2025 Annual Report

5

Principal's Attestation I, Michael Ilott, attest that De La Salle College is compliant with: • The minimum standards and other requirements for school registration and school boarding premises (if applicable) as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic).

• Australian Government accountability requirements related to the 2025 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2023 (Cth).

• The Child Safe Standards as prescribed in Ministerial Order 1359 – Implementing the Child Safe Standards, Managing the Risk of Child Abuse in Schools and School Boarding Premises.

Attested on 01 Apr 2026

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About this report De La Salle College is registered by the Victorian Registration and Qualifications Authority (VRQA). The Annual Report to the School Community (ARSC), provides parents and the wider community with information about the school’s activities and achievements throughout the year including information about various aspects of school performance. The Report is supplementary to other forms of regular communication to the school community regarding initiatives, activities and programs which support the learning and wellbeing of its students.

Further information about the contents of this Report may be obtained by contacting the School directly or by visiting the School's website. Information can also be obtained from the My School website.

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Governing Authority Report Melbourne Archdiocese Catholic Schools (MACS) continues to take bold and ambitious steps, guided by our MACS2030 strategy, to empower our students to flourish and step into the world as the leaders of tomorrow.

In advancing our 2030 vision and our ambition to deliver world-leading Catholic education, we celebrate the significant progress made across our four areas of strategic focus. The safety and wellbeing of our staff and students underpins everything we do, enabling an environment where learning grows with purpose, leadership develops in capability and confidence, and our communities continue to thrive through our shared Catholic outlook.

Inspired by faith in the Jubilee Year of the Catholic Church in 2025, we successfully implemented our Faith Formation Framework, to further strengthen faith education, offering deeper opportunities for spiritual development and meaningful engagement for students, staff and leaders alike. Faith is at the heart of all our schools, grounding our mission and inspiring students, teachers and staff to grow and lead with integrity.

The official launch and implementation of the Vision for Engagement (VFE) strategy demonstrated impressive results in our community of Flourishing Learners.

Anchored in evidence-based practise, the VFE strengthens our system-wide teaching and learning approach and enhances the daily engagement of students through the explicit teaching of positive behaviour, reinforcement and consistency. It sets clear expectations about attendance and includes a sustained focus on student mental health and wellbeing.

For learners to flourish, students must be safe, which is why we are continuing to strengthen our safety processes and risk management culture. Our focus is on providing training and professional development for all staff to ensure student safety remains top of mind in every decision we make, every environment we shape and every interaction we have.

To strengthen the pillar of enabled leaders, MACS has established consistent standards across schools for cultivating inspiring, capable leaders for students to observe.

In the past year, our Pathways to Principalship Programme and Women in Leadership Programme have both strengthened our principal appointment process and introduced more flexible models of principalship.

It is inspiring to see our principals and teachers continue to raise the bar, reflected in the extraordinary number of nominations received in our Best Teachers campaign.

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Finally, we continue to create new and enriched communities, with the opening of a new primary school and children’s hub in Melbourne’s growing north, ensuring families have access to high quality education no matter where they live.

MACS Early Years Education (MACSEYE) continues to expand early years and outside school hours care services across our schools and communities, with continued growth planned for 2026.

These investments are not simply about building infrastructure. They are about building a dynamic, Catholic education system where every child has an opportunity to learn, grow and thrive.

Thank you to all our students, staff, families and community members for being part of our journey so far, and we look forward to continuing to serve as a supportive and guiding presence in your children’s lives.

Yours sincerely, Dr Edward Simons Executive Director Melbourne Archdiocese Catholic Schools Ltd

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Vision and Mission Mission De La Salle College Malvern is a Catholic Boys' College empowering students to LEARN to maximise their potential, LIVE the Lasallian values and LEAD with passion and spirit.

Vision and Philosophy Building on more than a century of tradition and innovation.

Our foundation is built on over a century of tradition and innovation. We stand as a testament to Lasallian education, emphasising academic excellence, innovation and a supportive Christian community. Here, young men are prepared for the future, discovering their potential and mission within a faith-filled environment. Our commitment extends to serving the marginalised and fostering respect for all.

Values At De La Salle College Malvern, we are committed to our faith, our educational community and our spirit of service and compassion. Our Lasallian charism guides, nurtures, challenges and encourages all our endeavours. We value our role in the international Lasallian network and strive for meaning, relevance and creativity to deliver a quality education for our young men in a 21st century environment.

