respect and responsibility These included: In 2016, the college focused on building community, student leadership and empowerment through the values of integrity, justice and peace. In term 4, the college addressed the need to build student and staff relationships, and this was enabled by changing the House structure to a Year structure and Homerooms to McCarthy Catholic College, Emu Plains Page 9

be year based not vertical based. This enabled staff and students to conduct Year-based relationship building and catering for the specific needs of each year group. The College established a communal and individual value for prayer. All staff facilitated prayer and students led prayer at whole-school and staff events. The College established strong links with the community such as Vinnies Van, Caritas, Jesuit Services, Age Care, Red Shield Appeal, Penrith Show, sporting events, the Penrith Parade, public speaking and debating, Breakfast Club and Primary Schools. Students and staff were enthusiastically involved. Strong links were established with eight local Primary Schools by conducting significant Science, Technology, Engineering and Mathematics (STEM) opportunities at the college whereby primary and secondary students and staff interacted and learnt with each other. The Student Representative Council (SRC) continued to be strengthened. Student voice and representation was acknowledged and acted on. The staff area was refurbished at the end of 2016 to establish open plan, collaborative learning spaces conducive to cross KLA interactions and focus on learning. College position restructure also happened in Term 4 with: curriculum coordinator now 'head of learning' wellbeing and pastoral coordinator now 'head of student wellbeing and learning' house coordinators are now 'leaders of learning year' KLA coordinators are now KLA 'leaders of learning' Big History Project and STEM initiatives enabled student engagement in self directed learning and problem solving, creativity and innovation. Students and staff participated in Relay for Life, raising $49 000. Professional Learning Some main areas were: College Professional Learning Goals ensured staff engaged in each goal at a college level, and across KLA and faculty. Evaluations occurred throughout the year with the college executive and KLA coordinators at cluster meetings. Inquiry research meetings were held on the writing continuum. College executive and KLA coordinators engaged with staff in NAPLAN analysis. Diversity and Learning Support was a significant focus. Staff engaged in Discrimination Act and Adjustments for Learning planning workshops. Other professional learning included: NAPLAN and HSC data analysis with a significant focus in 2016 whereby staff unpacked data, considering context and students Cardiopulmonary Resuscitation (CPR), emergency care, anaphylaxis and asthma, Work Health and Safety (WHS) modules, child protection training English and Mathematics Stage 4 (EM4) - involved Mathematics and English staff Student Management Plan - developed by staff - and evaluation Leadership Day - evaluating and reflecting on policies KLA coordinators - professional reading and reflecting McCarthy Catholic College, Emu Plains Page 10

KLA/year leader of learning and leadership days - reflecting on areas of college improvement formation with staff McCarthy Catholic College, Emu Plains Page 11

School Improvement Annual school priorities Priority 1 Reason for priority 1 By the end of 2016, for students to grow in their knowledge of Scripture in the Year of Mercy, as evidenced by school assessment data and social action, underpinned by integrity, justice and peace We were influenced by the following: Mary our Mother of Mercy and St Faustina Kowalska are models of mercy. Mercy is essential to a worldview that integrates integrity, justice and peace. The 2016 Extraordinary Jubilee of Mercy called on us to become more effective signs of God s action as we perceived the Catholic values embedded in our school motto. Steps taken to achieve priority 1 These were to: plan, implement and evaluate the Year 7 students' experience of transition to high school at McCarthy Catholic College, introducing the concept of mercy. examine student evaluations (Quality Review of the Year 7 Assessment Task) Status of priority 1 Ongoing McCarthy Catholic College, Emu Plains Page 12

Priority 2 Reason for priority 2 For students in Years 7 and 9 to achieve individual learning growth in writing measured by the Department of Education (DEC) writing continuum The data from NAPLAN and HSC results indicated particular deficiencies in writing. A strategic and consistent approach was necessary. Steps taken to achieve priority 2 These included: aligning to writing continuum - feedback for progress developing consistency of practice focusing on professional learning in writing and feedback collaborative evaluations parent workshops sample collections aligned to the writing continuum and highlighting feedback on data walls learning walks to observe and evaluate student writing significant concentration on diversity and differentiating literacy NAPLAN and HSC data staff workshops Status of priority 2 Ongoing McCarthy Catholic College, Emu Plains Page 13

