Loreto Kirribilli Annual Report 2019

LORETO KIRRIBILLI

ANNUAL REPORT 2019

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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

LORETO KIRRIBILLI

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

02 9957 4722 loreto@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

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Table of Contents

INTRODUCTION 5 PRINCIPAL’S MESSAGE

6

PHILOSOPHY 8 GOVERNANCE

8

THEME 1: MESSAGE FROM KEY SCHOOL BODIES

9

1.1

School Board

10

1.2

Parents & Friends’ Committee (P&F)

11

1.3

Senior School Student Representative Council

13

THEME 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL

14

THEME 3: NAPLAN RESULTS

16

3.1

Loreto Kirribilli Junior School: Kindergarten to Year 6 NAPLAN Results

17

3.2

Loreto Kirribilli Senior School: Years 7 to 12 NAPLAN Results

18

THEME 4: SENIOR SECONDARY OUTCOMES

23

4.1

Record of Student Achievement Years 10 and 11

24

4.2

Higher School Certificate

26

THEME 5: TEACHER PROFESSIONAL LEARNING, QUALIFICATIONS & ACCREDITATION

32

5.1

Junior School Professional Learning

33

5.2

Senior School Professional Learning

34

5.3

Teacher Qualifications

36

5. 4

Teacher Accreditation

36

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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 6: WORKFORCE COMPOSITION

37

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

39

7.1

Student Attendance Rates

40

7.2

Student Retention Rates

41

7.3

Post-School Destinations

41

THEME 8: ENROLMENT POLICIES

42

8.1

Enrolment Policy

43

8.2

Requirements for Continued Enrolment

43

THEME 9: OTHER SCHOOL POLICIES

44

9 .1

Student Welfare

45

9 .2

Pastoral Program

46

9 .3

Student Management Policy

48

9.4

Reporting Complaints and Resolving Grievances

49

THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT

50

THEME 11: INITIATIVES PROMOTING RESPECT & RESPONSIBILITY

54

THEME 12: PARENT, STUDENT & TEACHER SATISFACTION

62

12 .1 Parent satisfaction

63

12 .2 Student satisfaction

63

12 .3 Teacher satisfaction

63

THEME 13: SUMMARY FINANCIAL INFORMATION

64

THEME 14: PUBLICATION REQUIREMENTS

66

CONCLUSION 67

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 5

introduction

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 2019 at the August census was 1103.8 with 251 students in Kindergarten-Year 6 and 852.8 in Years 7-12, with one student undertaking studies part-time. This number 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 nurturing environment for our students.

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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

principal’s message Each year Loreto Kirribilli focuses on a particular value, bringing it to life through prayer, word, symbol and action. Our school was heartened to see our 2019 value of Sincerity lived out through the breadth and depth of student-led initiatives. The spirit of Mary Ward was clearly evident in our students’ passionate response to climate change, our Benenson Society members’ heartfelt response to terrorism with letters of sympathy and support, as well as our student engagement in the rich liturgical life of our school, including our May Day Mass and associated activities. Throughout the year I witnessed students and staff focussed on educating, informing and inspiring the school community to make a difference for future generations and for those in immediate need. I especially commend them for those efforts.

Our school community was also inspired by the resilience, work ethic and wonderful achievements of the HSC Class of 2019. We congratulate our 2019 Dux Sophie Howard, who achieved an outstanding ATAR of 99.9 and Emma Scroope for achieving 1st in the State for PD.H.PE. Each year the Sydney Morning Herald publishes a ranking based on the number of Band 6/E4 results as a percentage of the overall number of students. In 2019, Loreto Kirribilli was ranked 18th overall, and was acknowledged as the bestperforming Catholic school in NSW. Our wonderful learning culture, striving to embed excellence into all learning experiences, is a strong determinant of our students’ success each year. We congratulate our girls for their hard work, resilience and wisdom in taking every opportunity offered to them to improve their individual performances and we thank our teachers for their expertise and commitment in supporting the girls in achieving their very best.

In the glorious busyness of day-to-day school life, we reflected on and celebrated the successes of our 2015-2018 strategic plan Navigating the Future, while engaging in the development of a new strategic plan. If our Loreto culture is about anything, it is about growth, faith and taking action for good. By looking back at our data, using professional judgements, listening to all our stakeholders and using the findings from international research, the School Executive team and Board selected the strategic themes in Navigating the Future: the core business of learning and teaching, the context of being a community of faith, and the daily systems and processes that make things happen, especially in ways that secured our long term future. Those strategic themes provided the common purpose we needed; but it was the leadership shown by all members of our community that drove the plan forward through faith and wisdom.

Our Loreto values shone through in every aspect of development we undertook: the reflective thinking and search for answers; the commitment to making a difference; the joyfulness of seeing our students and staff flourish; the integrity with which challenges were faced; and the open-mindedness of all involved.

WHAT INFLUENCED OUR PLAN?

Loreto Kirribilli is a centre of excellence. However, in a rapidly changing world it is all too easy to be left behind. Thus, ambition had to play a significant part in our plan. We have to make sure the young women in our charge are able to engage critically with the challenges and opportunities of the 21st Century, to use their faith to build confidence and courage, and to be inspired to take action in building a better world. All the information we gathered by looking inwards, looking outwards including to international research, and looking to the future indicated that we had to develop and improve across all three strategic themes.