We practice the five core principles as set forth by St John Baptist de La Salle: 1. Respect for all people: We honour and respect the dignity of all individuals.

2. Quality education: Students and staff work together to develop curiosity, be creative, think critically and strive for personal best.

3. Inclusive community: We celebrate diversity and welcome all members to our community.

4. Concern for the poor and social justice: We are in solidarity with people experiencing social, economic and spiritual marginalisation and advocate for those without a voice.

5. Faith in the presence of God: We believe in the living presence of God in our students, in our community and in our world.

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College Overview De La Salle College is a Catholic school in the Lasallian tradition for boys in Years 7 to 12, on three campuses, with a 2025 enrolment of 892. Located in Malvern since its inception in 1912, De La Salle College has undergone significant changes and occupies a unique position in the Catholic education landscape in south-east Melbourne. We draw (most) students from surrounding suburbs, but enrolments come from parishes significant distances from Malvern.

The breadth of suburbs from which we draw students is in itself a distinguishing feature. As a proudly open-entry, mixed ability school we attract a diverse range of students. While 40% of our students attain an ATAR of 80-plus each year, our Median Study Score for VCE sits above the state average most years and almost all university applicants are accepted into their first or second preference, we support a broad range of students. This is achieved on a platform of believing in access to success, personalised pathways and measurable progression for each student. Our emphasis is on an education for all and developing young men of strong character.

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Principal's Report In its 113th year of vocation and service to young men, De La Salle College Malvern experienced a year of significant achievement and growth across many areas of College life.

The College achieved strong VCE results, reflecting the dedication, expertise and commitment of our teachers and support staff, as well as perseverance, receptiveness to feedback and sustained effort of our Year 12 students. Our Vocational Major program has continued to grow and, now at capacity, has prompted the College to explore additional pathways for vocational learning, both onsite and through external partnerships.

A significant development in 2025 was the conclusion of the College’s use of the Holy Eucharist Campus with the move back to Kinnoull Campus in Malvern in 2026. This will be supported by the completion of the renovated Harvey Building (WISE Program), a purpose built facility designed specifically for our bespoke Year 9 program. This includes contemporary learning spaces for STEM and Food Technology and represents a major investment in learning and wellbeing at this critical stage of schooling. This development will also support the introduction of a significant partnership with the Melbourne Indigenous Transition School. This partnership will support Year 9 students from remote communities in the Northern Territory and regional Victoria.

The year also marked the conclusion of the Primary Years program at the College. This transition has strengthened our strategic focus on secondary boys’ education and deepened our partnerships with Catholic and other primary schools. Given the continued breadth and diversity of the College’s enrolment profile, this change has been strongly supported by the wider community.

Throughout the year, the College experienced a number of leadership transitions, as valued staff members took up promotional positions within Catholic education both in Australia and overseas. At the conclusion of 2025, the College also welcomed the appointment of a new Principal. We formally acknowledged and celebrated the significant contribution of Mr Peter Houlihan, who concluded 12 years of dedicated, faith-filled service as Principal of De La Salle College Malvern. His leadership has left a lasting legacy on the community.

Our Middle Years students have benefited from their renewed environment at the Kinnoull Campus, while the relocation of Senior School students to the Tiverton Campus has enhanced access to specialised resources aligned with VCE study. The establishment of a Pathways Hub, encompassing careers guidance, VCE advice and vocational leadership, has been particularly welcomed and will have a positive impact on student planning and outcomes. This was complemented by a significant landscaping project at Tiverton, creating additional active recreation spaces for senior students.

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The College continues to operate under the stewardship of Melbourne Archdiocese Catholic Schools, while our Lasallian identity remains central to our mission and purpose. This identity continues to shape our Catholic story and informs professional learning and formation for all staff. Guided by the Vision for Engagement and Vision for Instruction, the College remains committed to student accompaniment. A sustained focus on the Five Core Principles of a Lasallian Education ensures that students, parents and staff recognise, value and live these principles in the daily life of the College.