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Projected school priorities Priority 1 Reason for Priority 1 To demonstrate an increased understanding of our core values of integrity, justice and peace expressed through prayer and service to build positive relationships in the image of Jesus Christ At McCarthy Catholic College there is a need to build respectful relationships through the values of integrity, justice and peace. With a focus on building respectful relationships and positive language we will work towards accomplishing milestones that will be seen through prayer, learning and service. Steps to be taken to achieve Priority 1 These will be to: create, with the staff, a graphic organiser to integrate the values of Integrity, Justice and Peace implement into programs the understanding of the values of the college motto evaluate milestones of the team working towards to implementation of the Student Management Plan to bring alive values of Integrity, Justice and Peace McCarthy Catholic College, Emu Plains Page 15

Priority 2 Reason for Priority 2 To improve knowledge, understanding and application of effective writing in Year 8 school-developed writing continuum - demonstrated through formative and summative student assessment There has been limited growth in writing. There is a need for precise, high-yield strategies targeting teacher pedagogical content knowledge to improve students writing capacity. A focus on writing is needed to bridge the gap between our writing and reading achievement data. This involves the collection and analysis of writing samples, plotting our data, and informing next steps in learning and teaching opportunities for writing across the curriculum. Steps to be taken to achieve Priority 2 These will be: Year 8 as baseline data school-wide professional development on visible learning shared vocabulary with immediate, precise feedback establishing connections between writing continuum and visible learning development of graduate writing goals for all staff writing continuum introduced regular instructional walks professional learning on language concepts and terminology, and applications for teaching McCarthy Catholic College, Emu Plains Page 16

Priority 3 Reason for Priority 3 For Year 7 and Year 9 students in 2017 to improve by a minimum of one band in growth from the previous NAPLAN assessment, as demonstrated through formative and summative assessment and growth point data Analysis of the 2015 and 2016 school NAPLAN data shows us that more than 50% of the two Year 7 cohorts are more than one growth band away from meeting the new 2017 NSW Education Standards Authority (NESA) requirements of achieving a minimum of band 8 in Year 9 to be eligible to achieve the HSC. Steps to be taken to achieve Priority 3 These will include: Progressive Achievement Tests in Mathematics (PAT-M) for Years 7 and 8 PRE-POST assessments using Bar Model and NAPLAN questions Years 7 to 9 assessments for learning using problem solving processes and open-ended tasks Students assessments - self-assessments fortnightly meetings: tracking, recording, assessing, addressing student needs Years 7 to 9 assessments for learning: using problem solving - Mathematics questions McCarthy Catholic College, Emu Plains Page 17

Community Satisfaction Parent satisfaction During 2016 Catholic Education Diocese of Parramatta engaged insight SRC to conduct the Quality Catholic School (QCS) survey to provide feedback from parents, students and staff about our school. This survey will be conducted annually. The QCS data collected and reported to our parents students and staff, showed that our parent satisfaction grew specifically in relation to the raising of expectations in curriculum. Parents felt that McCarthy Catholic College was a safe place for students to grow and learn. Parent satisfaction was evident by the good attendance at information evenings and school social justice events. Student satisfaction The Quality Catholic Schooling (QCS) showed that student satisfaction grew, specifically in the area of diversifying the learning agenda in the classroom. Students also noted that they felt that staff knew their learning needs. Students were particularly happy with the extension program offered through Big History Project. Teacher satisfaction The QCS data collected and reported to our parents, students and staff, showed that teacher satisfaction grew specifically in the area of professional learning in literacy, with a focus on writing and numeracy. The staff recognised improvements to facilities that enabled learning to take place in more open-space opportunities. McCarthy Catholic College, Emu Plains Page 18