WHAT SUCCESS LOOKS LIKE

In learning and teaching, we introduced: the Loreto Kirribilli Learning Lens with its focus on the 21st Century skills of critical thinking, creativity, collaboration and communication; growth mindset approaches including tracking and following through on our students’ progress in academics and wellbeing; a new Y7-Y12 pastoral support structure which included growth coaching; a wider range of social learning experiences across Australia and internationally; and, for staff, a new appraisal system based on progression in national teaching standards. Our achievements have been exemplified by outstanding HSC results and improved wellbeing across all our year groups.

With our Loreto community, we succeeded in: reinforcing parental engagement through expert talks; raising extensive funds for our Loreto pre-school in Timor Leste; and launching Loreto Connect, a mentoring and networking program, with the support of Macquarie Bank, Gilbert & Tobin and Foxtel.

In systems and processes we: enhanced our ICT structures; embedded our BYODD model; developed CH@LK as a learning management and parental support tool; reviewed our policies well beyond basic compliance with standards; expanded of our social media presence; formulated a 50-year Master Plan starting with our Innovation Centre; and launched a Capital Appeal Campaign which raised over $5M. It is delightful to look back and marvel at the achievements of our students, staff and broader school community. But as we have a culture of continual improvement that is responsive to the needs of our students, staff and broader school community, we will build on the achievements of Navigating the Future in our strategic plan for 2020-2023 – Inspired Minds: Catalysts for Change. As a thriving community, we shall continue to rise to the challenges presented to us by a rapidly changing world – and as always, the Loreto Kirribilli community will do that together.

This report provides a snapshot of the many wonderful things that characterise an education at Loreto Kirribilli. A visit to our website provides further examples of daily life at Loreto. It is a tribute to the staff of Loreto Kirribilli that they inspire the students in their learning and exhibit care for them on a daily basis. The first leader of the IBVM in Australia, Mother Gonzaga Barry, said, “What the world needs now is a wise, loving, well-educated woman”. What was true of her time is equally so today and Loreto Kirribilli continues to fulfil its commitment to ensure our students are living examples of Mother Gonzaga Barry’s vision.

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Philosophy

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 are offered an education with

appointed by the Province Leader

‘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 2019 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 sub-committees: a Finance, Risk and Audit Committee, a Building Committee, an Executive Building Committee, a Capital Campaign 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 has, in addition,

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

a Retreat at which it considers

of children.

governance and strategic long term

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.

planning issues. The Finance, Risk and Audit and Building Committees also meet on average twice per term.

THEME 1 Message fro m Key School Bodies

1

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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

1.1 School Board 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 were focussed on the following major strategic items in 2019: • The construction of an Innovation Centre. This included the approval process for: the design, procurement strategy, tender process and budget • Engaging the school community in a Capital Campaign • The development of the 2020-2023 Strategic Plan • The response to the reduction in government funding • Approving the risk framework, risk appetite and reporting methodology

L O R E T O K I R R I B I L L I 2 0 1 9 A N N U A L R E P O R T 11

1.2 Parents & Friends Committee (P&F) STATEMENT FROM THE PARENTS AND FRIENDS COMMITTEE

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 cooperation between parents and friends and the School in its community wide activities.

2019 was another year of fulfilment of these aims. The 2019 year was significant in that it saw the embedding of the changed P&F structure from an unincorporated association to a committee of the School, removing the administrative and compliance burden from the parents who volunteer as committee members and allowing them to focus their time and energy on their key functions.

There is strong recognition of the benefits that flow from an active and engaged partnership between parents and the School. This benefits not only the students in terms of their wellbeing and education, but also the Loreto community generally.

In 2019 the P&F was pleased to support the School through its donation which was used for the purchase of a stateof-the-art 3D printer; new furniture, electronics and play equipment for the Junior School; new furniture for the Senior School library as well as new outdoor furniture for the Quad.

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EVENTS ORGANISED BY THE P&F INCLUDED:

• Father/Daughter Mass

• Mother/Daughter Mass and Year 12 Mother Daughter Lunch

• P&F Luncheon at Sergeants’ Mess

• Loreto Kirribilli Normanhurst Morning Tea

• Spring Fair

• Year 12 Father Daughter dinner

• P&F Mass and Breakfast

• Loreto Gala Ball

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 13

1.3

Senior School Student Representative Council

Loreto Kirribilli’s Student Representative Council (SRC) 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. 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.

2

THEME 2 Contextual Infor mation about the School

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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 extracurricular activities such as Sport, Duke of Edinburgh, Music, Robotics, Social Justice activities, student leadership initiatives, Debating and Public Speaking. We endeavour to give to future generations “wise, lovable and well educated young 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 (about 13%) 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

3

THEME 3 NAPLAN RESULTS

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3.1 LORETo KIRRIBILLI Junior School: Kinder garten to Year 6 NAPLAN Results In 2019, Year 3 and Year 5 students participated in National Assessment Program: Literacy and Numeracy (NAPLAN).

Reports showing 2019 achievement levels in Reading, Writing, Language Conventions and Numeracy were posted to each parent and the School retained a copy. 100% of Year 3 students participated in NAPLAN and 98% of Year 5 students participated in testing. One Year 5 child was sick for the entirety of the Year 5 testing period.

Year 3 and Year 5 School Average scores are above the National Average.

Results from the top two bands indicate both Year 3 and Year 5 are above the State Average. Year 3 are above the Statistically Similar Schools Group (SSSG) average in Grammar and Punctuation, Writing and Numeracy. Year 5 are above the SSSG average in every domain. The percentage of students’ achievement in the top two bands of each test is well above the State Average, as shown in the table.