As part of our commitment to social engagement and global awareness, students participated in an immersion experience in Sri Lanka, engaging with students, teachers and international non-government organisations across a range of social justice and development issues. In 2025, the College also reintroduced and communicated a four-year plan for trips and tours, encompassing sport, music, academic enrichment, languages and social justice experiences.

Finally, I acknowledge the continued commitment of our Parent Network and School Advisory Council. Their generous service and leadership contribute greatly to building and sustaining a vibrant and connected community. I also recognise the dedication of our staff, who consistently place students at the centre of their work and continue to journey alongside the young people entrusted to our care.

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Catholic Identity and Mission Goals & Intended Outcomes De La Salle College Malvern is a Catholic community in the Lasallian tradition. At the heart of our mission is the nurturing of strong Christian values, inspiring a compassionate commitment to supporting and empowering those in need. Each year, the College seeks to deepen the faith life of students and staff through meaningful prayer, liturgical experiences, and opportunities for personal and communal encounter with Christ.

De La Salle College fosters a culture of listening, discernment, and shared participation in mission that ensures the voices of students, staff, and families contribute to a vibrant and inclusive Catholic identity.

Formation is recognised as a key element of our Religious Education program. The College conducts Reflection Day programs for Years 7 through to 11, and all Year 12 students participate in a three-day and two-night Retreat as they commence their final year of Secondary School. Reflection Days for Years 7 and 8 are centred on curriculum-based Religious Education topics facilitated by Mentor Teachers, while Years 9, 10, and 11 focus on Lasallian themes and are facilitated by the Lasallian Youth Ministry Team.

Local and overseas immersion experiences play a central role in college life, reflecting Catholic Social Teaching and the Lasallian charism. These are complemented by numerous social justice initiatives embedded across the year, including Mission Action Day, the St Vincent de Paul Winter Warmers Appeal, Social Justice fundraising and advocacy initiatives, the Christmas Giving Tree and the staff Christmas Hamper program.

Mission Action Day continues to be a significant expression of the College’s commitment to justice and service. In 2025, the College community raised approximately $70,000, supporting a range of Lasallian and Archdiocesan outreach programs. This year a large portion of the funds raised were donated to a Bakery Renovation Project in Sri Lanka.

Held on the final day of Term 1, the day not only provides important financial assistance to those in need, it also educates students about social justice, solidarity, and the dignity of the human person, encouraging active participation in the mission of the Church.

The authentic experience of faith formation and spiritual development is further strengthened through support of House Charities. Each House is aligned with an Archdiocesan-approved organisation selected from Catholic social justice guidelines. This ensures that House spirit is expressed through communion with one another, the Church, and the wider world. These partnerships are grounded in Catholic Social Teaching and encourage students to engage meaningfully with the mission of the Church.

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Consistent with the Church’s call to ecological conversion, the College continues to embed stewardship of creation within both curriculum and community practice.

Achievements The celebration of significant prayer and liturgical events has continued to grow in both participation and depth for staff and students. The annual College Opening and Welcome Mass at St Patrick’s Cathedral set the tone for the year, providing a warm and meaningful occasion to welcome our Year 7 students and their families. It highlighted the beginning of their journey within the College community, grounded in the Catholic and Lasallian tradition.

A rich calendar of liturgical celebrations continues to strengthen the community, including: • Ash Wednesday • Lenten Liturgies • Founder’s Day (St John Baptist de La Salle) • Feast of the Assumption • Social Justice Mass • ANZAC Day and Remembrance Day • All Souls Day • Valedictory Mass • End-of-Year Christmas Mass The College delivers a comprehensive Religious Education curriculum from Year 7 to Year 12. The To Know, Worship and Love series remains a foundational resource from Years 7 to 9. Students in Year 10 undertake Unit 1 Religion and Society, followed by Unit 2 in Year 11.

Year 12 students engage in an enriched, school-based Seminar Program that encourages theological reflection and personal engagement with faith.

Value Added The Year 12 Seminar Days complement the Retreat program and provide valuable opportunities for personal and spiritual growth. These experiences invite students to critically reflect on their generation, their worldview, and their place within society through a Catholic and Lasallian perspective.

House and Year Level morning liturgies continue to foster a reflective and prayerful culture within the College. These dedicated times encourage students to engage in prayer, discernment, and discussion, often led by their peers. The availability of quiet reflection space in the chapel further supports students’ spiritual wellbeing and faith development.