Student Profile Enrolment Policy McCarthy 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 http://www.parra.catholic.edu.au/policy-central Current and previous years' student enrolment Year Boys Girls Total 2014 465 331 796 2015 455 297 752 2016 462 311 773 As reflected in previous years there is a changing environment within the Penrith region which has a specific focus such as a Creative and Performing Arts High School. We are, however, capturing students who are looking for a different pathway of study that the McCarthy Catholic College can offer, and this has shown an upward trend of enrolments into our Trade Training Centre for Years 11, particularly evident for 2016. Student attendance rates The table below shows the percentage of student attendance by Year level and school average. Year 7 92 Year 8 91 Year 9 91 Year 10 89 Year 11 93 Year 12 92 School average 91 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) 71 Students with disablities (SWD) 29 Indigenous 26 Managing Student Non-attendance 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 6-17. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing McCarthy Catholic College, Emu Plains Page 19

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 85%. The retention rates for students who continued through to Year 12 from Year 10 was a significant change as more students went to our Trade Training Centre as a pathway for senior study. Also the introduction in 2014 of the 'Big History Project' gave more students the opportunity to feel they had more opportunities by continuing their education at a school where the teachers knew them and their capacities. They felt valued. 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 42 Percentage of Year 12 students who undertook training in a trade while at school 42 Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocational education and training qualification 113 Post school destinations Each year McCarthy 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. Destination of students leaving Year 12 % University 31 Technical, and Further Education (TAFE) 42 Workforce 23 Other/Unknown 4 McCarthy Catholic College, Emu Plains Page 20

Student wellbeing Student welfare, discipline and anti-bullying policies and pastoral care The school has worked to enhance Pastoral Care programs for students in Years 7 to 12 through the delivery of a quality Pastoral program including reflection days, retreats and picnic days focusing on building quality relationships in our school community with students, parents and staff. The school does not support corporal punishment and believes that students must learn to take responsibility for their actions at all times. There were no changes to the policy during 2016. In 2016 house coordinators were still the first point of contact when an incident occurred and they would triage these as quickly as possible to ensure a proactive response at all times. A restorative justice approach is taken to ensure that relationships are rebuilt successfully. Moving forward in 2017 we will be reviewing the Anti-Bullying policy to ensure that we are catering to the community needs in relation to student welfare, discipline and pastoral care and, once this policy is complete, it will be available for the community on our website. Complaints and grievances policy The college follows the CEDP Complaints and Grievances policy and ensures that all complaints are acknowledged and followed-up to ensure procedural fairness prevails and positive outcomes are attained. Parents can obtain a copy of the Complaints and Grievances policy from the college website through Policies and Procedures and under the heading of Catholic School Community or it is available on the CEDP website http://www.parra.catholic.edu.au/policy-central All complaints are logged on an official form, allocated to the appropriate person and are addressed quickly to ensure the best possible outcome. All complaints are also logged onto a school database. The complainant is contacted to advise the resolution or outcome of any investigation. There were no changes to the policy during 2016. McCarthy Catholic College, Emu Plains Page 21

Section Eleven: Financial Statement Income Expenditure 21.6% 24.1% 7% 18% 58.9% 68.9% Commonwealth (58.9%) Capital (0%) State (18%) Fees (21.6%) Other (1.5%) Capital (7%) Salary (68.9%) Non-Salary (24.1%) RECURRENT and CAPITAL INCOME Commonwealth Recurrent $7,665,777 Grants 1 Government Capital Grants 2 $0 State Recurrent Grants 3 $2,336,326 Fees and Private Income 4 $2,817,857 Other Capital Income 5 $195,563 Total Income $13,015,523 RECURRENT and CAPITAL EXPENDITURE Capital Expenditure 6 $941,192 Salaries and Related Expenses 7 $9,219,591 Non-Salary Expenses 8 $3,222,609 Total Expenditure $13,383,392 1. 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. McCarthy Catholic College, Emu Plains Page 22

8. Non-Salary refers to all other Non-Salary Recurrent Expenses. McCarthy Catholic College, Emu Plains Page 23