Issuu

LORETO KIRRIBILLI A N N U A L R E P O R T 2 0 2 1

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

LORETO KIRRIBILLI

85 Carabella Street Kirribilli NSW 2061 Mrs Anna Dickinson Principal Telephone: Email:

+61 2 9957 4722 info@loreto.nsw.edu.au

Registered:

Kindergarten to Year 12 from 1 January 2019 to 31 December 2023

Accredited:

Years 7 to 12 teaching School Certificate and Higher School Certificate from 1 January 2019 to 31 December 2023

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 3

Ta ble o f C o n te n t s

INTRODUCTION

PRINCIPAL’S MESSAGE

PHILOSOPHY

GOVERNANCE

THEME 1: MESSAGE FROM KEY SCHOOL BODIES

1.1

School Board

1.2

Parents and Friends’ Committee (P&F)

1.3

Senior School Student Representative Council

THEME 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL

THEME 3: STUDENT OUTCOMES IN STANDARDISED NATIONAL LITERACY & NUMERACY TESTING

3.1

Years 3 to 9 NAPLAN results

THEME 4: SENIOR SECONDARY OUTCOMES

4.1

Record of Student Achievement Years 10 to 11

4.2

Higher School Certificate

THEME 5: TEACHER PROFESSIONAL LEARNING, QUALIFICATIONS & ACCREDITATION

5.1

Junior School Professional Development

5.2

Senior School Professional Development

5. 3 K-12 Professional Development

5. 4 Teacher Qualifications

5.5

Teacher Accreditation

THEME 6: WORKFORCE COMPOSITION

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

THEME 7: S TUDENT ATTENDANCE & RETENTION RATES & POST SCHOOL DESTINATIONS IN SECONDARY SCHOOLS

7.1

Student Attendance Rates

7.2

Student Retention Rates

7.3

Post-School Destinations

THEME 8: ENROLMENT POLICIES

8.1

Enrolment Policy

8.2

Requirements for Continued Enrolment

THEME 9: OTHER SCHOOL POLICIES

9.1

Student Welfare

9.2

Pastoral Program

9.3

Student Management Policy

9.4

Reporting Complaints and Resolving Grievances

THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT

THEME 11: INITIATIVES PROMOTING RESPECT & RESPONSIBILITY

THEME 12: PARENT, STUDENT & TEACHER SATISFACTION

12.1 Parent satisfaction

12.2 Student satisfaction

12.3 Teacher satisfaction

THEME 13: SUMMARY FINANCIAL INFORMATION

THEME 14: PUBLICATION REQUIREMENTS

CONCLUSION

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 5

i n tro du ctio n

Loreto Kirribilli Limited (‘Loreto Kirribilli’) is a fully comprehensive independent Catholic School for girls from Kindergarten through to Year 12. The School is one of seven in Australia founded by members of the Institute of the Blessed Virgin Mary, commonly referred to as the Loreto Sisters. The total enrolment in 2021 at the August census was 1142 with 286 students in Kindergarten-Year 6 and 856 in Years 7-12, which is indicative of annual enrolment patterns. The School’s underlying philosophy is based on the following five values: Freedom of spirit, Justice, Sincerity, Verity and Felicity. The information contained in this report has been compiled for submission to the NSW Education Standards Authority to comply with legislative requirements for the continuing Registration and Accreditation of Loreto Kirribilli as a School in NSW. As well as its heritage, one of the greatest strengths of Loreto Kirribilli is its staff, a group of dedicated and hard-working teachers and support staff whose aim is to provide an excellent education and a nurturing environment for our students.

justice · sincerity · verity · felicity · freedom

LO R E TO K I R R I B I LLI 2020 ANNUAL REPORT

p ri n ci pa l’s message Perhaps the word which has dominated conversations and many media articles over the past two years has been unprecedented. As a society we struggled to understand the pandemic which hit our world back in 2020 and its impact on the way we live our lives. At a local level we grappled successfully with the challenges with which we were presented in continuing to provide a quality Loreto education for our students. We concluded 2020 with a sense of optimism and hope that 2021 would be a better year for all of us because we are, and will always be, people of hope. Unfortunately, as we all know, the significant impact of the second wave of the virus required a severe lockdown across NSW and the need to continue to rapidly adapt to a different way of living; and as a society, we have. We look back at 2021 with sadness for lives lost in our own country and around the world, but also with gratitude and admiration for those scientists and health workers, working ceaselessly on the development of vaccines whilst caring for our sick and dying. At a local level, I am very proud of the way our staff and students demonstrated resilience, creativity, agility and compassion throughout these challenging months as they reverted to remote online learning. I look back on this year at Loreto Kirribilli with a deep appreciation and admiration for all who have ensured that our students continued to receive the quality care and education which are the hallmarks of our wonderful School. The staff of Loreto Kirribilli have been nothing short of outstanding throughout this past year. I am truly blessed to be supported by such outstanding, hardworking, caring staff – a wonderful team! The teaching profession and those who support teachers in schools have demonstrated to the global community the exceptional work that happens in schools each day. Throughout the year I received many emails and messages from parents expressing their immense gratitude to all staff for their expertise, commitment and care of their daughters. I also acknowledge with deep appreciation the support parents offered their daughters throughout this very complex year. While the pandemic has affected everybody differently, there are some clear lessons and common themes emerging from NSW and around the world, particularly that face-to-face learning with an expert teacher is the ideal learning environment. Being at school with their teachers and peers is vital for student wellbeing as well as social and emotional development. We therefore were delighted when the NSW Government and Health released the roadmap for the return of students to school sites. It is with deep appreciation that I acknowledge our COVID-19 task force and maintenance teams for preparing for the safe return of our students and staff in Week 3 of Term 4. COVID-safe plans were developed which included keeping students isolated within year cohorts, managing movement around the site, mask wearing, requiring all staff to be vaccinated, natural ventilation solutions as well as purchasing HEPA ventilation units for each room throughout the entire School. As we awaited the girls’ arrival, we were confident that everything that could possibly be considered for the safety of our students and staff was in place. Standing at the gate and welcoming the girls back to our School site will be an experience I will remember for many years to come. The girls’ eyes peeping out above their

justice · sincerity · verity · felicity · freedom

masks revealed a range of emotions, some arrived quite apprehensive while others were excited to see their friends and teachers. As the week unfolded, the girls relaxed, appeared happy and settled back into their normal routines. While adhering to all NSW restrictions, we were delighted to be able to return Year 12 at the end of Term 3, for a short period within class groups. We felt it was important that the girls experience some of the ‘rites of passage’ of previous graduating classes. The girls enjoyed and expressed their appreciation for all the special moments we created which included the online prelude Graduation Ceremony, Blue and Gold Graduation Dinner and their very special Graduation Jubilarian and Award ceremony. The outstanding Graduating Class of 2021 modelled wonderful leadership over the last two years, demonstrating resilience and fortitude whilst balancing the demands of the HSC and all its uncertainty, with a determined mindset eager to serve the School community while remaining focused on their academic pursuits. They supported and cared for one another as well as the younger students in the School, confidently voicing suggestions and solutions to the challenges we faced as well as finding ways to elicit joy and positivity. Their generosity and gratitude are endearing qualities that have enriched the lives of their friends, the wider student body and the staff. Each year I reflect on why Loreto Kirribilli continues to be so successful in the HSC and I again concluded that our wonderful learning culture, where our students are engaged, supported and challenged, promoting their curiosity and a love of learning are strong determinants of our students’ success each year. We are gifted with exceptional teachers who care for their students, demonstrating their expertise and passion for teaching and learning each and every day. These contributed to a success which meant that our School was once again the highest-performing Catholic school in NSW, based on the rankings published in The Sydney Morning Herald which placed us 21st in the state overall. We congratulate the Dux of the Class of 2021 Emily Smith with an ATAR of 99.75. Our data informs us that the 2021 class included: • 8 students (6%) with an ATAR over 99 • 32% of students with an ATAR over 95 • 55% of students with an ATAR over 90 Despite the challenges faced this year, we were able to creatively offer many of the activities which are a feature of our School community, albeit in alternative forms. Making a positive difference in the lives of others was a constant priority for our students and staff including raising much needed funds for Mary Ward International projects, hamper appeals, supporting children develop their readings skills through the Red Cross ‘Read to Read Program’ as well as the enormous range of social justice works our girls engage in voluntarily outside of school hours. The impact of COVID-19 restrictions saw us creatively adjust our strategic plan, remaining committed to its themes as detailed in Theme 10 where we outline our Priority Areas for Improvement. Finally, even though 2021 was a challenging year, our community spirit of hope and optimism continued to inspire. It is a blessing to belong to a school culture that is committed to excellence fuelled by a passionate commitment for the students in our care. Our students’ intellectual, personal and spiritual growth is our priority, assisting them to achieve success so they are able to use their gifts with confidence, creativity and generosity. Our students and graduates are a testament to the success of this ideal.

justice · sincerity · verity · felicity · freedom

LO R E TO K I R R I B I LLI 2020 ANNUAL REPORT

P h ilo so phy

Governance

As a Catholic School in the Loreto tradition, our aim is to educate our students

Loreto Kirribilli, a registered Company

from Kindergarten through to Year 12 in more than the basic curriculum. Living

under the Corporations Act, has a

up to the expectations of Mary Ward who founded the Institute of the Blessed

governing School Board of Directors

Virgin Mary (IBVM) in 1609, students at Loreto Kirribilli are offered an education

appointed by the Province Leader

with ‘something more’. Hence, while we are proud of the high performance of our

of the Institute of the Blessed Virgin

students in the academic curriculum required of students in NSW and Australia,

Mary in Australia, plus the Principal

our commitment to the faith formation of our students, our wellbeing program

whose function is also the CEO of

and the co-curricular aspects of our education are also of great importance.

the company. Board members are

There is an emphasis on spiritual and values development as well as on other areas such as music, sports, drama, dance, debating and public speaking. We are committed to the development of leadership through service. As such, social justice programs have prominence in our School year. It is our vision that Loreto Kirribilli offers a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service. The annual election of students to various positions of responsibility is another important aspect of our School year. In 2021 there were approximately 200 student leadership positions from K-12. A spirited House system allows students from different year groups to mix and also promotes healthy competition, which has been enhanced with the introduction of our new pastoral structure in the Senior School.

appointed for an initial term of three years which is renewable. The Board has six subcommittees: a Finance, Risk and Audit Committee, a Building Committee, an Executive Building Committee, a Capital Campaign Committee, a Bursary Committee and a Nominations and Succession Planning Committee. The Principal is appointed by the Board with the approval of the Province Leader and attends all Board meetings. The Board meets at least twice per term and

In all of the above we work in partnership with parents, the first educators

has, in addition, a Retreat at which it

of children.

considers governance and strategic

More information about the philosophy of the School can be gained by visiting the website or by contacting the School for a copy of the prospectus. In assessing the value added by the School to the lives of students there are a number of reports we generate. We can report on the immediate, quantifiable results gained from external testing such as NAPLAN and Higher School Certificate examinations. We can report on the many co-curricular activities we offer which are designed to enrich children’s and adolescents’ quality of life. We can report on the leadership program which is an important aspect of our schooling and we can report on the personal development and spiritual aspects of our School. These important elements of a Loreto Kirribilli education are all intended to add value to students’ lives. We believe that the education we provide will have its maximum impact on our students when they are mature women, in many years to come. The value added will be most evident in the women they are in the future. Quantifiable results gained from external examinations and testing are reported in Themes 3 and 4. justice · sincerity · verity · felicity · freedom

long-term planning issues. The Finance, Risk and Audit and Building Committees also meet on average twice per term. The Bursary, Capital Campaign and Nominations and Succession Planning Committees meet on a needs basis.