In December a small group of senior students and staff participated in an immersion experience in Diyagala Boystown, Ragama, Sri Lanka, where they worked alongside the local community to support the renovation of a small bakery. This initiative fostered a spirit of

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service, cultural understanding, and solidarity, while contributing to a sustainable project that will support local livelihoods.

Through these initiatives, the College remains committed to forming young people of faith, service, and hope, equipped to respond to the needs of the world in the spirit of the Gospel and the Lasallian tradition.

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Learning and Teaching Goals & Intended Outcomes 1.

To improve student achievement in Mathematics, particularly in the area of Algebra at Year 7 & 8 2. To improve student achievement in reading through the development and understanding of glossary terms 3.

To ensure all reportable assessment tasks in Years 7 & 8 are moderated within their learning area.

Achievements Throughout 2025, De La Salle, through a specific improvement agenda, continued to pursue excellence in pedagogical practice and student learning outcomes. The vehicle for this was the annual action plan, which was informed by the College’s Catholic identity, commitment to forming young men inspired by the Lasallian charism and the MACS’ Vision for Instruction.

De La Salle’s VCE results, its best in 10 years in terms of median study score and percentage of subject study scores over 40, were a significant success for the College. These results signal that the De La Instructional Model, a whole school pedagogical approach informed by the MACS Vision for Instruction and the Science of Learning educational theorem, is becoming evident in teacher practice and is positively impacting student learning. These strong results also indicate the College’s vision of students striving for personal academic excellence is coming to fruition.

The College also saw improvement in the pedagogical approach to Mathematics, particularly the language deployed in the explanation of the processes to solve problems. A collaborative approach to planning units of work, professional discussions on how to deploy precise language in explanations and review of assessment to ascertain best practice and areas for improvement were all successes in the pursuit of this goal.

Another improvement was in the area of reading for understanding and personal connection and meaning. Staff developed English tiles, which aided an understanding of key terms pertaining to all subjects. Further, teachers made connections between language used across different learning areas, thus aiding the process of language acquisition for students. Students were able to consistently define and then make use of key glossary terms in written and verbal pieces, thus increasing literacy across a range of subjects.

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Finally, a process was enacted to ensure the way in which student attainment is measured is consistent, fair and encourages students to strive for personal excellence. Further, professional conversations on how work should be assessed helped strengthen teaching strategies, sequence curriculum and streamline feedback structures.

Student Learning Outcomes The 2025 NAPLAN results confirm the College’s commitment to academic excellence and targeted support for select students. These results reflect the College’s burgeoning commitment to explicit instruction, using data to support student outcomes and the focus on building positive working relationships with students in the pursuit of personal excellence.

Year 7 NAPLAN The Year 7 NAPLAN results indicate sound academic performance in all domains. In the areas of Numeracy and Writing, it is pleasing to see a large cohort of students exhibiting proficiency.

The mean scores in these domains are also noteworthy and cause for optimism.

Year 9 NAPLAN Year 9 NAPLAN outcomes represent a solid academic profile. Results in Numeracy and Spelling are very good. There is sound progress from where the cohort was at Year 7. The Gifted & Talented Program has been particularly efficacious in driving learning gains for our students who excel at Mathematics.

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NAPLAN - Proportion of students meeting the proficient standards 2025 (current year)

Mean Scale score

Domain

Year level

Grammar & Punctuation

Year 7

534

65%

533

64%

Year 9

559

58%

561

59%

Year 7

573

84%

564

81%

Year 9

605

83%

604

84%

Year 7

543

75%

551

78%

Year 9

572

69%

578

73%

Year 7

537

74%

532

73%

Year 9

566

79%

563

74%

Year 7

548

77%

550

76%

Year 9

583

67%

584

67%

Numeracy

Reading

Spelling

Writing

Mean Scale score

2-Year Average

Proficient

Proficient

*A school’s NAPLAN test must have a minimum of 11 participants and 80% participation rate.

Data not reported for 2025 due to participation not meeting these criteria or no students were assessed. Participants include students who were assessed, including non-attempt, or those exempted from the test.

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Senior Secondary Outcomes VCE Median Score VCE Completion Rate VCE VM Completion Rate VPC Completion Rate

32 99.30% 100% *

*Data not reported for 2025 due to insufficient data i.e. less than 4 student enrolments for VCE/VCE VM/VPC or none of the students in a school received study scores.