PERCENTAGE IN TOP 2 BANDS

YEAR 3 LORETO KIRRIBILLI

YEAR 3 STATE

YEAR 5 LORETO KIRRIBILLI

YEAR 5 STATE

Reading

81.5%

55.7%

81.8%

40.1%

Writing

88.9%

58.0%

67.3%

19.5%

Spelling

74.1%

54.3%

74.5%

40.2%

Grammar & Punctuation

85.2%

60.3%

89.1%

40.7%

Numeracy

77.8%

43.2%

63.6%

32.3%

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NAPLAN: YEAR 3

READING

WRITING

GRAMMAR & PUNCTUATION

School

State

School

State

School

State

Band 01

0.0%

2.2%

Band 01

0.0%

1.2%

Band 01

0.0%

3.5%

Band 02

0.0%

9.0%

Band 02

0.0%

4.0%

Band 02

0.0%

6.8%

Band 03

0.0%

13.1%

Band 03

0.0%

11.3%

Band 03

0.0%

12.9%

Band 04

18.5%

19.9%

Band 04

11.1%

25.5%

Band 04

14.8%

16.4%

Band 05

33.3%

24.5%

Band 05

55.6%

38.6%

Band 05

11.1%

21.8%

Band 06+

48.1%

31.3%

Band 06+

33.3%

19.4%

Band 06+

74.1%

38.5%

SPELLING

NUMERACY

School

State

School

State

Band 01

0.0%

4.6%

Band 01

0.0%

2.8%

Band 02

3.7%

6.6%

Band 02

3.7%

9.5%

Band 03

3.7%

14.3%

Band 03

3.7%

18.6%

Band 04

18.5%

20.2%

Band 04

14.8%

25.9%

Band 05

25.9%

24.8%

Band 05

48.1%

23.4%

Band 06+

48.1%

29.5%

Band 06+

29.6%

19.8%

Please note: The data in the tables from pages 18-25 have been rounded to one decimal place. Thus, columns may not total 100% exactly.

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 19

NAPLAN: YEAR 5

WRITING

READING

GRAMMAR & PUNCTUATION

School

State

School

State

School

State

Band 01

0.0%

0.1%

Band 01

0.0%

0.3%

Band 01

0.0%

0.1%

Band 02

0.0%

0.4%

Band 02

0.0%

0.8%

Band 02

0.0%

1.0%

Band 03

0.0%

3.8%

Band 03

0.0%

4.4%

Band 03

0.0%

5.7%

Band 04

1.8%

9.1%

Band 04

0.0%

10.9%

Band 04

1.8%

10.9%

Band 05

5.5%

18.4%

Band 05

10.9%

31.9%

Band 05

3.6%

20.1%

Band 06

10.9%

28.2%

Band 06

21.8%

32.2%

Band 06

5.5%

21.5%

Band 07

18.2%

22.8%

Band 07

30.9%

13.4 %

Band 07

30.9%

22.0%

Band 08+

63.6%

17.3%

Band 08+

36.4%

6.1%

Band 08+

58.2%

18.7%

SPELLING

NUMERACY

School

State

School

State

Band 01

0.0%

0.0%

Band 01

0.0%

0.0%

Band 02

0.0%

1.0%

Band 02

0.0%

0.2%

Band 03

0.0%

3.5%

Band 03

0.0%

2.7%

Band 04

0.0%

7.5%

Band 04

1.8%

11.0%

Band 05

1.8%

20.8%

Band 05

3.6%

25.3%

Band 06

23.6%

27.0%

Band 06

30.9%

28.5%

Band 07

40.0%

25.2%

Band 07

29.1%

19.3%

Band 08+

34.5%

15.0%

Band 08+

34.5%

13.0%

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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

3.2 L oreto Kirribilli Senior School: Years 7 to 12 NAPLAN Results In 2019, 142 Year 7 students participated in NAPLAN. No students were exempted; one student was absent for the Numeracy test.

For Year 9, 146 students participated NAPLAN. No students were exempted, and no students were absent for any of the tests.

Reports showing 2019 achievement levels in Reading, Writing, Language Conventions and Numeracy were posted to parents of Years 7 and 9 students and the School retained a copy of the results.

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 following tables show the School’s results for the five domains at each year level for 2019. 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.

It should be noted that Loreto Kirribilli was not able to access the top bands for each domain, as these were restricted to online testing while we undertook pen and paper testing.

We continue to see growth across Years 7 and 9, particularly in Reading and Grammar and Punctuation, both the result of new programming initiatives and introducing a wider range of sources. The introduction of Best Start Year 7 will also inform direction for future teaching and learning. In Year 7 it was pleasing to note that students demonstrated significant growth from their previous NAPLAN scores, with 76% students achieving ‘at or above’ expected growth in Numeracy, while this was 70% for Reading and 66% for Writing. This reflects new programs and materials introduced in Year 7 to capture the students and challenge them early in their secondary schooling. Year 9 students demonstrated substantial learning growth from Year 7, again a reflection of a shift in scope and sequencing of learning, and targeted programs.

74% of students demonstrated ‘at or above’ expected growth in Writing, while 63% achieved growth in Reading and 62% in Numeracy.