THEME 1 Me ssag e f ro m K e y Sc h ool B o d ie s

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

1.1 Sc h ool B o a r d As noted above, the body responsible for the governance of Loreto Kirribilli is the School Board. The Board is composed of Directors who have as their prime purpose the fulfilment of the educational mission of the Loreto Sisters. The Board has a skills matrix which ensures excellent governance of Loreto Kirribilli. The Board is responsible for the governance of the School and delegates to the Principal the management and conduct of the School. The Principal provides a comprehensive report to the Board at each Board meeting. As well, throughout the year where appropriate, the Board receives reports from various staff members on particular areas of their operations. The Chair and Board members were invited to and attended a number of School functions throughout the year to enable them to meet the students, the staff and the parent body. The Board was focussed on the following major strategic items in 2021: • The construction of the Innovation Centre • The response to the reduction in government funding and ensuring sustainability well into the future • The approval of the Multi-enterprise agreement for staff • The approval of a Memorandum of Understanding (MOU) with St Aloysius’ College for the ‘Companions in Learning Program’ • The creation of a tax-deductible bursary program

1.2 Pare nts & Frie nds’ C omm ittee (P&F) The Parents and Friends’ Committee (P&F) plays an intrinsic and vital role in supporting the School to provide an education for Loreto students. Its aims are: 1. to build a friendly and welcoming community which seeks to involve all its members; 2. to raise funds to provide resources and opportunities for enriching the learning environment of the School; and 3. to promote co-operation between parents and friends and the School in its community wide activities. 2021 was another year of fulfilment of these aims. There is strong recognition of the benefits that flow from an active and engaged partnership between parents and the School. This strong partnership benefits not only the students in terms of their wellbeing and education, but also the Loreto Kirribilli community generally. This was particularly important during the COVID-19-impacted 2021 School year.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2 0 2 1 A N N U A L R E P O R T 11

In order to maintain the strong Loreto Kirribilli community, many P&F activities took place both online and in person. Events such as: • P&F Meetings • P&F Class Parent meetings • P&F participation in the Mother Daughter Mass organised by the School • LK Connect, Global Voices of Loreto organised by the School • LK Connect, The Mentor Mentee Partnership organised by the School • P&F Sports Lunch

justice · sincerity · verity · felicity · freedom

LO R E TO K I R R I B I LLI 2020 ANNUAL REPORT

1.3

Se n ior Sc h ool St ud e n t Represe ntative Council

Loreto Kirribilli’s Student Representative Council comprises girls from every Year group who assume positions of leadership, with the primary purpose to foster the realisation of values of freedom, verity, felicity, sincerity and justice, in the image of the School’s founder, Mary Ward. At Loreto Kirribilli, learning extends to the whole person, thus necessitating this framework for discussion and growth – setting out to enrich girls’ experiences at the School, from pastoral support to School spirit and from social justice to extra-curricular pursuits. The SRC is a platform for girls of all ages and stages to have a voice, and, in turn, the opportunity to think critically about ways to improve the experiences of the student body at Loreto Kirribilli. This endeavour to nurture the initiative and leadership of students stems from the ethos of Mary Ward; to see young women, bound by compassion and justice, to act beyond themselves for the betterment of the whole community.

justice · sincerity · verity · felicity · freedom

THEME 2 C o n te xt u a l Inf or mation a bo u t t h e Sc h ool

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

Loreto Kirribilli is a fully comprehensive Catholic School. The core values at Loreto Kirribilli draw on the Ignatian spirituality of our foundress, Mary Ward, whose mission was built on the Gospels. Loreto Kirribilli is a comprehensive School where students can flourish academically in an environment in which quality relationships are central. Complementing the academic dimension is a rich religious and liturgical program which nourishes the spiritual formation of our students. A vigorous belief in the capacity of women to contribute to society underpins our extensive student leadership and social justice programs. In pursuit of a balanced and holistic education our students are engaged in a vast array of extra-curricular activities such as Sport, Duke of Edinburgh, Music, Robotics, Mock Trial, Social Justice activities, student leadership initiatives, Debating and Public Speaking. We endeavour to give to future generations “wise, loving, well-educated women” (Mother Gonzaga Barry, 1900). The majority of students live within a geographically accessible suburb to the School, largely in the northern suburbs of Sydney, although enrolments from students in the inner west have increased slightly in recent years. While many students are first generation Australian, a minority of students have a language background other than English. Further information about the School can be found on the MySchool website at http://www.myschool.edu.au

justice · sincerity · verity · felicity · freedom

THEME 3 S T UD E N T O U TCO M E S I N S TANDARDISED NATIONA L LITER A C Y & NUM ER A CY TE S TI NG

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

3.1 NAP L AN R e su lt s This year, Loreto Kirribilli undertook NAPLAN online, and our students responded well to this environment. All students in Year 3 and Year 5 participated in all aspects of this testing period, except for one student in Year 3 who did not participate in Writing. Year 3 and Year 5 School Average scores are above the National Average. In 2021, 145 Year 7 students participated in NAPLAN. No students were exempted; three students were absent for writing. For Year 9, 146 students participated NAPLAN. No students were exempted, and no students were absent for any of the tests. The average scores for Loreto Kirribilli are consistently above the State and National Average and close to or above similar schools in most cases. Student performance on NAPLAN has already been uploaded to the MySchool website and can be seen at http://www.myschool.edu.au It should be noted that the data presented on the MySchool site compares Loreto Kirribilli with the rest of Australia and SSSG. SSSG is based on the Index of Community Socio-Economic Advantage (ICSEA) only. The tables below show the School’s results for the five domains at each year level for 2021. They display the percentage of students achieving in each Band as well as the percentage of students in NSW State Schools achieving in each Band.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2 0 21 A N N U A L R E P O R T 17

NAPLAN: YEAR 3

There was considerable growth in Year 3 in regard to Reading and Writing in response to the literacy programs introduced in the Junior School. Students were able to interpret information from a range of texts, however found character inference challenging. Therefore, the teachers are explicitly teaching students inferencing skills in guided reading and shared reading lessons and inferencing is extensively covered in the initial literacy reading and comprehension component. Numeracy remained steady, with students demonstrating relative strength in interpreting information from a table and calculating fractions, however they were challenged by more complex questions regarding the properties of shapes.

READING

NUMERACY

WRITING

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

2.6%

0.0%

2.7%

0.0%

1.9%

0.0%

7.8%

0.0%

9.8%

0.0%

4.3%

3.6%

12.8%

3.6%

18.5%

0.0%

9.0%

3.6%

19.0%

35.7%

27.4%

3.7%

23.0%

25.0%

21.9%

21.4%

22.1%

40.7%

37.0%

28.6%

21.5%

21.4%

13.6%

44.4%

20.2%

10.7%

8.3%

10.7%

4.0%

7.4%

3.9%

14.3%

4.0%

7.1%

1.3%

3.7%

0.6%

10.7%

1.3%

0.0%

0.3%

0.0%

3.6%

0.7%

0.0%

0.2%

0.0%

SPELLING

GRAMMAR & PUNCTUATION

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

4.6%

0.0%

4.4%

0.0%

6.5%

0.0%

6.4%

0.0%

13.0%

0.0%

10.4%

17.9%

20.2%

21.4%

19.4%

32.1%

23.4%

14.3%

24.1%

28.6%

23.1%

25.0%

22.3%

14.3%

7.2%

17.9%

6.5%

7.1%

1.6%

14.3%

5.1%

0.0%

0.6%

3.6%

1.0%

0.0%

3.6%

0.5%

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

NAPLAN: YEAR 5

There was substantial growth for the Year 5 students across the five domains, showing that many were working above their expected performance in comparison with Year 3. In Writing, it was noted that students were able to think imaginatively and structure their paragraphs well, however they needed to strengthen their use of literary techniques. In terms of Numeracy, students demonstrated relative strengths in number patterning and spatial geometry, however they needed to develop more clearly their reading of an analogue clock.

READING

NUMERACY

WRITING

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

0.1%

0.0%

0.7%

0.0%

0.1%

0.0%

0.2%

0.0%

1.2%

0.0%

3.3%

0.0%

3.1%

0.0%

3.2%

0.0%

7.5%

0.0%

10.0%

2.4%

9.7%

3.6%

18.3%

17.9%

23.6%

8.3%

26.8%

21.4%

27.2%

35.7%

28.8%

32.1%

32.6%

36.9%

24.7%

32.1%

20.9%

36.9%

17.0%

31.0%

15.4%

10.7%

10.2%

16.7%

7.5%

6.0%

2.7%

2.4%

1.1%

1.2%

0.4%

1.2%

0.7%

1.2%

0.2%

SPELLING

GRAMMAR & PUNCTUATION

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

0.9%

0.0%

0.8%

0.0%

3.9%

0.0%

4.5%

1.4%

9.8%

1.2%

9.2%

10.6%

20.5%

6.0%

19.7%

27.8%

26.3%

26.2%

27.1%

33.8%

21.8%

34.5%

20.6%

19.4%

12.3%

20.2%

12.9%

5.6%

3.1%

8.3%

3.4%

1.4%

1.0%

3.6%

1.7%

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2 021 A N N U A L R E P O R T 19

NAPLAN: YEAR 7

Overall, on average, 60% of Year 7 students achieved at or above the NSW Government ‘expected growth’ across the five domains of Grammar & Punctuation, Spelling, Numeracy Reading and Writing. The strongest area of growth was in Numeracy, with 71.9% of students achieving at or above expected growth. The relative strengths in Mathematics in the Item Analysis were measurement, graphing and fractions, whereas the relative weaknesses were geometry, including enlargement and rotational symmetry, as well as multi-step problems. In Reading, students demonstrated overall strengths in higher order thinking skills of identifying purpose and the main idea and interpreting meaning (on average 25% better than SSSG). It is interesting to note that students were relatively weak, in comparison to past cohorts, in locating and identifying information. This has been discussed at Subject Coordinator meetings and they are working on addressing this with students using similar language across all departments so that students have a clear and consistent message.

