At John Wollaston we aim to develop the full potential of each student.
30 June 2010
SCHOOL PERFORMANCE INFORMATION - 2009 This information document is designed to give an overview of the following for John Wollaston Anglican Community School:
attendance Staff retention Staff professional learning Teacher qualifications Student attendance Student retention Student performance in Year 12 Student performance NAPLAN Testing Student post-school destinations Summary
John Wollaston Anglican Community School, a co-educational day school with approximately 1000 students from Kindergarten to Year 12, is one of nine schools of the Anglican Schools Commission Inc (WA). We are proud of our Anglican ethos and our whole-school approach. We seek to prepare all of our students for a meaningful and rewarding role in the community through the pursuit of personal excellence and the provision of a full, broad education based on strong academic and Christian principles. Our core values of Respect, Responsibility, Honesty and Commitment, along with our focus on academic excellence, strong co-curricular programme and pastoral care system, underpin our Mission Statement: to develop the full potential of each student. This in turn reflects our commitment to an holistic education. We offer learning enrichment through our Learning Support and Gifted and Talented programmes, and provide opportunities for students to aim for a wide range of goals including tertiary institutions, apprenticeships and the workforce. Our Primary School is an International Baccalaureate Organisation Primary Years Programme Candidate School. The focus on Inquiry learning embodies our student-centred approach to education across the School. Please find out more about John Wollaston at www.jwacs.wa.edu.au. STAFF
Academic staff attendance in 2009: 95.38% Staff retention rate:
Workforce composition: Teaching staff: Primary Secondary
22.8 FTE (4 male; 18.8 female) 36.6 FTE (12.6 male; 24 female)
Non-teaching staff: Primary Secondary
22.3 FTE (4.5 male; 17.8 female) 23.7 FTE (4.9 male; 18.8 female)
Professional learning was undertaken by all staff (100%) across a range of areas, both pastoral and academic in nature. Staff members were engaged in whole school, sub-school, learning area, pastoral and personal professional learning in categories including International Baccalaureate training for the Primary Years Programme, new Senior Secondary Courses, Religious and Values Education, Pastoral Care, ICT and First Aid. The cost was averaged over the equivalent of 1.0 FTE staff member. Professional learning across the calendar year was $709.67 per person, of which $385.55 was spent on teacher relief.
The 2009 Annual Report is available on the School’s website: www.jwacs.wa.edu.au
Teachers’ qualifications all met or exceeded the requirements of the Western Australian College of Teaching (WACOT) Centre Road, Kelmscott, WA 6111 Tel: (08) 9495 8100 Fax: (08) 9495 1504 Primary School: (08) 9495 8118 Email: email@example.com Web: www.jwacs.wa.edu.au
Overall student attendance in 2009 was a pleasing 92.33% Student attendance (%) by year group was:
Student absences: Our Primary and Secondary Schools have systems in place to manage student absences. The Early Learning Centre and the Primary School operate a first-day calling procedure. If a student is absent and the School has not been informed by a parent, Administration staff will call to locate the child and ask the reason for the absence. If the School cannot get in contact with a parent, staff will follow up with a telephone call on day two or until a response is received. The School also asks parents to support all absences with a note using the tear-off slips in the Primary Homework Diary. In the Secondary School, non-attendance is managed in the following manner: Once the absentee list for the day has been established, the parents of students marked as ‘unexplained absences’ are telephoned to provide an explanation. If parents cannot be contacted, a message is left asking them to contact the School as soon as possible about the absence, either by telephoning/emailing at their earliest convenience or by writing a note in the student’s diary when she/he returns to school. At the end of each day, any absences which are still unexplained are sent to the Head of House. If there are still unexplained absences, once a week the names of students on such a list are sent to their House teachers to be followed up. At this point a note from the parent must be written in the student’s diary and then sent to Student Administration for processing.
Student retention rate:
Students commencing Year 9 in 2006 who completed Year 12 in 2009:
YEAR 12 PERFORMANCE
Students achieving secondary graduation in 2009:
The average Tertiary Entrance Rank (TER) was 71.13. Our top student achieved a TER of 98.90 Forty-nine students (49.38% of cohort) gained a TER while 47.5% of students achieved a ranking greater than 75 Thirteen students achieved a ranking greater than 80 and six received a ranking greater than 90 Twenty-three students (28% of the cohort) participated in Vocational Education and Training studies, and of these: 22% achieved a full qualification 74% were enrolled in a partial qualification and were not expected to achieve a full qualification
John Wollaston was named by the Curriculum Council as having the highest-performing students in the following WSA subjects: Food Production Graphics Technology Modelling with Mathematics
Individual Year 12 awards:
Three students received Certificates of Distinction (the top 0.5% of students in a subject) in: Biology Human Biology Physical Education Studies
Five students received Certificates of Excellence (at least 10 A-grades in senior secondary years).
Two students were finalists in the 2009 Hospitality Group Training School-based Apprentice of the Year
One student was awarded the 2009 Hospitality Group Training School-based Apprentice of the Year, the WA School-based Apprentice of the Year and runner-up Australian School-based Apprentice of the Year
83.7% of students with a TER applied for university entry 85.4% of students were offered a place
Public universities: For the four Western Australian public universities:
65% of students with a TER applied for a placement 87.5% were offered a place Two students were accepted into Medicine and Dentistry courses at UWA through the Schools Outer Metropolitan Programme
University of Notre Dame:
18.4% of students with a TER applied for a placement 77.8% of these were offered a place
32% of students applied for a placement 85% of these were offered places 82% of those applying for a place were offered their first preference 64% of those offered a place accepted the offer
NAPLAN: Achievement above National Minimum Standard (percentage) YEAR 3 2008 2009
YEAR 5 2008 2009
YEAR 7 2008 2009
YEAR 9 2008 2009
Grammar & punctuation
INCOME BROKEN DOWN BY FUNDING SOURCE
SUMMARY 2009 was a positive year for John Wollaston Anglican Community School. Our high student and staff attendance and retention rates suggest a strong sense of satisfaction with the quality of our teaching and learning, curricular and co-curricular programmes, and facilities. This satisfaction was also reflected in surveys completed by staff, students and parents about our Year 7 Transition Programme and in surveys completed by parents as part of the consultation phase for our Strategic Plan 2009-2012. Students, parents and all members of staff also had the opportunity in meetings to express their views during this consultation phase of the Strategic Plan. A strong sense of their positive outlook and support for the School was gained. In addition, our student numbers remained in excess of 1000 enrolled for the 2009 academic year, with waiting lists for some year groups. Our alumni group, the Old Wollastoniansâ€™ Association, continued to develop its profile with increasing numbers of past students eager to retain their links with the School. Children of Old Scholars are now enrolled at John Wollaston, three Old Scholars are members of staff, and there is an Old Scholarsâ€™ representative on School Council. While the statistics in this document indicate a high level of satisfaction among staff, students and parents, and an acceptable standard of academic achievement, we also consider that the quality of our pastoral care, strong emphasis on religious and values education, and an inclusive, nurturing environment make us the school of choice for many families in the south-east region of outer metropolitan Perth.