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NAPLAN: YEAR 7

READING

WRITING

GRAMMAR & PUNCTUATION

School

State

School

State

School

State

Band 01

0.0%

0.0%

Band 01

0.0%

0.4%

Band 01

0.0%

0.0%

Band 02

0.0%

0.0%

Band 02

0.0%

0.4%

Band 02

0.0%

0.1%

Band 03

0.0%

0.3%

Band 03

0.0%

1.2%

Band 03

0.0%

0.8%

Band 04

0.0%

4.0%

Band 04

0.0%

6.2%

Band 04

0.0%

6.2%

Band 05

0.7%

11.3%

Band 05

5.6%

18.4%

Band 05

4.9%

14.5%

Band 06

7.7%

22.3%

Band 06

19.7%

31.0%

Band 06

9.2%

19.1%

Band 07

26.8%

29.9%

Band 07

31.7%

23.5%

Band 07

20.4%

26.6%

Band 08

33.1%

20.4%

Band 08

28.9%

14.7%

Band 08

28.2%

17.1%

Band 09+

31.7%

11.7%

Band 09+

14.1%

4.4%

Band 09+

37.3%

15.6%

SPELLING

NUMERACY

School

State

School

State

Band 01

0.0%

0.0%

Band 01

0.0%

0.0%

Band 02

0.0%

0.0%

Band 02

0.0%

0.0%

Band 03

0.0%

1.2%

Band 03

0.0%

0.3%

Band 04

1.4%

3.7%

Band 04

0.0%

3.5%

Band 05

1.4%

8.9%

Band 05

2.1%

10.9%

Band 06

8.5%

21.6%

Band 06

9.2%

21.3%

Band 07

38.0%

29.4%

Band 07

24.1%

26.2%

Band 08

25.4%

21.6%

Band 08

36.2%

19.7%

Band 09+

25.4%

13.6%

Band 09+

28.4%

18.0%

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NAPLAN: YEAR 9

READING

WRITING

GRAMMAR & PUNCTUATION

School

State

School

State

School

State

Band 01

0.0%

0.0%

Band 01

0.0%

0.0%

Band 01

0.0%

0.0%

Band 02

0.0%

0.0%

Band 02

0.0%

0.0%

Band 02

0.0%

0.0%

Band 03

0.0%

0.1%

Band 03

0.0%

0.5%

Band 03

0.0%

0.2%

Band 04

0.0%

0.8%

Band 04

0.0%

0.9%

Band 04

0.0%

1.2%

Band 05

0.0%

5.7%

Band 05

0.0%

4.5%

Band 05

0.7%

7.1%

Band 06

1.4%

12.7%

Band 06

0.0%

10.6%

Band 06

4.8%

17.3%

Band 07

12.3%

25.9%

Band 07

21.2%

27.6%

Band 07

21.9%

27.4%

Band 08

27.4%

29.4%

Band 08

39.0%

30.2%

Band 08

30.1%

24.6%

Band 09

41.1%

18.4%

Band 09

24.0%

17.9%

Band 09

27.4%

14.6%

Band 10

17.8%

7.1%

Band 10

15.8%

7.8%

Band 10

15.1%

7.5%

SPELLING

NUMERACY

School

State

School

State

Band 01

0.0%

0.5%

Band 01

0.0%

0.0%

Band 02

0.0%

0.2%

Band 02

0.0%

0.0%

Band 03

0.0%

0.6%

Band 03

0.0%

0.0%

Band 04

0.0%

1.3%

Band 04

0.0%

0.0%

Band 05

0.0%

12.3%

Band 05

0.0%

1.3%

Band 06

5.5%

21.3%

Band 06

2.7%

14.0%

Band 07

15.8%

25.3%

Band 07

11.0%

28.6%

Band 08

47.9%

24.7%

Band 08

36.3%

27.2%

Band 09

17.8%

9.4%

Band 09

28.8%

17.2%

Band 10

13.0%

4.4%

Band 10

21.2%

11.5%

THEME 4 Senior Secondary Outcomes

4

24

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

4.1 Record of Student Achievement Ye ars 10 and 11 YEAR 10 ROSA 2019

Year 10 ROSA grades continued to demonstrate the students’ commitment to their studies in Stage 5. All subjects achieved As and Bs for at least 50% of their cohort, and others such as Design and Technology 200 hours, Food Technology 200 hours, Music 200 hours and Visual Arts 100 hours achieving even higher results.

SUBJECT

A

B

C

D

E

NUMBER OF STUDENTS PER COURSE

Chinese 200 hours

22%

44%

33%

0%

0%

9

Commerce 200 hours

32%

35%

33%

0%

0%

85

Design and Technology 100 hours

13%

38%

44%

6%

0%

16

Design and Technology 200 hours

41%

51%

8%

0%

0%

39

Drama 100 hours

25%

41%

34%

0%

0%

32

Drama 200 hours

25%

70%

5%

0%

0%

20

English 200 hours

22%

33%

42%

4%

0%

139

Food Technology 100 hours

19%

67%

14%

0%

0%

21

Food Technology 200 hours

41%

41%

19%

0%

0%

32

French 200 hours

52%

17%

30%

0%

0%

23

Geography 100 hours

30%

34%

36%

0%

0%

139

Geography Elective 100 hours

39%

28%

33%

0%

0%

18

History 100 hours

32%

37%

30%

0%

0%

139

History Elective 100 hours

21%

26%

53%

0%

0%

104

Italian 200 hours

53%

18%

29%

0%

0%

17

Mathematics 200 hours

41%

26%

25%

9%

0%

138

Music 200 hours

29%

50%

21%

0%

0%

14

PDHPE 100 hours

25%

27%

42%

6%

0%

139

Photographic/Digital Media 100 hours

50%

33%

17%

0%

0%

6

Science 200 hours

31%

28%

27%

14%

0%

139

Visual Arts 100 hours

67%

22%

11%

0%

0%

18

Visual Arts 200 hours

17%

42%

42%

0%

0%

24

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 2 5

YEAR 11 ROSA 2019

In 2019, Year 11 ROSA grades indicated a strong grounding in preparation for the Higher School Certificate. This was the second year of the NSW ‘stronger HSC’ and results showed that teachers were becoming more adept at interpreting and applying the syllabus. The creative and performing arts areas demonstrated strong results, as did languages and the social sciences.