READING

NUMERACY

WRITING

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

0.7%

0.0%

0.1%

0.0%

0.6%

0.0%

0.6%

0.0%

0.5%

0.0%

1.5%

0.0%

4.6%

0.7%

4.5%

0.0%

4.3%

2.1%

11.6%

2.1%

10.8%

4.3%

14.5%

9.0%

24.5%

12.5%

20.8%

18.0%

27.4%

31.3%

26.9%

34.7%

25.9%

23.7%

24.9%

27.8%

20.6%

23.6%

19.4%

36.7%

19.2%

22.2%

9.6%

18.1%

14.2%

10.8%

5.0%

7.6%

1.5%

8.3%

3.7%

6.5%

1.7%

SPELLING

GRAMMAR & PUNCTUATION

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

0.1%

0.0%

0.3%

0.0%

0.5%

0.0%

1.0%

0.0%

1.9%

0.0%

3.8%

0.0%

6.1%

0.7%

8.8%

4.2%

12.0%

8.3%

18.3%

15.3%

25.9%

34.0%

31.8%

29.2%

21.7%

40.3%

23.3%

24.3%

17.4%

13.9%

11.6%

12.5%

10.7%

2.8%

1.2%

14.6%

3.6%

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

NAPLAN: YEAR 9

Overall, students demonstrated growth across the different domains, and it was interesting to observe that students identified as gifted through OLSAT showed some strong growth results, which is unusual as it is difficult for gifted students to show growth as they are already at the ceiling of NAPLAN. The number of students in the top 2 Bands for Reading and Numeracy remained relatively stable. In terms of Numeracy, students demonstrated relative strength in mapping, time, number patterns and were 48% higher than all schools in calculating the “best buy”. There were relative weaknesses in calculating angles, interpreting diagrams and solving complex ratios. In Reading, students have relative strength in identifying literary devices, as well as symbolism and authorial perspective, while relative weaknesses appear to be identifying figurative language, character portrayal and lower order skills of identifying sub-headings and information from an infographic text. Subject Coordinators are developing common approaches and instructions to address the weaknesses in numeracy and reading. Different subjects approach some skills in a discipline specific manner, so we are working towards a shared understanding to ensure consistency. READING

NUMERACY

WRITING

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

1.3%

0.0%

0.5%

0.0%

0.3%

0.0%

1.0%

0.0%

1.5%

0.0%

0.1%

0.0%

2.4%

0.7%

7.1%

0.0%

2.9%

0.7%

8.6%

1.4%

14.8%

2.1%

13.6%

4.8%

19.7%

15.8%

24.9%

14.4%

28.2%

19.2%

24.8%

29.5%

26.4%

37.0%

28.7%

39.0%

26.5%

35.4%

17.5%

30.8%

15.4%

23.3%

10.3%

17.1%

7.5%

15.8%

11.0%

13.0%

5.0%

SPELLING

GRAMMAR & PUNCTUATION

BAND

SCHOOL

STATE

BAND

SCHOOL

STATE

0.0%

0.1%

0.0%

0.2%

0.0%

0.6%

0.0%

0.6%

0.7%

1.1%

0.7%

1.9%

0.0%

5.5%

0.0%

7.5%

4.8%

13.4%

2.1%

14.9%

19.9%

23.4%

15.1%

26.1%

36.3%

30.6%

32.2%

27.7%

29.5%

18.9%

25.3%

14.7%

8.9%

6.5%

24.7%

9.0%

justice · sincerity · verity · felicity · freedom

THEME 4 S E N IOR S ECO NDA RY O U TCO ME S

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

4.1 R ecord of St udent Ach iev em ent Ye a r s 10 and 11 YEAR 10 ROSA 2021

Year 10 RoSA grades for 2021 continued to be strong, despite the impact of COVID-19. It was interesting to note the increasing numbers of students studying Commerce 200 hours and History 100 hours within this cohort, which was confirmed by the increased number of students opting to study similar subjects for their HSC. Remote (online) learning saw varied types of assessments taking place, with an increased focus on co-learning and co-construction with the students, and this has been realised in the positive spread of RoSA grades across Stage 5. NB: The numbers for whole cohort subjects may vary due to Life Skills students.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 23

SUBJECT

COHORT

Chinese 200 hours

88%

13%

Commerce 200 hours

45%

39%

16%

Design & Technology 100 hours

77%

Design & Technology 200 hours

28%

48%

20%

Drama 100 hours

22%

57%

22%

Drama 200 hours

44%

50%

English

34%

43%

20%

145

Food Technology 100 hours

60%

40%

Food Technology 200 hours

39%

33%

28%

French 200 hours

47%

53%

Geography

43%

30%

27%

143

Geography 100 hours

56%

31%

13%

History

35%

38%

27%

144

History 100 hours

34%

41%

25%

Italian 200 hours

52%

33%

14%

Math Advanced

100%

Maths Stage 5.1

50%

Maths Stage 5.2

24%

62%

14%

Maths Stage 5.3

33%

59%

Music

100%

Music 200 hours

43%

50%

PDHPE

25%

40%

32%

144

Religion

28%

48%

24%

145

Science

28%

31%

37%

144

STEM

71%

29%

Visual Arts 100 hours

50%

25%

Visual Arts 200 hours

46%

50%

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

YEAR 11 ROSA 2021

2021 proved to be a strong year for the Year 11 cohort, demonstrating clear growth across a range of subjects. The students achieved more As than previous cohorts, showing confidence in the new courses and new approaches. This was also a significant achievement as Year 11 students undertook their yearly examinations online due to COVID-19 restrictions. The continued strong performance of the students also reflects appropriate student subject choice. SUBJECT

COHORT

Ancient History

40%

60%

Biology

20%

28%

43%

10%

Business Studies

29%

49%

18%

Chemistry

27%

37%

Chinese Continuers

50%

Design and Technology

15%

46%

31%

Drama

17%

67%

17%

Economics

59%

32%

English Extension 1

43%

57%

English Advanced

46%

36%

17%

English Standard

57%

32%

French Continuers

80%

20%

Food Technology

15%

54%

23%

Geography

47%

Italian Continuers

50%

25%

Legal Studies

46%

43%

11%

Mathematics Extension 1

33%

29%

10%

Mathematics Advanced

12%

26%

62%

Mathematics Standard

39%

32%

25%

Modern History

41%

46%

13%

Music 1

50%

Music 2

100%

PDHPE

24%

30%

38%

Physics

33%

50%

17%

Studies of Religion 2

37%

44%

18%

Studies of Religion 1

30%

51%

18%

Visual Arts

64%

28%

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 2 5

4.2 Hi gh er Sc h ool C erti f ic ate The Class of 2021 demonstrated all the attributes we would wish for young Mary Ward women in managing the concerns of COVID-19 for a second year. During this period, students had to deal with a great deal of uncertainty; a term of remote learning, online Trial examinations, and the uncertainty of not knowing whether the HSC examinations would proceed. The students were supported, as they have been in previous years, in their learning by a number of programs implemented by the School. TEACHING AND LEARNING

STUDENT WELLBEING

SYSTEMS AND PROCESSES

• Quality teaching and learning

• Principal’s Year 12 lunches

• Increased programming time

• Strong emphasis on professional

• Year Coordinator’s support

for new syllabuses introduced

• High expectations of students

in 2019

learning • Before school / lunch classes run by various departments • Staff collaborating on strategies to improve student outcomes • Focus on quality, timely feedback • Focus on critical and creative

• Year 12 Mentor program • Guest talks from Olympic Team Lead Psychologist, Georgie Ridler, and experienced Adolescent Psychologist, Minh Nguyen • Students willing to support

• Library open for Year 12 until 8pm each week night and Saturdays from 9-3pm • Library open during holidays for Year 12 • Changes to assessment/

one another, student leaders

exams – More time for teaching

• Thorough RAP analysis

encouraging one another

introduced in 2019

• Individualised coaching program

to collaborate

thinking

• Ex-students mentoring Year 12 students in the library • Bookable teachers during study periods and lunch breaks • Working to stretch top end • Holiday workshops

• Working with students to

• Extracurricular: No other activities Wednesday lunchtime to support

consider 10 units as opposed to

the attendance at the additional

stretching to 12 units and thus

English classes offered

removing additional stress • The availability of a therapy dog ‘Peggy’

• Mock exams offered • Guest speakers on relevant HSC topics • Focus on data analysis and use of data to support improvement • The support from House Academic Care Coordinators and Circle teachers HSC results are released as a combination of assessment marks and examination marks which are added together to give the final HSC mark for the student in that subject. This final HSC mark is then awarded a grade or Band. For all 2 unit and 1 unit courses the top Band is Band 6 and the lowest is Band 1. In Extension courses, the Bands are from Extension 4 (E4 = top) to Extension 1 (E1 = lowest).

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

HSC RESULTS

Fifteen students were All-Rounders (Band 6 in all courses). One student, a Year 11 accelerant, placed equal first in the state in Mathematics Advanced, and another student placed 8th in Visual Arts. The students achieved 302 Distinguished Achievements (Band 6), which were shared between 105 students. 94% of students achieved a result in Bands 5 or 6, and 91 students achieved at least one result in Band 6, while 56 achieved 3 or more Band 6s. HSC SUBJECT ACHIEVEMENTS

Every one of the courses undertaken at Loreto Kirribilli exceeded the State mean. Subjects where all students achieved in the top Bands (Bands 5 and 6 or E3 and 4 for Extension subjects) included Chinese Continuers, Drama, Economics, Food Technology, French Continuers, French Extension, Italian Extension, Mathematics Extension 2, Music 1, Music 2, Science Extension and Visual Arts. Other subjects where over 80% of students achieved in the top two bands included Business Studies, Design and Technology, English Advanced, English Extension I, English Extension 2, History Extension Hospitality, Italian Continuers, Legal Studies, Mathematics Extension I, Physics and Studies of Religion 2 Unit. Students were nominated in their various fields for ARTEXPRESS (Art), with one student selected for exhibition at the Art Gallery of NSW, as well as SHAPE (Design and Technology, Industrial Technology, Textiles and Design), and OnSTAGE Individual Performance (Drama). Table 1 shows the percentage of Year 12 students undertaking vocational or trade training, and the percentage of students who achieved a Year 12 equivalent VET qualification. TABLE 1

VOCATIONAL / TRADE TRAINING SUBJECT

% YEAR 12 STUDENTS STUDYING

% YEAR 12 STUDENTS ACHIEVING QUALIFICATION

Animal Studies

<1%

Business Services

<1%

Certificate II in Business Services Information Digital Technology

Table 2 shows a comparison of student achievement in Bands 4-6 in 2 Unit courses (a mark above 70) and E2-E4 in Extension courses (a mark above 25/50) between the Loreto Kirribilli cohort and the general NSW candidature for all subjects attempted.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 27

TABLE 2

SUBJECT

BANDS 4-6 BANDS E2-E4 AT LORETO KIRRIBILLI

BANDS 4-6 BANDS E2-E4 IN NSW COMPARISON

Ancient History

100%

62%

Biology

100%

66%

Business Studies

98%

66%

Chemistry

100%

66%

Chinese Continuers

100%

89%

Design and Technology

100%

83%

Drama

100%

83%

Economics

100%

78%

English (Advanced)

100%

94%

English (Standard)

