2020 ANNUAL REPORT THE 2020 ANNUAL SUMMARY FOR FREDERICK IRWIN ANGLICAN SCHOOL
Prepared on 15 June 2021
OUR MISSION To provide a high quality, inclusive, caring Christian education which encourages students to fulfil their potential.
OUR CORE VALUES • • • • •
Respect Responsibility Honesty Compassion Courage
SCHOOL PERFORMANCE INFORMATION 2020 Frederick Irwin Anglican School is a co-educational, Kindergarten to Year 12, day school, serving the Rockingham, Peel, Pinjarra, Murray and Waroona districts. In 2020, the School had over 1580 students across two campuses: Meadow Springs (K-12: 1419) and Halls Head (K6:164). As a school of the Anglican Schools Commission (Inc), we are proud of our Anglican tradition, broad based curriculum and holistic approach to education, all of which support our Mission Statement: To provide a quality, inclusive, Christian education which encourages students to fulfil their potential. Our academic performance of graduating students consistently places the school very well in the Peel region. This achievement is promoted and valued; as is outstanding effort celebrated. Our students are encouraged to be creative thinkers and inquiring learners, and the curriculum and co-curricular programmes are designed to assist them to build resilience, develop confidence in their own abilities and strive to achieve their personal best. Our Core Values of Respect, Responsibility, Honesty, Compassion and Courage inform our educational philosophy and practice; while our pastoral system underpins all that we do and seeks to provide a caring and supportive environment. Our community is inclusive and diverse, and our students are nurtured to show their care and compassion for others within the community and beyond. Our Strategic Plan recognises the imperative of having an effective blueprint for further success which will position our students well as we advance further into the 21st century. It is for their future that we seek, through careful planning and the introduction of well-chosen initiatives, to prepare our students with the knowledge and skills they will need. Our approach continues to be holistic as we focus on the development of the ‘whole child’. While excellence in our ‘core business’ of teaching and learning will continue to be pursued as one of the elements that is highly valued, we also continue to strive to attain distinction through our pastoral care, co-curricular, faithbased and service learning programmes, all of which contribute towards inspiring our young people to achieve their personal best in all areas, as well as to be considerate, compassionate, well-rounded members of society. Our Strategic Plan (2017 – 2020) is available on the School’s website: www.frederickirwin.wa.edu.au
STAFF STAFF COMPOSITION
The workforce composition for 2020 was as follows: Teaching Primary Secondary Support Staff Whole School Total Staff 200 (174.96 FTE)
41.41 FTE 69.95 FTE 63.6 FTE
STAFF ATTENDANCE
Average Staff Daily Attendance: Teaching staff Support staff
(4.6 Male; 36.81 Female) (29.8 Male; 40.15 Female) (11.9 Male; 51.7 Female)
95.90% 95.87%
TEACHING STAFF RETENTION (2019/20) 96.52% EXPENDITURE ON STAFF PROFESSIONAL DEVELOPMENT: $37,767(not including relief) STAFF QUALIFICATIONS are published annually in the School Yearbook and are available in School Administration
and Primary Reception.
STUDENTS STUDENT ATTENDANCE Average Daily Attendance (%)
Average Daily Attendance:
Primary Secondary
94.5% 93.2%
STUDENT ABSENCES
If a student is absent, parents are required to notify the School by 9am on the day that their child is absent. A dedicated telephone line with voicemail, and an email address, are available. If a student is absent and no telephone call or email has been received by 9am, parents of students who are marked as ‘unexplained absences’ will be contacted via telephone or SMS, by Administration staff, requesting an explanation for their child’s absence.