SUBJECT

A

B

C

D

E

NUMBER OF STUDENTS PER COURSE

Ancient History 2 unit

25%

63%

13%

0%

0%

8

Biology 2 unit

19%

36%

43%

1%

0%

67

Business Studies 2 unit

24%

50%

26%

0%

0%

54

Chemistry 2 unit

20%

52%

20%

8%

0%

25

Chinese Continuers 2 unit

33%

33%

33%

0%

0%

3

Design and Technology 2 unit

25%

59%

13%

3%

0%

32

Drama 2 unit

24%

65%

6%

6%

0%

17

Economics 2 unit

26%

42%

32%

0%

0%

19

English Advanced 2 unit

19%

30%

50%

1%

0%

98

English Extension 1 unit

33%

50%

17%

0%

0%

24

English Standard 2 unit

0%

27%

70%

3%

0%

37

Food Technology 2 unit

17%

50%

22%

11%

0%

18

French Continuers 2 unit

33%

67%

0%

0%

0%

6

Geography 2 unit

20%

44%

36%

0%

0%

25

Italian Continuers 2 unit

25%

50%

25%

0%

0%

4

Legal Studies 2 unit

36%

28%

36%

0%

0%

36

Mathematics Advanced 2 unit

26%

42%

29%

3%

0%

90

Mathematics Extension 1 unit

33%

41%

20%

7%

0%

46

Mathematics Standard 2 unit

20%

41%

22%

14%

3%

59

Modern History 2 unit

24%

49%

27%

0%

0%

37

Music 1 2 unit

20%

70%

10%

0%

0%

10

Music 2 unit

29%

57%

14%

0%

0%

7

PDHPE 2 unit

19%

41%

25%

16%

0%

32

Physics 2 unit

0%

56%

33%

11%

0%

9

Studies of Religion I 1 unit

16%

44%

32%

8%

0%

77

Studies of Religion II 2 unit

45%

26%

21%

9%

0%

58

Visual Arts 2 unit

30%

44%

26%

0%

0%

27

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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

4.2 Higher School Certific ate The 2019 Higher School Certificate results were released to students and parents on Tuesday, 17th December. This was the first year of the ‘stronger HSC’, and our students and staff rose to the challenge magnificently.

The growth that all students have realised is wonderful. While we acknowledge the achievements of the students below, we emphasise that each student should have the opportunity to demonstrate how they have grown in their learning.

Many of our students faced significant challenges this year, and they were empowered to overcome these to achieve HSC results of which they can all be extremely proud.

This cohort of students took advantage of all the opportunities provided by the school, such as extra classes run by departments, mock exams during the breaks, seminar days, after school study mentors, bookable teachers, individual coaching, and more. Their commitment to their studies was well rewarded.

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).

HSC RESULTS

Eleven students placed on the NSW HSC All Rounders list with ten units or more with a Band 6 or E4 result, and the top achievers included 1st in the State for PD.H.PE and 4th in the State for Ancient History We are also pleased to report that of this cohort, 312 Distinguished Achievements (attaining a Band 6) were shared among 99 students and that 65 students attained 3 or more Band 6 results.

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 27

HSC SUBJECT ACHIEVEMENTS

Every one of the thirty-one courses undertaken at Loreto Kirribilli exceeded the State mean, with a number of courses significantly above including: Ancient History, Biology, Business Studies, Chemistry, Chinese Continuers, Design and Technology, Drama, English (Standard and Advanced), Food Technology, French Continuers, Geography, Italian Continuers, Legal Studies, Mathematics (Standard 2, 2 Unit, Extension 1 and 2) Modern History, Music 1, Physics, Studies of Religion (1 & 2 Unit) and Visual Arts.

Subjects where students achieved exclusively in the top Bands, that is, Band 5/6 or E3/E4, included Design and Technology, Drama, Economics, English Extension 1, Mathematics Extension 2, Music 1, Visual Arts, Chinese Continuers, Italian Extension and Hospitality.

Other subjects that achieved over 85% of their students in the top two bands included Ancient History, Business Studies, English Advanced, Geography, Legal Studies, Mathematics Extension 1, Modern History, History Extension, Studies of Religion 2 Unit and Italian Continuers.

We had 99% of students achieve a result in Bands 5 or 6, and 93% of courses attained results in Band 6, while 60% of students achieved all Band 5 or 6 results.

Students were nominated in their various fields for ArtExpress (Art), Shape 2019 (Design and Technology, Industrial Technology, Textiles and Design), Encore (Music) and OnSTAGE Group and 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 % YEAR 12 STUDENTS STUDYING

% YEAR 12 STUDENTS ACHIEVING QUALIFICATION

Fitness Certificate III in Fitness

<1%

<1%

Business Services Certificate II in Business Services

<1%

<1%

Tourism Travel and Events (Events) Certificate III in Events

<4%

<4%

Tourism Travel and Events (Tourism) Certificate III in Tourism

<1%

<1%

Hospitality (Food and Beverage) Certificate II in Hospitality: Food and Beverage

<4%

<4%

VOCATIONAL / TRADE TRAINING SUBJECT

28

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

Table 2 shows a comparison of student achievement in Bands 4-6 in two 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.