93%

58%

English Extension 1

100%

English Extension 2

100%

99%

Food Technology

100%

63%

French Continuers

100%

88%

French Extension

100%

98%

Geography

92%

74%

History Extension

100%

98%

Italian Continuers

100%

92%

Italian Extension

100%

Legal Studies

100%

69%

Mathematics

99%

79%

Mathematics Extension 1

100%

94%

Mathematics Extension 2

100%

99%

Mathematics Standard 2

94%

51%

Modern History

95%

65%

Music 1

100%

89%

Music 2

100%

PDHPE

96%

60%

Physics

100%

71%

Science Extension

100%

99%

Studies of Religion I

94%

69%

Studies of Religion II

97%

72%

Visual Arts

100%

91%

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

The following table, Table 3, shows the percentage of students in each subject who achieved a Band 6 (i.e. that is, marks between 90 and 100) or Band 5 (i.e. marks between 80 and 90). Also included are the students who achieved an E4 or E3 in an Extension course (i.e. marks above 35 out of a possible 50). The table also shows a comparison of student achievement in Bands 5-6 and E3-E4 between the Loreto Kirribilli cohort and the general NSW candidature for all subjects attempted in 2021 as a percentage. TABLE 3 SUBJECT

2021 BAND 5-6 E3-E4 AT LORETO KIRRIBILLI

2021 BAND 5-6 E3-E4 NSW

Ancient History

75%

34%

Biology

48%

31%

Business Studies

83%

36%

Chemistry

69%

40%

Chinese Continuers

100%

71%

Design and Technology

80%

55%

Drama

100%

46%

Economics

100%

50%

English (Advanced)

89%

69%

English (Standard)

63%

17%

English Extension 1

95%

94%

English Extension 2

83%

84%

Food Technology

100%

36%

French Continuers

100%

63%

French Extension

100%

80%

Geography

67%

44%

History Extension

80%

77%

Italian Continuers

88%

72%

Italian Extension

100%

Legal Studies

88%

42%

Mathematics

75%

50%

Mathematics Extension 1

92%

74%

Mathematics Extension 2

100%

87%

Mathematics Standard 2

61%

25%

Modern History

75%

38%

Music 1

100%

64%

Music 2

100%

88%

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 29

SUBJECT

2021 BAND 5-6 E3-E4 AT LORETO KIRRIBILLI

2021 BAND 5-6 E3-E4 NSW

PDHPE

65%

31%

Physics

88%

41%

Science Extension

100%

72%

Studies of Religion I

76%

42%

Studies of Religion II

82%

46%

Visual Arts

100%

63%

Table 4 HSC Results: This table shows a longitudinal comparison of student achievement in Bands 5-6 or E3-4 results as a percentage from 2016 to 2021 at Loreto Kirribilli. TABLE 4 COMBINATION OF BAND 5 - 6 AND E3 - E4 RESULTS AS A PERCENTAGE SUBJECT

2021

2020

2019

2018

2017

Ancient History

75%

84%

90%

100%

Biology

48%

73%

65%

68%

88%

Business Studies

83%

78%

86%

72%

93%

Chemistry

69%

60%

71%

47%

Chinese Continuers

100%

Design and Technology

80%

100%

Drama

100%

86%

100%

89%

100%

Economics

100%

73%

70%

English Advanced

89%

95%

98%

92%

98%

English Extension 1

95%

100%

English Extension 2

83%

100%

75%

100%

75%

English Standard

63%

56%

68%

49%

85%

Food Technology

100%

66%

67%

88%

French Continuers

100%

75%

100%

92%

French Extension

100%

n/a

100%

Geography

67%

93%

90%

81%

87%

History Extension

80%

100%

88%

91%

100%

Hospitality Examination*

80%

67%

100%

83%

Italian Continuers

88%

100%

88%

80%

83%

Italian Extension

100%

Legal Studies

88%

93%

87%

83%

92%

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

COMBINATION OF BAND 5 - 6 AND E3 - E4 RESULTS AS A PERCENTAGE SUBJECT

2021

2020

2019

2018

2017

Mathematics Advanced

75%

84%

77%

75%

78%

Mathematics Extension 1

92%

90%

98%

93%

91%

Mathematics Extension 2

100%

92%

100%

Mathematics Standard

61%

59%

79%

82%

Modern History

75%

83%

92%

79%

100%

Music 1

100%

Music 2

100%

n/a

100%

PDHPE

65%

75%

68%

65%

69%

Physics

88%

75%

55%

63%

71%

Science Extension

100%

n/a

Studies of Religion 1

76%

80%

82%

59%

84%

Studies of Religion 2

82%

89%

96%

82%

96%

Visual Arts

100%

96%

100%

The Band 5/6 and E3/E4 results for the Class of 2020 are comparable with trends over recent years, with some minor fluctuations in some subjects. This is to be expected with the changes to the ‘stronger HSC’. * The Hospitality results are a result of a co-teaching arrangement with the Northern Sydney Institute (Northern Beaches TAFE campus). The students are formally enrolled with Northern Sydney Institute. Our 2021 Dux achieved an ATAR of 99.75. Our data informs us that the 2021 class included: • 8 (6%) students with an ATAR over 99 • 32% above 95 ATAR • 55% above 90 ATAR Each year, the Sydney Morning Herald releases a ranking based on the number of Band 6/E4 results as a percentage of the overall number of examinations sat by Loreto Kirribilli students. In 2021, Loreto Kirribilli was ranked 21st overall, and was the 1st Catholic school in NSW.

justice · sincerity · verity · felicity · freedom

THEME 5 T e a c h er Pro f e ss io na l L e a r n ing, Qua li f ic ations & Accre d itation

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

5.1

Jun ior School Profess ional LEAR NING

This year we continued with our goal to ensure our students achieve their full potential through differentiated programs of teaching and learning, with a particular focus on the School learning goal: Respond to the needs of students within the mild to profoundly gifted range through effective student identification, tracking of student data and differentiated learning strategies to ensure learning growth. The teachers worked with a consultant, Ms Bronwyn MacLeod, to develop quality integrated units of inquiry that reflect the revised scope and sequences. Due to COVID-19 and the change to remote learning, limited sessions with the consultant were available. During this time the teachers’ focus was redirected for a term, as they changed the mode of curriculum delivery and further upskilled in this area. Another 2021 strategic goal was to investigate the role of play-based learning in our early Stage 1 classrooms. Professor Pasi Sahlberg UNSW was able to work with teachers on his research in this area. Aligned with our school goals for 2021, Junior School teachers engaged the following key professional Learning activities: DESCRIPTION OF THE PROFESSIONAL LEARNING ACTIVITY

NO OF STAFF PARTICIPATING

Analysing PAT Data – Trish Cornish

Concept Based Learning - Bronwyn MacLeod (Workshops K-Year 4 team)

Concept Based Learning - Bronwyn MacLeod (Workshops Years 5-6 team)

Analysing COGAT data – Bronwyn MacLeod

Teacher Resilience - Grow Your Mind - Alice Peel

Iwise Pastoral Notes Training/Online Reports - Mary Rheinberger

Soundwaves workshop

Importance of Play session - Professor Pasi Sahlberg UNSW

Importance of Play workshop - Professor Pasi Sahlberg UNSW K-Year 2

Analysing NAPLAN Scout data - AIS Ben Arber

Learning Support and NCCD Data - Samantha Giles and Julie Dewis

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 33

5.2 Se n ior Sc h ool Pro f e ss io na l L e a r n i ng All Senior School teaching staff participated in professional learning throughout the course of the year which was focused on the School learning goal: Respond to the needs of students within the mild to profoundly gifted range through effective student identification, tracking of student data and differentiated learning strategies to ensure learning growth. Due to COVID-19, the School goal was amended to: Reflect, refine and act on learnings from 2021 for future implementation. This goal was also a focus of the Professional Appraisal Teams. Individuals and small groups of teachers additionally pursued learning opportunities specific to their needs, particularly within the contexts of ongoing Australian Curriculum and NSW syllabus changes, the need to continue developing knowledge and approaches to support student wellbeing, explorations in Science, Technology, Engineering and Mathematics (STEM) and a range of pedagogical approaches including Project Based Learning and Visible Learning. Below is an outline of key professional learning activities undertaken by Years 7-12 staff. DESCRIPTION OF THE PROFESSIONAL LEARNING ACTIVITY

APPROXIMATE NUMBER OF TEACHERS PARTICIPATING

Remote Online Learning Training

124

Mathematics Online Workshop

Differentiation Needs of Gifted Students – Bronwyn MacLeod

Data Analysis – Bronwyn MacLeod

Future Tech Conference

Other professional learning specifically related to faculty areas.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

5.3 K-12 PROF E SSIO NAL DEVELOPM EN T There were eight K-12 staff development days during 2021. Below is an outline of key professional learning activities undertaken by K-12 staff: DESCRIPTION OF THE PROFESSIONAL LEARNING ACTIVITY

APPROXIMATE NUMBER OF TEACHERS PARTICIPATING

National Excellence in School Leadership Initiative (NESLI) Middle Leaders program.

Assessment and reporting - staff participated in rotational workshops all related to assessment and reporting

124

CPR training - all staff undertook an online training course in cardio-pulmonary resuscitation facilitated by Royal Life Saving Australia (RLSA). This was assessed by either

124

RLSA examiners or members of staff with CPR assessment qualifications. Annual updates - all teachers participated in annual updates and refresher training on Anaphylaxis and fire safety. All teachers completed online training modules in Child

124

Protection and Discrimination, Harassment & Bullying. Strategic Plan Goal Development and Setting - enabled teachers to evaluate and reflect on the identified School goal for 2021, which had been developed through the year’s strategic planning process. Faculty groups in the Senior School and the Junior School

124

teachers then worked collaboratively to develop goals for more specific focus of their practice in 2021. NCCD Workshop – staff participated in a workshop related to collecting and assessing NCCD.

justice · sincerity · verity · felicity · freedom

124

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 35

5.4 T eacher Qua lifications CATEGORY

NUMBER OF TEACHERS

Teachers who have teaching qualifications from a higher education institution within Australia or are recognised within the National Office of Overseas Skills Recognition

124

(AEI-NOOSR) guidelines Teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teaching

qualifications

5.5

T eacher Accre ditation

LEVEL OF ACCREDITATION

NUMBER OF TEACHERS

Conditional

Provisional

Proficient Teacher

107

Experienced Teacher (voluntary accreditation)

Highly Accomplished Teacher (voluntary accreditation)

Lead Teacher (voluntary accreditation)

Total number of teachers

124

100 of Loreto Kirribilli’s 124 teachers are ‘experienced proficient’ teachers, who have set goals and are appraised at the ‘highly accomplished’ level.

justice · sincerity · verity · felicity · freedom

THEME 6 w ork f orce co mp o sitio n

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 37

SCHOOL STAFF 2021

NUMBER OF STAFF

Teaching staff

124

Full-time equivalent teaching staff

109.3

Non-teaching staff

Full-time equivalent non-teaching staff

62.5

justice · sincerity · verity · felicity · freedom

THEME 7 St ud e nt Atte ndan ce & R ete n tio n Rates & Po s t Sc h ool De s ti nations i n Seco nda ry Schools