STUDENT RETENTION
Student retention rate from 2019 (Year 7 - 11) to 2020 (Year 8 – 12): The percentage of Year 9 students starting in 2017 and completing Year 12 in 2020:
97.3% 77.8%
RESULTS 2020 (119 students) Graduation 116 students – 97% Highest performing courses (based on % of students who achieved WACE course score in the top 15% or more) in WACE course: • • •
Chemistry Health Studies Media Production and Analysis
Tertiary Ranking Australian Tertiary Admission Rank (ATAR) >90 > 95 90 – 94.95 80 – 89.95 70 – 79.95
5 students 13 students 29 students 28 students
Median ATAR • • • • •
2020 - 79.65 2019 - 80.10 2019 - 80.40 2018 - 80.00 2017 - 76.30
General and ATAR Course Completion •
• •
General and ATAR course completion – 119 (100%) General pathway, including completion of a Certificate II course or higher - 28 (24%) Certificate II in 12 - 51 students (43%) Certificate III or higher in Year 12 - 31 students (26%)
2020 University Application Statistics Number of students with an ATAR who applied Median ATAR of those students who applied
74 81.15
2020 WACE OLNA Student Performance Progression
SATISFACTION LEVELS Parent Surveys Parents of students in Years 2, 6 and 12 were invited to respond to an online survey at the end of the year. These are the exit points from Early Learning, Upper Primary and Senior Secondary. The return for both Primary Campuses has been combined. The broad common areas surveyed were: Educational Programmes and Related Matters, Levels of Care and Support for Students, Communication, Discipline and Uniform. The table below reflects the outcomes of the survey. Question
Year 2
Year 6 Combined
Year 12
Curriculum/Subjects Available
1.7
2.0
2.6
Standards of Teaching
1.8
1.7
2.7
Use/Integration of Technology
1.7
1.7
2.2
Amount and Type of Homework
1.8
2.4
2.3
Resources Available
1.8
1.7
2.2
Teacher – Parent Interactions
2.2
1.9
2.7
Reporting
2.1
2.1
2.2
Level of Care and Support Provided
1.8
1.7
2.6
Service from Office Staff
1.4
1.4
2.3
Information in Schools Newsletters
1.8
1.8
2.2
Discipline Standards
2.2
2.1
2.4
Uniform Standards
1.7
1.7
2.2
Interpretation of Results: 1.00 – 1.99: An excellent outcome, indicating that the School is operating well in these areas. 2.00 – 2.99: A fair to good rating, but indicates room for improvement. 3.00 – 3.99: A poor result, indicating dissatisfaction and the need for immediate corrective action. 4.00 – 5.00: Cause for significant concern, in-depth investigation and corrective action.
Student Surveys Students in Years 7 and 12 completed surveys. Year 7 students completed a survey based on how they feel about and manage at school. Question
Question
I feel safe at school
1.8
I manage my homework well
2.1
I feel okay to take concerns about bullying to the right person
2.1
I cope well with lunchtime
1.4
I can get help if I am worried
2.4
I am able to organise my locker
2.0
Year 7 student: “In my opinion the most helpful thing was the teachers making us feel safe and having the Year 7 camp was a really good way to connect and make friends with your peers.” Year 7 student: “I love being at Frederick Irwin. I love playing sport for the school but I think the best thing is our grounds. They are so neat and tidy and they look immaculate all the time.” Year 7 student: “I like how helpful the teachers are when you don’t understand something, and the subjects are a lot more entertaining.” Year 7 student: “A good thing to note about Frederick Irwin is the excursions and incursions, including interactive events that we have: teaching us about the dangers of the internet, things to avoid; how to improve on certain subjects; also new skill sets that we should learn; and other areas. These activities available for the students of the school are a fun; interactive change in the usual schedule we have, keeping our minds fresh and resourceful for our learning at the school.” Year 7 student: “I think it is clever giving us a taster of all of the subjects this year, it gives us an outlook of which subjects we would like to continue with in Year 9. I think it was a great idea keeping the Year 7 lockers compacted away from older students, as well as sitting us away from them because I and other students feel nervous and pressured around older students. Things I enjoy about Freddies in general, rather than just Year 7, is the curriculum and the wide variety of equipment and lessons. The school provides us with things we need to make lessons better and easier, whether it is sports, arts, science or music equipment.” The Year 12 responses relevant to school performance are summarised below. Question
Question
Curriculum/Subjects Available
2.9
Range of Extra Curricular Activities
3.0
Standard of Teaching
2.1
Level of Care and Support Provided
2.4
Assistance with Study
2.3
Personal development and leadership opportunities
2.5
Resources Available
2.4
Discipline Standards
2.6
Preparation for Transition from School
3.0
Year 12 student: “I think that the school community that has been created over the years has been good especially with things such as the Founders’ Day celebrations. I think how the school is organised is good as it runs smoothly and makes the most out of the days. I also really enjoyed how the homerooms were a mix of all year groups because it allowed them to integrate with one another which was nice. I think that the camps have also been a really good aspect, as they have all been a great experience and bought our year group closer together.” Year 12 student: “The most positive aspect of the School are the values that it encourages in the students, and the teacher-student relationship for Year 11/12 students. The teachers work hard to ensure that Year 12s stay motivated and get the support they need to be successful in their final year.” Year 12 student: “The teachers are really supportive and made lessons engaging and interesting to attend. “ Year 12 student: “The recognition of students with high achievements in their respective activities/curricular.”’ Year 12 student: “One of the most positive aspects of the school is the atmosphere which has been created by the students, with certain teachers helping create this positive and clear work environment. The level of effort that certain teachers also go to is amazing and should be recognised because it enables for our learning journey to be really easy.” Year 12 student: “The school’s best aspect would be the school grounds, resources provided to students from past years and guidance forward beyond Secondary School.”