TABLE 2

SUBJECT

STUDENT NUMBERS AT LORETO KIRRIBILLI

BANDS 4-6 BANDS E2-E4 AT LORETO KIRRIBILLI

BANDS 4-6 BANDS E2-E4 IN NSW COMPARISON

Ancient History

10

100%

66%

Biology

34

91%

60%

Business Studies

56

100%

62%

Chemistry

17

100%

67%

Chinese Continuers

3

100%

93%

Design and Technology

14

100%

82%

Drama

16

100%

84%

Economics

11

100%

75%

English (Advanced)

86

100%

92%

English (Standard)

16

100%

100%

English Extension 1

4

100%

100%

English Extension 2

50

98%

52%

Food Technology

6

100%

68%

French Continuers

5

100%

87%

Geography

10

90%

73%

History Extension

8

100%

98%

Italian Continuers

8

100%

83%

Italian Extension

4

100%

100%

Legal Studies

45

100%

66%

Mathematics

67

96%

79%

Mathematics Extension 1

37

100%

96%

Mathematics Extension 2

5

100%

97%

Mathematics Standard 2

49

96%

57%

Modern History

37

100%

67%

Music 1

12

100%

91%

PDHPE

22

91%

62%

Physics

9

89%

64%

Studies of Religion I

83

100%

79%

Studies of Religion II

53

100%

80%

Visual Arts

16

100%

90%

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 2 9

The following table 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 2019 as a percentage.

TABLE 3

SUBJECT

2019 BANDS 5-6 E3-E4 LORETO KIRRIBILLI

2019 BANDS 5-6 E3-E4 NSW

Ancient History

90%

36%

Biology

65%

32%

Business Studies

86%

33%

Chemistry

71%

46%

Chinese Continuers

100%

79%

Design and Technology

100%

47%

Drama

100%

44%

Economics

100%

52%

English (Advanced)

98%

62%

English (Standard)

100%

94%

English Extension 1

75%

80%

English Extension 2

68%

12%

Food Technology

67%

34%

French Continuers

80%

65%

Geography

90%

44%

History Extension

88%

77%

Italian Continuers

88%

59%

Italian Extension

100%

100%

Legal Studies

87%

42%

Mathematics

67%

49%

Mathematics Extension 1

97%

80%

Mathematics Extension 2

100%

86%

Mathematics Standard 2

80%

24%

Modern History

92%

40%

Music 1

100%

66%

PDHPE

68%

32%

Physics

56%

37%

Studies of Religion I

82%

46%

Studies of Religion II

96%

45%

Visual Arts

100%

63%

30

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

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 2019 at Loreto Kirribilli.

TABLE 4 COMBINATION OF BAND 5-6 AND E3-E4 RESULTS AS A PERCENTAGE COURSE

2019

2018

2017

2016

Ancient History

90%

100%

100%

100%

Biology

65%

68%

88%

77%

Business Studies

86%

72%

93%

68%

Chemistry

71%

47%

47%

50%

Chinese Continuers

100%

100%

100%

n/a

Chinese Extension

n/a

100%

100%

n/a

Design and Technology

100%

100%

100%

100%

Drama

100%

89%

100%

92%

Economics

100%

73%

70%

79%

English Advanced

98%

92%

98%

95%

English Extension 1

100%

100%

100%

100%

English Extension 2

75%

100%

75%

100%

English Standard

68%

49%

85%

50%

Food Technology

66%

67%

88%

78%

French Continuers

75%

100%

92%

100%

French Extension

n/a

100%

100%

100%

Geography

90%

81%

87%

70%

History Extension

88%

91%

100%

100%

Hospitality Examination*

100%

83%

83%

91%

Italian Continuers

88%

80%

83%

92%

Italian Extension

100%

100%

100%

100%

Legal Studies

87%

83%

92%

87%

Mathematics

77%

75%

78%

75%

Mathematics Extension 1

98%

93%

91%

73%

Mathematics Extension 2

100%

92%

100%

86%

Mathematics Standard (General 2)

79%

79%

82%

71%

Modern History

92%

79%

100%

75%

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 31

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

2019

2018

2017

2016

Music 1

100%

100%

100%

100%

Music 2

n/a

n/a

100%

100%

Music Extension

n/a

100%

100%

100%

PDHPE

68%

65%

69%

73%

Physics

55%

63%

71%

33%

Studies of Religion 1

82%

59%

84%

87%

Studies of Religion 2

96%

82%

96%

88%

Visual Arts

100%

96%

100%

96%

The Band 5/6 and E3/E4 results for the Class of 2019 are somewhat in line with trends over recent years. * 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.

5

THEME 5 Teacher Professional Learning, Qualific ations & Accreditation

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 33

5.1 Junior School Professional LEARNING The Junior School Goal for 2019 was how do we gather and analyse evidence of critical thinking to inform teaching practice in the Junior School?

The aims behind this were for students to: • analyse and reason effectively. For example; digitally, verbally, written, creatively and analytically.

• use a mindful approach to their learning.

• develop students’ skills in computational thinking, design thinking and systems thinking.

• cultivate the learning dispositions in students so they can become critical thinkers.

Aligned with this goal, Junior School teachers engaged in the following key professional learning activities.