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 39

7.1 St ud e n t Atte ndan ce Rates Student attendance by Year Group (rounded figures). It is worth noting that there was very high attendance rate during remote online learning including many days with 100% attendance across all Year groups, especially Year 12. YEAR LEVEL

ATTENDANCE RATE %

Kindergarten

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Year 7

Year 8

Year 9

Year 10

Year 11

Year 12

Average

MANAGEMENT OF NON-ATTENDANCE

Extended or repeated non-attendance by students was usually for illness. In the rare situation that a student had prolonged, or repeated non-attendance not related to illness the situation was first addressed in a pastoral way by the Year Wellbeing Coordinator, Coordinator of Student Wellbeing and Director of Student Wellbeing in the Senior School or by the Head of Junior School for K-6 students. If the situation persisted the Principal requested an interview with the parents and follow up actions were determined. If the situation was to persist, then a Department of Family and Community Services report would be made. For whole School attendance rates please refer to the School’s data on the MySchool website http://www.myschool.edu.au

7.2 St ud e n t R ete n tio n Rates 96% of the Year 10 cohort in 2019 completed Year 12 in 2021. A total of 4% left due to personal circumstances.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

7.3 Po s t-School Desti nations There were 135 students in Year 12, 2021, 130 of whom pursued university entry. Of these 130, there were 188 offers made by NSW and ACT Universities through the University Admissions Centre (UAC) system. Many offers were for double (combined) degrees totalling 243 degree offers in 17 faculties. These UAC offers were made up of 36 Early Entry offers through the Schools Recommendation Scheme, January Main Round offers, and Late Round offers in February 2022. Additional university offers were made to students through Direct Early Entry applications and the school supported 99 students in applying to 15 Direct Entry university schemes in NSW, the ACT and Queensland. NOTABLE ACHIEVEMENTS

HSC 2021 students distinguished themselves by securing a range of prestigious scholarships including: the Bond University Vice-Chancellor’s Scholarship, a University of Sydney Dalyell Scholarship and four University of Sydney Scholar Awards. A significant number of students, 19, secured offers in the University of Sydney Advanced Studies degree programs. One student was offered the ANU CECS Female Excellence Scholarship. DIRECT AND EARLY ENTRY OFFERS

Students engaged in Early Offer options with 105 (80%) of the 130 university-bound Loreto Kirribilli students receiving multiple unconditional Direct Entry and conditional Early Entry offers for university places. Most Direct Early Entry offers are not confirmed by universities. Loreto Kirribilli supported 67 students in their Direct Entry applications to ANU through documentation, but ANU does not disclose any Direct Early Entry offer information to schools. Currently, most Loreto Kirribilli students are ineligible for Early Entry offers from the University of Sydney and UNSW as Early Entry is reserved for disadvantaged students at these universities. Please note that “disadvantage” usually implies financial hardship. OTHER UNIVERSITY OFFERS

Enrolment numbers are confirmed by universities post census date, which is the end of March 2022. Interstate and international offers are unconfirmed. There were 67 students who applied to ANU, 19 applied to the University of Melbourne, two to the University of Queensland and four to Bond University. Three students have applied to American tertiary institutions.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2 021 A N N U A L R E P O R T 41

UNIVERSITY OFFERS TO LORETO KIRRIBILLI HSC 2021 STUDENTS THROUGH THE UNIVERSITIES ADMISSION CENTRE (UAC) NUMBER OF OFFERS (188) MADE TO LK HSC 2021 STUDENTS THROUGH THE UNIVERSITIES ADMISSIONS CENTRE (UAC) RANKING

UNIVERSITY

(*NOT INCLUDING DIRECT EARLY ENTRY OFFERS)

University of Sydney

61 offers (including 11 double degrees)

UTS University of Technology, Sydney*

Macquarie University*

31 offers (including 16 double degrees)

UNSW University of New South Wales

13 offers (including 8 double degrees)

Australian Catholic University*

12 offers (including 2 double degrees)

University of Newcastle

10 offers (including 4 double degrees)

University of Notre Dame*

7 offers (including 1 double degree)

University of Wollongong*

2 offers

University of Western Sydney*

2 offers

University of Canberra

1 double degree offer

University of New England*

1 offer

Southern Cross University*

1 offer

49 offers (including 12 double degrees) (+ 4 Diploma offers)

Private Universities (ICMS, Torrens, SAE, SIBT) ANU* (All ANU Direct Early Entry offers are undisclosed to schools)

justice · sincerity · verity · felicity · freedom

5 offers + 1 Diploma offer

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

FACULTIES OFFERING UNIVERSITY PLACES TO LORETO KIRRIBILLI HSC 2021 STUDENTS RANKING

UNIVERSITY FACULTY

Business, Commerce and Economics = 56

Health = 43

Law = 31

Media & Communications = 24

Arts = 20

Science = 19

Engineering = 12

Design = 9

Education = 7

Global & International Studies = 6

Music = 4

Construction Project Management = 3 Social Work = 2 Visual Arts = 2 Creative Intelligence = 2 Veterinary Science = 1 Liberal Arts & Science = 1 Flexible choice degree choice as a second degree in a double combined degree offer = 13

STUDENTS WHO DID NOT APPLY TO ACT OR NSW UNIVERSITIES POST-SCHOOL DESTINATION

PERCENTAGE OF COHORT

University

96%

Apprenticeships / Traineeships

TAFE

TBA

Private Colleges (6 students + 1 student studying at Taronga Zoo Conservation Society)

Cadetships

Workforce

Gap Year

n/a (COVID-19)

justice · sincerity · verity · felicity · freedom

THEME 8 E N ROL ME N T P OLIC Y

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

As stated above, the enrolment of the School in 2021 was 1142. The number of applications for enrolment always exceeds the number of spaces available. Following is the Enrolment Policy which is published on the School’s website. A summary is provided in the Prospectus and the full policy is sent to all parents who request an application for enrolment. The School’s enrolment policy is based on the Policy on Enrolment issued by the Loreto Schools of Australia Committee.

8.1 En rolme nt Policy GUIDING PRINCIPLES

When reviewing applications for a place at the School, the Principal will take into consideration a range of matters, including the following: • whether the applicant is baptised Catholic; • whether the family holds attitudes, values and priorities that are compatible with Catholic values and the mission and philosophy of the School; • whether the applicant has siblings at the School; • the age of the applicant at the date of submission of the application form. The Principal always reserves the right to offer or decline a place to any applicant. PROCESS

• The School will contact the applicant’s family to confirm the family’s intention to proceed with the application and to request references and supporting documentation approximately two years prior to entry into Kindergarten, Year 3, Year 5 or Year 7. Supporting documentation may include a confidential parish reference and a confidential personal reference. Supporting documentation will be reviewed and those families meeting the School’s criteria will be contacted regarding an enrolment interview.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 45

• If the application is successful, the Principal will issue a formal letter of offer for a place at the School. A non-refundable Enrolment fee of $3,500.00 is then payable within three (3) weeks of the date of the offer to confirm a place at the School. • It is the responsibility of parents/caregivers to provide all necessary information regarding the learning needs of prospective students. Withholding information may jeopardise an enrolment offer, or place, at the School. Subject to the availability of sufficient funds, the School is proposing to introduce a bursary available to potential new students who meet the enrolment criteria of the School. We do not expect this process to be available until the end of 2022.

8.2 Requ ireme nt s for Conti nu ed Enrolmen t Acceptance of a position at Loreto Kirribilli and continued enrolment requires parental acceptance of the Catholic foundations, values and practices of the School and acknowledgement and support of the importance of regular opportunities to affirm these values and practices. ACCEPTANCE OF SCHOOL PRACTICES AND EXPECTATIONS

At all times, a high standard of behaviour is expected of students inside and outside the School as well as adherence to all Loreto Kirribilli School values, policies and procedures. Parents/guardians are expected to reinforce their daughter’s adherence to these Loreto Kirribilli School values, policies and procedures. Enrolment in subsequent years is always subject to satisfactory attendance, participation, conduct, progress and application. Each fee account must be paid within 14 days. Failure to pay entitles the School to discontinue a student’s continuing education at Loreto Kirribilli.

justice · sincerity · verity · felicity · freedom

THEME 9 ot h er Sc h ool p olicie s

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 47

9.1 St u d e n t Wel fa re INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

In response to COVID-19, 2021 saw new initiatives introduced designed to continue the promotion of respect and responsibility both during remote online learning and on-site learning. STUDENT WELFARE

“That Loreto Schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service.” (Loreto Schools of Australia Mission Statement 1998: revised 2010). Loreto Kirribilli seeks to provide an environment where all students and staff feel safe, valued and supported. In conjunction with parents, Loreto Kirribilli seeks to educate students academically, spiritually, socially, morally and emotionally. An important aspect for the above is our aim to provide an academic curriculum which caters for the needs of students with varying levels of academic ability. The Loreto Schools of Australia Mission Statement is the foundation document for all procedures and policies of the School. A copy of this document is given to staff on appointment to the School and to parents on enrolment of their daughter. Flowing from the above, Loreto Kirribilli has developed its own series of policies and procedures. A summary of information about student welfare is given to parents at parent information nights held annually for different year groups and at orientation sessions held when students first commence at Loreto Kirribilli in Kindergarten, Year 5 and Year 7. A Parent Information Handbook is given to all new families and a Staff Handbook contains procedures to be followed by staff in relation to matters of student welfare. In conjunction with the Pastoral Program these procedures support the implementation of the National Safe Schools Framework.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

9.2 Pas tora l Pro gram Pastoral care in both the Junior School and Senior School is based on a belief in the value and uniqueness of the individual who is created in the image of God. The authentic expression of love, care and concern shown by Jesus in the Gospels should be reflected in all aspects of life in a Loreto School community. The development of an atmosphere of trust and mutual respect and a sense of security, connectedness and positive regard are crucial to student wellbeing. We also believe that for quality relationships to exist in the School community, students, teachers and parents have a responsibility to respect the rights of others. Teachers and students have the right to work and learn in a safe, secure and clean environment, free from harassment and prejudice and to be accepted as individuals In the Junior School, we continue to foster in students a love for life, and belief and confidence in themselves, in the context of the Christian value of humility. Students are encouraged to take responsibility for their own actions and the choices they make. We continue to aim to make children aware of the consequences of inappropriate behaviour and how these behaviours can affect others. Restorative practices guide the application of discipline within our School and aim to promote a reflective understanding of oneself within our students and a greater empathy for others. For these instances one or a range of consequences may be applied depending on the individual circumstances. Through our wellbeing program in the Junior School students are involved in a range of explicit learning experiences which help them understand themselves and others. Our focus resource for our students is the Grow Your Mind program. This program is a whole school wellbeing program for students, teachers and families. By utilising one resource a common language is established about what it means and feels to be mentally healthy. Our aim is to raise happy children, arming them with the skills needed to be resilient and flourish. The staff attended a Teacher Wellbeing PD course run by Alice Peel from Grow Your Mind. We also had a focus this year for increased student voice via the SRC groups and the role of Year 6 leaders. These groups met weekly with staff to ensure initiatives and feedback was coming directly from the students. The extra-curricular offerings increased as more interest clubs were started with student interests e.g. Garden Club, Mindful Art Club, Touch Football at lunchtime, LK Newspaper. A designated Junior School Psychologist was employed for two days.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 49