Post-School Destinations as at 2025 Tertiary Study

124

TAFE / VET

13

Apprenticeship / Traineeship

9

Deferred

1

Employment

3

Other - The category of Other includes both students Looking for Work and those classed as Other

0

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Student Wellbeing Goals & Intended Outcomes De La Salle College Malvern promotes a culture firmly grounded in community, inclusivity and wellbeing, where open communication and constructive feedback are actively encouraged and highly valued. Through a range of formal and informal consultation channels —including the Parent Network; the Student Wellbeing Committee; the Strategic Wellbeing Team; Seminar Days; structured forums and whole school surveys—students, families and members of the broader community are provided with meaningful opportunities to contribute to the life of the College. Insights gained through these mechanisms directly inform strategic decision‑making and guide the ongoing development of programs and services that support student learning and wellbeing.

The College maintains a strong and unwavering commitment to ensuring every student feels safe, welcomed and known.

A cornerstone of the College’s student support framework is the continued development of the GROW Program (Growing Responsibility for my Own Wellbeing). This age appropriate initiative engages students in a comprehensive range of learning experiences designed to foster emotional, social and psychological resilience. In 2025, for the first time, this has been enabled via the Wellio platform. Wellio affords explicit teaching of wellbeing by integrating structured lessons, real‑time student voice and actionable insights.

Key areas of GROW focus include respectful relationships, cyber safety, mental health, dependence, positive masculinity, identity and personal safety. The program is informed by ongoing student feedback and delivered in collaboration with the College’s Wellbeing Team and trusted external providers. In 2025, this included specialised education facilitated by such providers as Elephant Ed; Toolbox; The Pat Cronin Foundation; and the Man Cave.

In parallel, De La Salle College remains resolute in maintaining a strong culture of safety across both physical and digital environments. Through robust policies, targeted staff professional development and proactive student education, the College ensures that all learning spaces are safe, respectful and conducive to personal growth and wellbeing.

The College also continues to strengthen partnerships with families and community stakeholders, recognising that the development of confident, compassionate and resilient young people is most effective when undertaken collaboratively. These partnerships support students to challenge themselves, engage meaningfully with others and contribute positively to both the school community and the wider society.

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Achievements • A dedicated Student Wellbeing Strategic Planning Team made up of the Deputy Principal Staff and Students; Directors of Schools; College Psychologists; Learning Diversity Leader and Careers Advisor met fortnightly to evaluate and implement wellbeing across all year levels.

• A dedicated Child Safety Team is established to oversee, coordinate and strengthen safe child safety practices across the College, ensuring a consistent, proactive and compliant approach to student protection.

• Fortnightly Student Support Meetings, led by Year Level and House Coordinators in collaboration with College Psychologists and the Learning Diversity Team to ensured close monitoring of academic progress and wellbeing, enabling timely and personalised intervention.

• In April, the College successfully re-configured its campuses, with Tiverton Campus transitioning to Years 10–12 and Kinnoull Campus to Years 6–8 (with planning underway for Years 7–9 in 2026). This restructure has ensured that each campus is better equipped to provide developmentally appropriate spaces that support student play, wellbeing and learning. Both campuses offer strong pastoral care within nurturing environments, complemented by access to a dedicated psychologist and Health Centre.

• Vertical House System (on the Tiverton Campus) provides for cross year mentorship and shared activities. These strengthen student connection, leadership and a sense of belonging.

• Student leaders (across all three campuses) actively foster inclusion, connection and peer support. They provide a mechanism for student voice across the College.

• Community Engagement and Advocacy – for Mission Action Day; the National Day of Action Against Bullying and Violence; IDAHOBIT day and R U OK? • Through active participation in Mission Action Day; certain social Justice foci; the National Day of Action Against Bullying and Violence; IDAHOBIT Day; and R U OK? Day, the College strengthened student awareness, empathy and social responsibility.

These initiatives promoted inclusive behaviours, challenged discrimination and encouraged help seeking.

• Transition and orientation programs continued to evolve, strengthening seamless transitions for students new to the College community through purposeful relationship building activities and targeted support.