DESCRIPTION OF THE PROFESSIONAL LEARNING ACTIVITY

NO. OF STAFF PARTICIPATING

Creative and Critical Thinking Webinar series

5

NSW Syllabus for the Australian Curriculum PDHPE Syllabus K-6 AIS

15

Reimagining Learning – AIS

3

Philosophy in Schools

2

Building a Thinking Culture

3

Project Zero: Visible Thinking Conference

3

Inquiry Learning: Kath Murdoch

4

MultiLit and Macq Lit program implementation

6

IPSHA Professional Learning

8

34

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

5.2 senior School Professional LEARNING All Senior School teaching staff participated in professional learning throughout the course of the year which was focused on the School learning goal: Gather evidence to measure and further refine the consistency of understanding and practice of critical thinking.

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

Design Sprint Training

13

Healthy Minds Training Day

11

Teaching Poetry David Malouf

10

MANSW HSC Feedback

7

E-safety Conference 2019

6

MANSW Annual Conference

4

AIS NSW Languages Conference

4

Other professional learning specifically related to faculty areas.

Emphasis on new Stage 6 syllabuses where appropriate

75

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 35

K-12 PROFESSIONAL LEARNING

There were seven K-12 staff development days during 2019.

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

Learning Symposium – The importance of being known – focus on the whole student/wellbeing – including child safety, best practice in pastoral relationships, case studies

115

Spirituality Day – staff participated in rotational workshops all related to the Loreto charism

115

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 RLSA examiners or members of staff with CPR assessment qualifications.

115

Annual updates – all teachers participated in annual updates and refresher training on Anaphylaxis and fire safety. All teachers completed online training modules in Child Protection and Discrimination, Harassment & Bullying.

115

Strategic Plan Goal Development and Setting – enabled teachers to evaluate and reflect on the identified School goal for 2019, which had been developed through the year’s strategic planning process. Faculty groups in the Senior School and the Junior School teachers then worked collaboratively to develop goals for more specific focus of their practice in 2019.

115

New Strategic Plan Development – enabled teachers to evaluate and reflect on the previous strategic plan and work collaboratively to develop the new strategic plan Inspiring Minds … catalysts for change 2020-2023

115

36

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

5.3 Teacher Quali fications 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 (AEI-NOOSR) guidelines, or

115

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, or

0

5.4 Teacher Accreditation LEVEL OF ACCREDITATION

NUMBER OF TEACHERS

Conditional

0

Provisional

4

Proficient Teacher

99

Experienced Teacher

11

Highly Accomplished Teacher (voluntary accreditation)

1

Lead Teacher (voluntary accreditation)

0

Total number of teachers

115

THEME 6 workforce co mposition

6

38

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

SCHOOL STAFF 2019

NUMBER OF STAFF

Teaching Staff

115

Full-time Equivalent Teaching Staff

103.2

Non-teaching staff

74

Full-time equivalent non-teaching staff

60.4

THEME 7 Student Attendance & Retention Rates & Post School Desti nations in Secondary Schools

7

40

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

7.1 Student Attendance Rates Attendance rates appear in the table below.

STUDENT ATTENDANCE BY YEAR GROUP (ROUNDED FIGURES)

Kindergarten

97%

Year 1

95%

Year 2

97%

Year 3

97%

Year 4

96%

Year 5

97%

Year 6

95%

Year 7

96%

Year 8

95%

Year 9

95%

Year 10

95%

Year 11

95%

Year 12

96%

Whole School attendance

96%

MANAGEMENT OF NON-ATTENDANCE

As can be seen from these figures, student attendance was very high. 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 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/

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 41

7.2 Student Retention Rates 94.4% of the Year 10 2017 cohort completed Year 12 at Loreto in 2019. A total of eight students did not complete Year 12 due to personal circumstances.

7.3 Post-School Desti nations POST-SCHOOL DESTINATION

PERCENTAGE OF COHORT

University

96%

Apprenticeships / Traineeships

0%

TAFE

1.5%

Private Colleges

1.2%

Cadetships

1.5%

8

THEME 8 enrolment policie s

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 43

8.1 Enrolment Policy As stated above, the enrolment of the School in 2019 was 1103.8. The number of applications for enrolment always exceeds the number of spaces available. Following is the link to the enrolment policy which has been in operation for several years and is published on our 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.

The Enrolment Policy can be accessed on the School website: www.loreto.nsw.edu.au/enrolment/

8.2 Requirements f or Continued Enrolment 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.

9

THEME 9 other School policie s

L O R E T O K I R R I B I L L I 2 019 A N N U A L R E P O R T 45

9.1 Stu dent Welfare INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY 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.

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9.2 Pastoral Program 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.

Within the Senior School, the Pastoral Program in 2019 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 2019.

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.

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CIRCLE TEACHER HOUSE ACADEMIC CARE COORDINATOR

STUDENT

The student is at the heart of the new evolved model. Each girl will have three significant teachers who will work with her in meeting her academic, social and emotional needs.

YEAR WELLBEING COORDINATOR

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.

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.

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: www.loreto.nsw.edu.au/about/policies/bullying/

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9.3 Stu dent MANAGEMENT Policy 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 • 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

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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 Reporting Complaints and Resolving 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: www.loreto.nsw.edu.au/about/policies/complaints/

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THEME 10 School Determined Priority Areas for Imp ro vement

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Loreto Kirribilli is an excellent Catholic school with high expectations for all aspects of our work and the learning outcomes for all our students. We are a school community that models the importance of continual school improvement, so that we are responsive to the learning needs and wellbeing of our students.

Our strategic plan Navigating the Future concluded in 2019 and reflected international experience and research in teaching and learning. The plan was the product of a collaborative process with students, staff, parents, School Board, former students and our Loreto Sisters.