During remote online learning, an increased level of pastoral care was needed for students, staff and families. The Junior School management team communicated with every family throughout the lockdown to ensure students were being catered for in their learning. The school day involved the class teachers online with firstly the whole class, then small groups, and individuals. A number of fun theme days were created via the weekly Friday online assemblies e.g. Olympic theme, Dance theme, Beach party, Sustainable theme as well as Grandparents’ Day and Fathers’ Day themes. The students were able to engage via posting photos and videos of themselves via the CH@LK Playground page. Competitions including the Tour de Loreto online bike race to visit other Loreto Schools also encouraged physical activity during lockdown. Our Felicity Fun Day initiative this year allowed an online house competition as the students completed a checklist of activities whilst posting photos and videos to gain house points. Our return to face-to-face teaching was a staggered return, which allowed for class teachers and specialists to check in with individual students to ensure any concerns were met. The increased number of Year 6 students for 2021 required a careful transition to the Senior School. A special transition afternoon was organised for the students to be immersed in the new Year 7 chapter. This included meeting with the School Principal and key Senior School staff. Within the Senior School, the Pastoral Program in 2021 continued to integrate Positive Education. The Pastoral Program integrates the leadership, health, social justice and spiritual aspects of a student’s development from Year 7 through to Year 12. It is a key element of a Loreto Kirribilli education and supports the principles of the National Safe Schools Framework. Given that the program recognises and addresses the issues arising from the ever-changing societal pressures faced by students and their families, there is a need for reflection on its purpose, content, processes and outcomes. As such, the dynamic nature of the program is paramount, and it is revised annually. Programs and activities aimed at maintaining good mental, spiritual and emotional health continued to be important components of the Pastoral Program in 2021. Students have the benefits of both a House (Vertical) and Year (Horizontal) structure. The House structure encourages and promotes interaction between year groups; younger students have older mentors and role models and big sisters who spend valuable time with them most mornings. The Year structure ensures that the School is addressing developmental themes appropriate to the age group of each student and allows for year identity to remain strong.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

Students are placed in Circle Classes which are linked to their Houses. There are 8 Circle Classes per House and these classes are a mixture of students from Years 7-12. The Year Wellbeing Coordinator (YWC) addresses and supports students’ social and emotional needs which enhances student learning. The YWC remains with the cohort ensuring continuity of care from Years 7-12. The Year Wellbeing Coordinator leads all Year based activities and develops the Pastoral Program which is delivered by the Year Teachers in each Wednesday Period 4 Wellbeing Lesson. During lockdown and the move to full remote online learning, the importance of the Pastoral Program was heightened. To ensure students already identified as being at risk remained connected to the necessary school supports, remote online school counselling was enacted to cater for this need. The School’s psychologists ran remote online counselling sessions which were also promoted to the wider community to ensure ongoing access to this importance resource. The students’ strong connection to the Houses and Years was maintained during lockdown with the House videos and fun ‘at home’ activities. To continue to promote Year-based activities the Year Wellbeing Coordinator ran a series of activities which further enhanced social connections. Physical exercise was also encouraged through the specifically designed physical activity video program. The Year Wellbeing Coordinators played an important role in maintaining student connection through their regular phone and Teams contacts with students and parents and their pastoral team. The morning Circle Class moved to Year Classes to accommodate the transition back to school cohorting. On return to on-site learning, particular attention was given to the re-orientation of Year 7 students into the School given the short time they were on-site before COVID-19 lockdown. The wellbeing of Year 12 students was also supported with the introduction of a therapy dog during afternoon Library study sessions. The voluntary therapy dog program was well received by the Year 12 students, providing further support to the cohort who at one stage were not even sure that they would be sitting an HSC. Year 12 students were provided access to the site to allow for study bubbles. The students’ love of learning and academic interests are fostered by the relevant House Academic Care Coordinator. Any learning concerns or opportunities related to academic growth are directed to the relevant House Academic Care Coordinator, as well as the relevant Subject Coordinator.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 51

ANTI-BULLYING

The School does not condone bullying or harassment in any form. The School’s anti-bullying policy is known as the Safe School Policy. The policy includes processes based on procedural fairness for responding to and managing allegations of bullying. The Safe School Policy outlines the rights and responsibilities of students and staff regarding right relationships and bullying, while also directing students to available support networks if needed. The text of the School’s Safe School policy is found in the Senior School diary and can be accessed on request. It is also found the School’s website at https://www.loreto.nsw.edu.au/general/policies/bullying

9.3 St u d e n t MANAG EM E N T Polic y Student Management is one aspect of student welfare and pastoral care; therefore, the administrative structures of the School support both discipline and welfare. Our Student Management Policy is informed by our Pastoral Care Policy in both the Junior School and Senior School. Guiding Principles K-12: • All members of the School community deserve respect and courtesy • Student Management within the School is based on principles of procedural fairness and justice and respects the rights of individuals • Student Management is formative, working in the “with” area of the Social Discipline Window (Restorative Practice) • Clearly stated rules and expectations of student behaviour must be outlined by staff, hence consequences for inappropriate behaviour can be expected by the student. All disciplinary actions that result in any sanction against the student are based on the processes of procedural fairness. Parents are involved in the processes of procedural fairness when sanctions result in suspension and expulsion • The behaviour of the student warranting correction should be clearly separated from the student as a person

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

• In accordance with the Education Reform Amendment (Corporal Punishment) Act 1995, the School prohibits the corporal punishment of students and does not explicitly or implicitly sanction the administering of corporal punishment by non-School persons, including parents, to enforce discipline at the School • Rules are to be enforced fairly and consistently. There is no place for sarcasm, humiliation or abusive remarks The stated aims of the Student Management Policy are: • To develop a sense of responsibility and self-worth in the students • To develop self-discipline as an important life skill • To develop a respect for self and the dignity and rights of others • To develop a discipline system based on justice Students are encouraged to take responsibility for their own actions and the choices they make. We aim to make children aware of the consequences of inappropriate behaviour and how these behaviours can affect others. Restorative practices guide the application of discipline within the School and aim to promote understanding, reflection and a greater empathy with others within the students. Disciplinary action that may result in a sanction against the student, including suspension, expulsion or exclusion, is guided by an approach based on the principles of Restorative Justice. The rules for student behaviour emphasise expected behaviours guided by attitudes of respect and responsibility. These behaviours contribute to the formation of quality relationships between staff and students.

9.4 R eporting Co mpla int s and R e s olving Grievances The approach adopted by the School to complaints and grievances has its foundation in the Loreto Schools of Australia Mission Statement, 1998 (Revised: 2010): “The School itself, in its organisation, its relationships and its activities, should be a place where justice is demonstrably practised and valued.” Loreto Kirribilli welcomes feedback from all members of the School community and takes all complaints or concerns that are raised seriously. The Complaints Handling Policy and procedures are available on the website and can be accessed at https://www.loreto.nsw.edu.au/general/policies/complaints

justice · sincerity · verity · felicity · freedom

THEME 10 S C H OOL D ETER M I N E D P RIORIT Y A RE AS F OR I MP RO V E M E N T

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

COVID-19

With the ongoing impact of the COVID-19, the School continued to demonstrate agility in response to the ever-changing COVID-19 environment. The following strategies were implemented during 2021 to achieve this objective: 1. Remaining informed about COVID-19 restrictions and requirements through key strategic committees with NSW Health, Catholic Schools NSW and AISNSW. 2. Daily communication to all stakeholders from the COVID-19 Taskforce team using email, Zoom and Microsoft Team technologies. 3. Implemented protocols for: • Remote online learning • Support of vulnerable staff • The staged return to onsite learning including all safety measures and expectations • Visitors and contractors to the site • Sport, co-curricular and community events 4. Adapting and enhancing events and experiences for students, parents and ex-students to maintain the spirit and life of the School. Year 12 Graduation Ceremony, Year 12 Graduation Dinner, Annual Awards Ceremony, Parent and Teacher Nights, School Assemblies, Staff Meetings, Staff Briefings, Parent Engagement forums, P&F meetings, Ex-student meetings, LK Connect events. 5. After returning to onsite learning, the School continued to offer remote online learning for students who required to be off-site for a COVID-19 test. Therefore, teachers offered (and continue to offer) a dual model of teaching and learning each lesson. Although we were required to modify the annual implementation plan, many of the initiatives planned for 2021 were delivered as we are a School community that models the importance of continual School improvement, so that we are responsive to the learning needs and well-being of our students. INSPIRED MINDS… CATALYSTS FOR CHANGE

The Loreto Kirribilli strategic plan for 2020-2023 – Inspired Minds: Catalysts for Change, builds on the achievements of the 2015-2018 plan, Navigating the Future. The plan has three main themes: inspiring educational excellence, enriching our community of faith and managing for sustainability. The first two themes are the primary mission of the School. These critical themes are underpinned by a commitment to a third theme of managing for sustainability, both financial and environmental, so that Loreto Kirribilli can thrive over the next three years and continue its mission into the future.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 55

Please find below a summary of our 2021 achievements THEME

KEY ACHIEVEMENTS

Inspiring

• Investigated current assessment program and reporting across all K-12 practices in consultation with teachers, parents, and students and across other school settings.

Educational Excellence

• Commenced strengthening our knowledge of authentic assessment and reporting with targeted Professional Development (PD) for all staff focusing on the role of assessment feedback for students and parents. • Commenced developing possible models of Continuous Assessment and Reporting. • Commenced the investigation of the current use of differentiation in all classes K-6, and targeted faculties in 7-12, as we continue to develop our teachers’ skills in identifying and catering for our Gifted and Talented students and working with Bronwyn MacLeod. • Staff have continued to meet in stages and/or faculties, to unpack and analyse differentiation with specific subjects and areas for each year group with Bronwyn MacLeod • Teachers have commenced to share specific skills of differentiated learning experiences through the LK Learning Lens from their classrooms at weekly staff, faculty and/or Professional Learning Teams (PLT) meetings. • Strengthened Junior School knowledge of concept-based learning and Senior School knowledge of social-emotional needs with targeted PD and PLT groups for all staff. • Continued to collaborate with all staff to develop their confidence with identifying those students with learning needs and learning enrichment/extension. Create opportunities for staff and review current practices with learning needs in Years K-12. • Strengthened knowledge of the importance of play by working with Dr Pasi Sahlberg UNSW and Reggio Emilia specialists with K-2 teachers • Staff of K-2 have investigated current units of work to identify time allocation for experiential/play based learning in their programs. • Commenced developing specific units of work, assessment and feedback using the play-based learning. • Investigated the Reggio Emilia approach and play based learning in Early Stage One and Stage One by visiting preschools, early childhood and other school settings. • Developed a plan to educate parents about effective parenting of their children K-12 and current research on Student Wellbeing. • Investigated additional wellbeing programs that will respond to the needs of our students in Years K-12. • Implemented additional wellbeing programs that will respond to the needs of our students in Years K-12. • Provided administrative support for teaching staff – removed from playground duty, Purchasing Officer appointed, Administration Secretaries appointed. • All middle leaders have completed the intensive National Excellence in Schools Initiative (NESLI) Middle Leadership program.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2 019 A N N UA L R E P O R T

THEME

KEY ACHIEVEMENTS

Enriching our

• Developed and initiated an alternative local Immersion for Year 11 for 2021.

community

• Investigated additional Social Justice opportunities for students in Years K-12.

of faith

• Engaged student leaders in active participation within the North Sydney parish. • Included Student Voice in the development of school liturgies to enhance students’ spiritual enrichment. • Investigated opportunities to engage students in Catholic Youth events in Sydney and Broken Bay Diocese. • Initiated a partnership with ACU to build theological capability of students and staff.