Value Added • ACC Chess • ACC Debating • ACC Leadership Launch • ACC Sports

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• ACC Public Speaking • After School Study Program (Maths: SUM Aid Years 7 - 12) Extra English and Science • Accelerated academic programs commencing at Year 10 • ANZAC and Remembrance Day Ceremonies • Dancing Classes (Year 10) • Book Week Activities • Careers Counselling 1:1 • College Choir • College Opening and Welcome Mass • Consent Education for students and families • Cyber Safety Education • Duce articles, social media content • GATE (Gifted and Talented Education) Program • GROW Wellbeing Program • Guitar Ensemble • Guest speakers on careers, managing mental health, gambling, drugs and alcohol etc.

• HeadStart Program • Higgins Community Service Award participation • House Sports Competitions conducted across the year in all key sports • House Welcome and Liturgies • Junior Concert Band • Lasallian Youth Gatherings • Lasallian Zeal Awards • Library Study – After hours Alumni Support • Lightning Premierships • Man Cave (Year 9) • Morrisby Testing • Parent Information Nights • Parent Network Committee • Parent Portal on the College's online platform - OLLIE • Project Based Learning Expo • Private music tuition including Voice lessons for all who choose to participate • Respectful Relationships Programs • RUOK Day - Health Promotion Activities • Science Week • Seminar Days (Year 12) • Senior Concert Band • Shape Your Destiny Career Workshop (Year 10) • Social Justice Initiatives • St Vincent de Paul Society / Winter Sleepout • Stage Band • String Ensemble

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• Student Leadership Development Programs (implemented across the College to provide opportunity and develop student leadership in all classes and across all sports) • Student led assemblies • Study skills webinars for students and parents/guardians • Time and Space Program (Year 7 and 8 students and their parents) • Transition Programs • WISE Program (Year 9) • VM/VCAL Information Evenings • VCE Information Evening • VCE Music Recitals • Year 9 Futures Workshops • Year 12 Celebration Day • Year 12 Retreat • Year 12 Valedictory Celebrations

Student Satisfaction At De La Salle College Malvern, student satisfaction is carefully monitored through the annual MACSSIS (Melbourne Archdiocese Catholic Schools – School Improvement Survey), providing critical insights into student experiences and perceptions across a range of domains.

Student/Teacher class survey leveraged throughout the Appraisal process also help monitor student satisfaction.

Student satisfaction at De La Salle College in 2025 reflects a stable but challenging landscape, with overall positive endorsement remaining consistent with the previous year. The data shows that students continue to experience school in varied ways across domains, with stronger perceptions in areas such as rigorous expectations and school climate.

According to MACSIS data De La Salle students respond more positively to structures, boundaries and expectations than to their own sense of connection or agency. For example, rigorous expectations noting that this domain measures “how much students feel that their teachers hold them to high expectations of their effort, understanding, persistence and performance” revealed a pattern of support that was consistent across all year levels.

The data also highlights important strengths that can be leveraged. Teacher–student relationships remain high and perceptions of safety, both physical and psychological, sit at the above the MACS average. These are particularly important engagement–focused domains that most strongly influence a boy's sense of belonging and overall satisfaction.

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Student Attendance De La Salle College Malvern continues to uphold a clear and consistently implemented Attendance Policy and Procedures framework, reinforcing the importance of regular attendance, punctuality, personal responsibility and a strong commitment to learning.

These expectations remain central to supporting academic progress and sustaining a culture of high engagement and high expectations across the College community. Attendance is recognised not only as a compliance requirement but as a key contributor to student wellbeing, continuity of learning and long‑term educational outcomes.

Daily attendance monitoring remains a cornerstone of the College’s operational practice. The administration team generates and reviews attendance reports each morning, with Class/ House Mentors and Year Level/House Coordinators following up promptly.

Automated SMS notifications are issued to parents/guardians/carers by 10:30am for any unexplained absences, ensuring timely communication and enabling swift clarification.

Families are required to notify the College of their son’s absence and provide written verification, and where absences coincide with School Assessed Coursework or significant school events, the Wellbeing Team supports the process by requesting medical certificates or appropriate documentation.