School Finances 2020 Total net recurrent income (based on KG to Year 12 students)
$30,917,983
Per student net recurrent income (based on KG to Year 12 students FTE - 1,580)
$19,568
Total capital expenditure
$1,077,575
INCOME BROKEN DOWN BY FUNDING SOURCE
EXPENDITURE FOR THE YEAR ENDED DECEMBER 2020
FINAL COMMENTS The academic performance of Frederick Irwin Anglican School students across the year levels was a highlight for 2020 with good final results for our Year 12 students, for both the ATAR and General (VET) pathways; while our OLNA results were very pleasing with 100% graduation from Year 12. The Walker Learning Approach in the Primary School has received accolades with the School still being the only Western Australian school to be recognised as a Lighthouse school by Early Life Foundations. The pedagogy stretches across the Primary from Kindergarten to Year 6. In the Secondary School, a considerable amount of work is being done to analyse and refine our educational practice, particularly in the lower years, in order to meet our students’ learning needs more effectively. In Secondary, the Growing-Up Greatness project has given teachers new tools to enhance differentiation in classes, especially Years 7 to 10; while the development of rubrics (using Judging Standards) has enriched feedback to parents and students. Our students have continued to involve themselves in a large number of co-curricular activities throughout 2020. Frederick Irwin Anglican School participates in the local sporting community with teams represented in cricket, AFL, soccer, netball, basketball and hockey. The school is very grateful for the support from parents and other community members for coaching and managing these sporting teams throughout the year. We have also had numerous students and staff represent Western Australia and Australia in National and International sporting competitions throughout the year. Other co-curricular highlights for the school year included: • Performing Arts Nights showcasing the Music and Drama programs. • Premiership Winners in the Senior Girls ASC Basketball. • A number of successful pastoral and Outdoor Education camping experiences. In a year like no other, our staff and students made a smooth transition to online learning over the COVID lockdown period. A great deal was learnt during this time as everyone became far more efficient with, and skilled in, the use of technology. The school is aware that parents also played a significant role in the effective education of our students learning from home. Despite being apart, our community worked together to make a success of what could have been a very difficult time. 2020, was again a very positive year for Frederick Irwin Anglican School. As a school, we acknowledge the outstanding dedication of our teaching and support staff, ensuring that our students are provided with the very best learning opportunities. Their professionalism and care of our students encourages an atmosphere where each student feels safe and supported to achieve to their very best. Our Strategic Plan gives us the foundation to continue to grow our engaging learning environment, Anglican faith and supportive school community. All are valued for their unique contributions in developing, challenging and nurturing our students during these important school years. Kerry Robertson Principal
Frederick Irwin Anglican School A school of the Anglican Schools Commission (Inc.) Meadow Springs Campus 36 - 66 Gordon Road Mandurah WA 6210 (08) 9537 0000 PO Box 687 Mandurah WA 6210 www.frederickirwin.wa.edu.au
Halls Head Campus 28 Karon Vista Halls Head WA 6210 (08) 6558 1207