Sustainability

• Developed all digital content for website • Launched Loreto Kirribilli new website • Finalised tax deductibility of the tax-deductible bursary trust • Nexon Phone System installed • Built integrations with EdSmart and Clipboard with school systems • Commenced the installation and training of relevant staff in the use EdSmart (paperless solution) and Clipboard (extra-curricular management system)

justice · sincerity · verity · felicity · freedom

THEME 11 In iti ati ves Promoti ng R e sp ect & R e sp o ns ibilit y

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

The Social Justice Program, Student Leadership Program, Liturgical Program and Pastoral and Personal Development Programs are four of the main domains that promote and encourage respect and responsibility. THE SOCIAL JUSTICE PROGRAM

This program allows students to address issues of social concern and respond by way of fundraising, donations, direct service and advocacy. At its core, the program is all about respect and responsibility. The Social Justice program is made up of four parts: Religious Education, Kindergarten-Year 12 Appeals, Yearly Commitment and Annual Events. RELIGIOUS EDUCATION PROGRAM

Within the Religious Education program, activities are designed to promote respect and responsibility, as students come to understand that a position of privilege must be balanced with a social contribution. The experiences are intended to be challenging, educational and deeply transformational – both now and into the future. The notions of ministry, service and accompanying others lovingly are central to our Catholic mission. COVID-19 curtailed some of the Religious Education programs that normally takes place each year, including the Year 10 Service Ministry Program (Emmaus Retreat) and the Year 11 Aboriginal Immersion designed to promote inclusivity, respect and responsibility. An alternative local Year 11 Immersion with Jesuit Social Services was developed and prepared for 10 students, to take place in the July holidays, but this was cancelled as infections began to rise in NSW. As NSW Health relaxes restrictions, the School’s intention is to resume these programs in 2022. All students have an opportunity to participate in the voluntary community service recognition. As part of a student’s practical experience, they are required to complete minimum service hours which culminates with each student receiving Community Service certificates at each Stage.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 59

SOCIAL JUSTICE INITIATIVES

In Term 1 2021, Loreto Kirribilli raised funds for Caritas Australia’s Project Compassion Appeal. This began with Pancake selling on Shrove Tuesday and the launch on Ash Wednesday. All students have an opportunity to participate in the voluntary Mary Ward Service Recognition which was launched in 2019. This reflects on integral aspects of the philosophy of Loreto Kirribilli, that is, with Christ as our example, we respond in action to the message of the Gospels. We recognise that the age difference for the students has an impact on the types of service the girls are capable of completing. With this in mind, students in Years 7 and 8 are asked to focus on experiences of being ‘for others’, while the students in Years 9-12 are challenged to find ways of being ‘with others’. In order to receive a Mary Ward Service certificate, students need to log in a specific number of service hours at each Year level. Although most organisations were closed to volunteers due to COVID-19 restrictions, our students were able to still engage with some agencies. Two new initiatives took place in 2021, these included the mentoring of students in the Loreto Kirribilli learning support unit and Literacy/Numeracy help in the Junior School. The Smith Family Student2Student reading program (a peer mentoring literacy program) was again extremely popular amongst Years 8-12 students. Students are matched up with children in Years 2-8 in disadvantaged communities. Students involved in the program read to each other for 20 minutes, three times a week, either electronically or over the phone for 18 weeks. For the 28 readers who completed the program, the total growth in their reading age was 32 years and 5 months. On average, each reader grew by 1 year and 2 months in reading age. With these impressive results, we also know that the readers improved their reading confidence, built a reading routine and learnt how to have a conversation with someone they had never met. Benenson Society: In advocating for the needs of others, especially those suffering from an abuse of their human rights, approximately 50-100 students wrote letters for human rights every Tuesday at lunchtime. Co-founded by St Aloysius’ College and Loreto Kirribilli, the Benenson Society has grown to include followers from national and international interest groups. This temporarily ceased in Terms 3 and 4 while students were learning remotely, however, as soon as there was a return to on-site learning, the lunch time letter writing re-commenced with a focus on refugees from Afghanistan.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

An alternative local Year 11 Immersion with Jesuit Social Services was developed and prepared for Year 10 students. This was to take place in the July holidays, but was cancelled as infections began to rise in NSW. An alternative outreach opportunity took place in the first week of July, just before lockdown, 8 Year 11 students volunteered at Our Big Kitchen in Bondi. KINDERGARTEN TO YEAR 12 APPEALS 2021

• Term 1 – Caritas Project Compassion during Lent. • Term 2 – Annual May Day Celebration honouring Mary, Mother of God. For over 100 years, students have brought flowers to School as an offering of reverence to Mary. At the end of the procession, these flowers are gathered, arranged, and taken by a group of students to the local James Milson Nursing Home. After the Liturgy, the stalls organized by Year 10 raised a very significant amount for Mary Ward International Australia. • Term 3 – St Vincent de Paul Winter Appeal – The Winter Sleepout at Home was conducted as a Zoom meeting. Students slept outdoors and joined in a presentation from St Vincent de Paul to raised awareness of homelessness in Sydney. A Loreto Kirribilli Fundraising page was set up, with the link sent to the Loreto community. • Term 4 – Christmas Hampers (K-12). We celebrated our ongoing relationship with Holy Family Parish in Emerton for whom we create Christmas Hampers. The generosity from the student and parent body resulted in more than 50 hampers being gifted to the families belonging to the School and Parish at Emerton. • The Year 6 students were able to organise a drive for Easter eggs to be collected for Crows Nest Meal on Wheels. • All students in the Junior School participated in two Mufti Days to raise awareness and funds for Mary Ward International and Caritas. ANNUAL EVENTS

• United Nations Development Fund for Women (UNIFEM) breakfast for International Women’s Day: Each year UNIFEM holds a significant breakfast with a remarkable guest speaker to celebrate International Women’s Day and raise awareness of the plight of women around the world. The three JPIC for Human Rights (formerly Benenson Society leaders) attended with two teacher representatives. • Mary Ward International Australia Appeal: Donations sought and received online and through Junior School Mission Day.

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2 021 A N N U A L R E P O R T 61

SPECIAL APPEALS 2021

• The House of Welcome exists to welcome, shelter and empower people seeking asylum and refugees. In Term 1, the School raised funds to assist with the transportation of the families living in greater Western Sydney and larger family groups with young children to attend a Zoo excursion. • MND - Year 10 students organised a fund raiser with the assistance of the student leaders. Sales of merchandise and teacher/student Family feud raised significant funds for this cause. • Jesuit Refugee Services - Food Drive - to support the most vulnerable in Sydney impacted by COVID-19. • Care Pack drive for the crisis in Western NSW in the communities of Dubbo and Wilcannia due to COVID- 19 infections. This was undertaken in collaboration with Youth Off the Streets. STUDENT LEADERSHIP

The Student Leadership Program seeks to provide opportunities for students to develop their God-given talents, appreciate that they have a responsibility to use their capacities for the benefit of others, develop their understanding of leadership and act as responsible mentors and role models to the School community. The School prepared and facilitated a leadership day for Year 9 and Year 11. Leading the Senior School are the School Captain, School Vice-Captain and the three First Councillors. These five students constitute the Student Executive. The next elected leaders are those who carry House positions (encompassing overall House leadership followed by Dance, Drama and Music) and Council leadership. Of these eight student-led Councils the following three include student representatives from Years 7-12: • The Student Representative Council (SRC) led by the Student Executive strives: to live out the School values in a practical way; to be the voice of the student body in meeting our local needs; and to raise awareness of the needs of the wider community. • The Justice, Peace and Integrity of Creation Council (JPIC), led by the three First Councillors, strives: “to promote the dignity and liberation of all, particularly of women and children; to challenge unjust systems and structures; to stand with those on the edges of society; to show reverent care for the earth and all creation”.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

• The Liturgy Council strives to engage students in the preparation of celebrations for the joy of our community and the praise of God. In the Junior School, students are given a number of leadership opportunities, including School Captain, Vice-Captain, House Captains, Liturgy Monitors, IT Monitors, Library Monitors and Music Captains. Our Student Representative Council (SRC) comprises two members from each class, elected by their peers. In addition, Year 6 attended the National Young Leaders’ Day. LITURGY

The Liturgical Program is integral to the School and fosters the spiritual development of the girls. Involvement in liturgical events focuses on respect for self, God and others and the responsibilities shared as community members. Terms 1 and 2 of 2021 saw liturgies return to normal with minimal adaptation due to COVID-19. However, during remote learning in Term 3 and part of Term 4, Friday morning Mass was replaced with the Liturgy of the Word live streamed to the Loreto Kirribilli community and recorded as video presentations. The Year 12 Graduation Mass was also replaced with a livestreamed ceremony. It was pleasing to note that many students in Year 12 continued to accept the calling to become an Extraordinary Minister of Holy Communion playing a key role in all religious / liturgical events. As restrictions eased during Term 4, Friday morning Mass returned at the School. The spiritual development of students is further enhanced with the compulsory Years 11 and 12 three-day residential retreats which are facilitated by Loreto Kirribilli staff. The Year 12 students and staff were fortunate to be able to participate in the three-day residential retreat this year which was held at the Edmund Rice Retreat and Conference Centre at Mulgoa. This was an extremely successful and meaningful formation opportunity. Due to COVID-19 restrictions, the Year 11 retreat did not take place in 2021. Year 11 was offered a reflection day and spiritual formation day in place of the retreat with revised activities including reflection, discussion and meditation. In place of the five-day Service Ministry retreat (Emmaus Retreat), Year 10 was offered an alternate program consisting of 2 days of Head, Heart and Hand. This included presentations and workshops from Wandana Aboriginal Education, critical reflection on Catholic Social Teachings and the Emmaus story, and outreach activities at School, for example The Birthing