Years 9 - 12 Student Retention Rate Years 9 to 12 Student Retention Rate 93.79

Average Student Attendance Rate by Year Level Y05

89.51

Y06

88.96

Y07

89.78

Y08

91.57

Y09

93.11

Y10

91.84

Overall average attendance

90.80

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Leadership Goals & Intended Outcomes • To build the collective capacity of College Leaders to confidently lead, implement, monitor, and embed the priorities outlined in the new strategic plan.

• The College adopts a well-defined and cohesive strategy for whole-school improvement, driven by collaborative, data-informed, and evidence-based practices that are co-designed to improve student learning outcomes.

• To embed a culture of collaboration across the College, grounded in professional accountability and characterised by meaningful dialogue, shared responsibility, and regular opportunities for both students and staff to give and receive feedback.

• The College promotes ongoing, inclusive dialogue among all members of the community—students, families, and staff—encouraging collective leadership and shaping a school culture informed by shared insights and experiences. To define clear roles and responsibilities that reflect the strategic direction of the College, supported by a purposeful approach to professional learning aligned with strategic goals.

• Professional learning is intentionally designed to support continuous growth and performance, positioning all staff as active contributors within a dynamic and collaborative learning community.

Achievements • Staff engagement in professional learning was actively promoted, with targeted participation in MACS-sponsored programs, including those designed for Emerging Leaders, Middle Leaders, and Women in Leadership, supporting the development of leadership capacity across all career stages.

• The College strengthened its coaching and leadership frameworks through the accreditation of Senior and Middle Leaders as qualified instructional coaches, fostering a culture of professional growth and reflective practice.

• Enhancements to the Staff Appraisal process were introduced through the integration of personalised Professional Learning Plans with the Annual Review Meeting (ARM) framework, enabling a more strategic alignment between individual development goals and broader institutional priorities.

• Mentoring structures were expanded to support early career educators, pairing them with experienced staff to promote capability development, pedagogical confidence, and long-term retention within the profession.

• The College endorsed and supported staff members pursuing Accreditation to Teach in a Catholic School, as well as those undertaking advanced studies in Religious Education, thereby enhancing theological and pedagogical expertise.

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• Opportunities were also provided for staff to engage in formal postgraduate studies, reinforcing the College’s commitment to continuous academic and professional development.

• A proactive and strategic approach was adopted to support staff wellbeing and sustain effective professional practice, particularly during periods of high operational demand, ensuring a resilient and engaged workforce.

• The College further established Professional Learning Communities (PLCs), designed to facilitate interdisciplinary collaboration, the sharing of best practice, and ongoing cycles of inquiry-driven improvement.

Expenditure And Teacher Participation in Professional Learning List Professional Learning undertaken in 2025 • Staff took part in over 150 individual professional learning events over the course of the 2025 academic year at an average cost of $201. This ranged from subject specific professional learning to professional learning focussed on catholic identity and Lasallian charism.

• The school also developed a new whole-school approach to the Vision for Instruction called the DELA Instructional model. Staff had a number of training sessions and professional learning opportunities on how this could be made to be most impactful in the classroom.

• De La Salle has also taken on the Teaching Sprints and WalkThrus platform created

by Tom Sherrington and during 2025 embedded this within the ongoing professional learning plan. This included adding an early pupil-finish on Monday in order to allow for more structure professional learning opportunities for all teaching and support staff.

• During 2025 we also had a number of early-career teachers complete their full registration with the Victorian Institute of Teaching (VIT). This is due to the support and framework in place through the school's VIT mentoring and buddy program.

• A number of De La Salle staff have also started their post-graduate studies in education with the Australian Catholic University. These studies include those in catholic education and educational leadership.

Number of teachers who participated in PL in 2025

168

Average expenditure per teacher for PL

$201.55

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Teacher Satisfaction Staff feedback in 2025 reflects a workforce that is increasingly confident in the College’s direction. While the College continues to rebuild after a period of leadership transition, the overall pattern of results is encouraging and signals renewed trust, clarity, and cohesion within the staff community.

Staff–Leadership Relationships continue to be a clear strength, with a high positive endorsement, that is well aligned with the MACS average and reflects the growing confidence staff have in the accessibility, visibility, and relational approach of the leadership team.

Effective and visible leadership, combined with inclusive decision-making processes, further enhanced staff engagement.

Staff also reported positive perceptions of Student Safety indicating a shared belief that students are well supported physically, emotionally and socially. This aligns with the College’s ongoing commitment to pastoral care and the creation of safe, inclusive learning environments for all students.