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 63

kits, wrapping our Christmas Hampers, Wrap for Love and making Rosary beads. A Liturgy of the Word took place as part of the two-day program reflecting on the ‘Journey to Emmaus’ from Luke’s Gospel and recognizing ‘Lazarus at the gate’, which creates the backdrop to bringing about a deeper understanding of the mission of the Church. The Year 9 Charism day, combined with a Religious Education excursion, was introduced this year on the 20 Year anniversary of the “Bridge Walk for Reconciliation”, which took place during Reconciliation Week. Year 9 students celebrated Mass, unpacked the Reconciliation Week design artwork and created a mural of their footprints. They also walked across the Harbour Bridge to St Mary’s Cathedral to consolidate the History of the Australian Church Religious Education unit. Throughout the year, prayer and liturgies celebrate the School’s history with a focus on days special in the IBVM calendar. In 2021, there was a significant focus on the year of Felicity, highlighted at May Day. The annual Father Daughter Mass was celebrated this year in Centenary Hall with restricted numbers and the annual Ex-students Mother Daughter Mass was a special celebration at St Mary’s Cathedral. On Thursday mornings during Lent, students were invited to spend time in Lenten prayer and reflection. To support families with their faith life, the Prayer page designed in 2020 continued to be updated on the School’s collaborative hub, CH@LK, including prayer and meditation resources as well as links to online Mass services. Due to COVID-19 restrictions, the Ash Wednesday Liturgy was adapted to be celebrated in Houses with the House Captains leading their respective liturgies. In the Junior School, the year began with a K-6 Opening Mass held at Star of the Sea Church, Kirribilli. Other School Liturgies were held for Mission Day and the Feast of Mary MacKillop. Liturgies were celebrated for Mothers’ Day, Fathers’ Day, Grandparents’ and Special Friends’ Day, ANZAC Day, Easter and Advent. In Terms 3 and 4 these celebrations were held on-line and live streamed. The Sacramental program is an integral part of the Religious Education curriculum and faith life in the Junior School. In 2021, First Reconciliation was held in the School Chapel for Year 2 and Year 3 and First Eucharist was celebrated at St Mary’s North Sydney for Year 3 and Year 4.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

Loreto Kirribilli recognises the importance of being well connected to other Loreto Schools. Considering this, the School ensures links are fostered with fellow Loreto Schools through staff and student activities, programs and contacts. During 2021, the Loreto Kirribilli and Normanhurst Ex-students’ morning tea took place with guest speaker, Kirsty Robertson, Caritas Australia CEO. The annual Mary Ward Justice Lecture was held via Zoom hosted by Loreto Normanhurst this year. The Ignatian Interschool Student forum, which is run in conjunction with Loreto Normanhurst, St Ignatius’ College, Riverview and St Aloysius’ College, took place in Term 1. Regular meetings of Directors of Mission from Loreto Schools across Australia and the LSAC Student Leaders’ Conference were held remotely.

PASTORAL AND PERSONAL DEVELOPMENT PROGRAM

K – Year 6

The Pastoral and Personal Development program draws broadly from the key

• PDH Health

document ‘Quality Relationships at Loreto Kirribilli’. Focus areas are: respect

• Wellbeing and Relationships

for the sacred, respect for the School, respect for self, respect for others and

• Healthy, Safe and Active lifestyles

respect for the environment. 2021 saw the Drop Everything and Reflect (DEAR)

• Movement, Skill and Performance

initiative and Thankful Tuesday continue weekly in the Senior School within

• Grow Your Mind program

the allocated Circle Class time and with the addition of a dedicated book of resources developed by staff members. Guest speakers also supported the Pastoral Program. Beyond the intended mental health benefits, an evaluation from the students also indicated that there is respect for this prayerful and reflective practice. This practice is gaining momentum and is predominantly student-led. More specifically, the Pastoral and Personal Development Program runs from Kindergarten to Year 12 and emphasises focus areas dependent on the girls’ stage of development. Focus on rights and responsibilities is covered in the following units and activities:

for students • UR Strong Language of Friendship program • Online Grow Your Mind parent workshop • Wellbeing Week activities (Year 5 Wellbeing Warriors, lunchtime activities, mindfulness, music, 2021 Felicity Day) • Yoga Term 1 • R U OK? Day • Leadership Day - Years 5

justice · sincerity · verity · felicity · freedom

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 65

Years 7 – 12 • Big Sister Little Sister program • Peer to Peer Growth Coaching (x2 days) to facilitate their coaching of their Little Sister • Leadership training (x2 sessions) to prepare Year 9 for their upcoming roles as Big Sisters • Protective Behaviours - Brent Sanders engaged to present to Years 9-12 • New parent and daughter evening format for Year 9 which was well received (over 100 participants) • Year 7 & Year 8 Bullying No Way presentation • Year 7 & Year 8 e-safety online modules on cyber safety • Healthy Relationships and Safe Lifestyle Practices - Dr Kristy Goodwin an evening session with parents and daughters. • Years 5-12 strategies to support kids’ and teens’ remote learning. There were 216 participants • Felicity Friday activities during lockdown • Mental Health Talks - Batyr workshops for Years 10, 11 & 12 • Sincere Relationships - Working with St Aloysius’ College on the Companion Program for 2022 • Police presentations • Sharon Torpey Drug Education Unit – presentation and workshop with Year 9 • Young Drivers on the Road Alternate program sources and implemented (Year 10 NRMA online course) as COVID -19 restricted participating in the Lions program • Drugs and alcohol talk - Paul Dillon Years 10-12 - including vaping this year • Wellbeing Week Guest Speaker - Madeline Foster interview on managing wellbeing • R U OK? Day awareness, fundraiser and Year 12 motivational video • Meditation, yoga, movement, spirituality activities • Activities Week - Outdoor Education opportunities for Years 7 & 8 and Kirribilli Challenge Year 10 • Student wellbeing forums - Year 10 - Natalie Vella Year 10 Student Wellbeing Presenter for Human Connections on preparing for transition to senior schooling • Academic Care Program - Years 7 and 8.

justice · sincerity · verity · felicity · freedom

THEME 12 Pare nt, Student & T e a ch er S atisfaction

L O R E T O K I R R I B I L L I 2021 A N N UA L R E P O R T 67

12.1 Pare nt satisfaction A strong sign of parent satisfaction is the high level of parent engagement and volunteering evident in the School. The dedicated P&F Committee and the parent volunteers who worked with staff both in the Junior and Senior Schools and whom have given many hours to the various Board committees, are all evidence of the high levels of parental engagement. The School also used the opportunities of Parent Information Evenings, Parent Teacher meetings and other parent functions as opportunities to informally determine levels of satisfaction of parents.

12.2 St ud e n t satisfaction Students at Loreto Kirribilli continue to report they are happy with the care and quality of learning at the School. The positive comments from the Year 12 Principal lunches, as well as the students’ recommendations for improvement are strong indicators of student satisfaction. Student involvement in the SRC and associated activities and the high numbers of students who return to the School as homework tutors, sport and debating coaches are all indicators of a student body that is highly satisfied with the offerings of the School. Please refer to the Student Leadership in Theme Eleven for examples of leadership opportunities available to students. The students express great satisfaction with the formal and informal leadership opportunities available to them.

12.3 T eacher satisfaction Staff satisfaction has been principally measured through participation in an externally administered survey giving staff the opportunity to reflect on the year. The Voice Project survey was conducted at the start of Term 2 in 2021, with results analysed and then used to inform the 2021 annual implementation plan. The 2021 Voice survey results were strong, recognizing excellent management practices and a highly engaged workforce. Particularly high were survey results in the areas of Staff Passion and Engagement, which represents the level of job satisfaction and commitment to the School; and School Progress, which represents staff perceptions about School performance. COMMUNITY SURVEYS

During 2020, the School participated in a series of biennial student, parent and staff surveys that will result in a continuous cyclical review process, based primarily on stakeholders’ views and the School’s mission and values. The same surveys are due for implementation again in 2022. SUMMARY OF SURVEY RESPONSES

Across all groups of stakeholders, the vast majority of responses in the AISNSW and Year 12 surveys were positive. Overall what emerged from the data is a school that is: a very well-led, supportive, friendly, safe, hard-working, values-focused, and a caring environment for learning and personal development. Most students expressed high levels of overall satisfaction with their experience.

justice · sincerity · verity · felicity · freedom

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

OVERVIEW OF SURVEY RESPONSES

School Environment is a critical element of each student’s school experience and contributes significantly to school success. This domain of the AISNSW survey provides an indication of school climate through the exploration of the school’s vision, mission and values, the sense of safety the school fosters and the physical environment. The School’s performance across the domain of School Environment was strong, with high means in all three dimensions. Teaching and Learning is at the core of a school’s purpose. It includes evidence-based decision-making processes which maximise student learning outcomes. Active and purposeful teaching and learning supports students’ academic achievement, growth and school success. This domain of the AIS survey focuses on designing learning, quality pedagogical practices, inclusive learning and professional learning. The School’s performance across the domain of Teaching and Learning was strong, with a very high mean in the dimension of professional learning. The mean for designing learning indicated scope for further exploration of related data. Student Wellbeing is essential for both academic and social development and is optimised by safe, supportive and respectful school learning environments and interpersonal relationships. This domain of the AIS survey focuses on social and emotional learning, respectful relationships and inclusivity and equity. The School’s performance across the domain of Student Wellbeing was strong, with high means, especially in the dimensions of respectful relationships and inclusivity and equity. Leadership plays a pivotal role in the improvement of learning outcomes and opportunities for all students. Leaders draw on their range of knowledge when working with others to create the necessary changes to systems and practices. This domain of the AIS survey focuses on growing leaders, leading teaching and learning, leadership practices and engaging with the community. The School’s performance across the domain of Leadership was very strong, with high means in all dimensions. Community involvement and engagement is a distinctive element of being an independent school. This domain of the AIS survey focuses on communication, student/community engagement (co-curricular activities, sport and service learning), reporting, and reputation. The School’s performance across the domain of Community was strong, with high means, especially in the dimensions of communications,student community engagement and reputation. During 2021, the School sought feedback from students, parents and staff about the remote online model of teaching and learning offered during COVID-19 lockdown. Survey results were analysed and appropriate adjustments made to the program throughout the lockdown period. In addition, feedback was sought from students, parents and staff about the key events impacted by COVID-19 restrictions. Specifically, the Year 12 Graduation Events were re-designed based on the feedback received from students and parents, including the postponement of the Year 12 Graduation Assembly and ‘Blue and Gold’ until Term 1 in 2022.

justice · sincerity · verity · felicity · freedom

THEME 13 S umma ry Fi nan ci a l Inf or mation

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

RECURRENT/CAPITAL INCOME LORETO KIRRIBILLI 2021

Other capital income 27%

Fees and private income 54%

State recurrent grants 5% Commonwealth recurrent grants 14%

RECURRENT/CAPITAL EXPENDITURE LORETO KIRRIBILLI 2021

Non salary expenses 17%

Salaries, allowances, related expenditure 42% Capital expenditure 41%

justice · sincerity · verity · felicity · freedom

THEME 14 pu blic ation req u ire m e n t s As well as being available online, a hard copy of this report can be made available on request to the School.

LO R E T O K I R R I B I L L I 2021 ANNUAL R EP O R T

C o n cl us ioN This information on the 2021 School year is provided to comply with NSW Education Standards Authority legislation.

Mrs Anna Dickinson Principal 18 June 2022

justice · sincerity · verity · felicity · freedom

85 Carabella St Kirribilli NSW 2061 Australia Phone +61 2 9957 4722 loreto.nsw.edu.au