Further, teaching staff believed that the timely introduction of the DELA Explicit Learning Model, supported by the 5Rs Routine, helped establish a predictable and consistent learning environment for all students.

Staff recognise the College as a safe, mission‑aligned, and increasingly cohesive workplace, and the data affirms that the foundations for continued improvement are firmly in place.

Importantly, the data reflects a staff community that is reconnecting with a shared sense of purpose.

Teacher Qualifications Doctorate

0

Masters

35

Graduate

34

Graduate Certificate

4

Bachelor Degree

83

Advanced Diploma

6

No Qualifications Listed

0

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Staff Composition Principal Class (Headcount)

7

Teaching Staff (Headcount)

104

Teaching Staff (FTE) Non-Teaching Staff (Headcount) Non-Teaching Staff (FTE) Indigenous Teaching Staff (Headcount)

Annual School Report to the Community 2025

95.73 65 54.87 0

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Community Engagement Goals & Intended Outcomes • To support the holistic development of students through sustained, values-driven collaboration between families and staff.

• To broaden opportunities for parent and community participation through initiatives that enrich the cultural, spiritual and academic life of the College.

• To establish and sustain a compassionate, inclusive environment in which every member of the College community feels genuinely valued and connected.

• To deepen communication and strategic collaboration with parents and the wider community, fostering authentic partnerships across faith formation, learning and teaching and wellbeing.

• To cultivate meaningful engagement of students and families in the life of the Catholic Lasallian tradition, encouraging a shared sense of identity and responsibility for its future.

• To enhance cross-campus cohesion by strengthening relationships, alignment, and shared experiences between different sites of the College.

Achievements In 2025, the College continued to strengthen its culture of community engagement, with students, families and partners contributing meaningfully across a broad range of initiatives: • Participation in College events—particularly liturgical celebrations, community gatherings and co-curricular programs—remained strong, reflecting deepening family connection and pride in College life.

• Parent engagement initiatives, including sessions focused on adolescent wellbeing, digital citizenship and contemporary learning, attracted high attendance and positive feedback.

• Students demonstrated a vibrant sense of identity and commitment to the Lasallian mission through their enthusiastic involvement in retreats, formation experiences and service opportunities.

• Online parent/teacher/student interviews were delivered with clarity and efficiency, ensuring accessible communication and reinforcing the partnership between home and school.

• Strategic outreach efforts further strengthened relationships with feeder primary schools, local parishes and neighbouring girls’ schools, supporting shared initiatives and transition pathways.

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• The graduating class of 2025 was honoured through a series of respectful and well‑supported celebrations that acknowledged their achievements and contribution to the College community.

• The well‑attended Holy Eucharist Expo Evening once again brought together a vibrant gathering of families, showcasing the rich project‑based learning that was undertaken by our Year 9 students.

• The Parent Network further strengthened community connections, delivering a particularly successful Uniform Freecycle initiative and providing a vibrant platform for parents to engage, collaborate and build community.

Parent Satisfaction Parent satisfaction at the College remained consistently strong in 2025, with overall positive endorsement holding steady despite a period of leadership transition. This stability indicates that families continue to place considerable trust in the College’s core operations, learning environment and pastoral structures.

Feedback across several domains highlights the strength of the College’s learning climate and student experience. Families continue to view the social and learning environment favourably, and the mid‑year campus transition was regarded as a successful measure in better supporting students’ developmental needs. A clear area of affirmation was the extent to which students are known and supported; parents consistently reported high levels of confidence that their sons feel safe, cared for, and well understood, all key indicators of a strong pastoral culture.

Communication emerged as an area where further growth is possible, with families signalling opportunities to enhance clarity, consistency, and connection. (remove?, too honest) Overall, the MACSSIS data reflected a school that has maintained its relational and educational foundations through change. Families continue to see De La Salle as a safe, supportive, and mission‑driven environment for their sons. While leadership instability has influenced perceptions of partnership, it has not diminished the community’s confidence in the College’s culture, staff, or commitment to student wellbeing and learning.

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Financial Performance The school’s financial performance information and a report of the financial activities of the school's boarding premises (if applicable) have been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au.

For more detailed information regarding our school please visit our website at www.delasalle.vic.edu.au

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