Navigating the Future was designed to ensure that we continued to be a school of excellence. Over the course of the implementation of the plan we undertook continuous and systematic engagement in monitoring and evaluation. The School Executive took oversight of the tracking of progress of all initiatives, relative to the School’s strategic priorities. The success measures we adopted were a mix of data, professional judgments and stakeholders’ views. Our School Board also provided oversight of our progress.

Our plan delivered on three key themes ensuring we continue to be at the forefront in education, responsive to the learning and wellbeing needs of all our students.

The key themes were: 1. TEACHING AND LEARNING – our core business 2. Loreto Kirribilli a COMMUNITY OF FAITH – our context 3. SYSTEMS AND PROCESSES – to enable further improvements in teaching and learning The overall purpose of these three themes and their priorities was to ensure our students engage critically and energetically with the challenges and opportunities of the 21st century; developing as faith-filled, confident, articulate and courageous young women with the capacity to make valued contributions to their local community and wider society.

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Our plan was designed to enhance the opportunities for students, staff and parents to bring the Loreto Mission to life through a lived commitment to faith in action. The purpose of our plan was also to achieve the financial and operational security to begin implementing a facilities Master Plan, including a contemporary innovation centre to provide expanded and attractive learning spaces supporting effective learning and teaching approaches fit for the future.

We are delighted that as a result of a commitment and drive from all staff to achieve our priorities, as well as our community engagement and support, we have achieved our ambitious goals.

As well as reflecting on our achievement of our goals of Navigating the Future, 2019 saw us initiate our strategic plan for the next three years. In true Ignatian spirit, we reflected and explored to find the best way forward. We engaged our whole community in looking in the rear-view mirror and, importantly, looking ahead to an increasingly challenging global context. We arranged for expert advice and help from local, national and international contacts. We planned in detail and continuously monitored evidence of improvement. Finally, we embedded our new approaches so that we could confidently state that the changes we made became part of our culture.

We will build on the achievements of Navigating the Future in our strategic plan for 2020-2023 – Inspired Minds: Catalysts for Change. This new strategic plan has two Strategic Themes: Inspiring Educational Excellence and Enriching our Community of Faith and, of course, continuing to manage how we work to ensure our long-term sustainability. As a thriving community, we shall continue to rise to the challenges presented to us by a rapidly changing world – and as always, we shall do that together.

Following is a summary of our 2019 achievements.

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THEME

KEY ACHIEVEMENTS

Teaching and Learning

To support Year 12 students successfully engage in the major changes to the HSC, we: • Implemented targeted student critical thinking intervention workshops • Offered Year 12 individual support with bookable teachers during Study Periods (1 day per week per staff member) • Offered Term 2 holiday workshops for Year 12, including mock exams as well as offering before school workshops • Introduced Sydney University mentoring of Year 12 Talented Geography Student Other initiatives included: • Implemented targeted PL focused on gathering, analysing and responding to quality learning evidence • Wellbeing Learning Symposium in Term 3 • Established a Gifted and Talented (G & T) committee to formulate a strategic response to meet the needs of G & T students • Consolidated and further developed partnership opportunities to enhance student learning including Year 13 entrepreneurship program ‘Birdlings’, Taronga Zoo Partnership implemented with expansion for 2020 and exploring opportunities with KPMG and Finch company • Embedded Sydney University talented science program CREST: Years 4-6 • Embedded Commonwealth Scientific and Industrial Research Organisation (CSIRO) coding programs in the Junior School • Provided ongoing coaching training for appraisal leaders

Loreto Community

• Implemented a fully functional Master risk register with established reporting protocal to the Board • Implemented an enriching Retreat program in the Senior School • Developed Mary Ward volunteer service programs for students with an accountability journal component • Engaged staff, parents and students in the development of the 2020-2023 Strategic Plan • Further developed parent education programs • Developed and launched the LK Connect program

Sustainability

• Launched the LK Capital appeal and raised $5.1M • Engaged staff in the design of the Innovation Centre.

• Demolished B Block in preparation for building to commence in 2020 • Launched the LK App • Commenced data management review

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THEME 11 Initiatives Promoting Respect & Responsibility

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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, the following 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.

Service Ministry Retreat: All Year 10 students spent a week being immersed in social and educational Services that support the less advantaged in and around Sydney.

All students have an opportunity to participate in the voluntary Mary Ward Service Program, which was launched in 2019.

This program reflects on integral aspects of the philosophy of Loreto, 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 will be challenged to find ways of being ‘with others’. As part of a student’s practical experience of this voluntary Mary Ward Service for others, to complete minimum voluntary service hours which culminates with each student receiving Community Service certificates.

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MISSION APPEALS

• Term 1 2019, Loreto Kirribilli raised funds for Caritas Australia’s Project Compassion Appeal. A guest speaker from Caritas attended the Ash Wednesday Liturgy where Project Compassion is launched. During the Project Compassion Lenten campaign, the selling of food is discouraged, and a deliberate altruistic approach is taken to achieve the donation to Caritas. A guest speaker visited to discuss the issues associated with the mission. This understanding was strengthened with a whole School address at the assembly/liturgy where issues of equity, justice, poverty and service were highlighted.

• 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.

• Term 3 – St Vincent de Paul Winter Appeal –A Hoodie Day was organised for 2019. Students are given permission to wear a hoodie at School and give a gold coin donation. Approximately $1000 was raised on this day for St Vincent de Paul.

• Term 4 – Christmas Hampers. 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 approximately 50 hampers gifted to the families belonging to the School and Parish at Emerton.

• 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 Thursday 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. In 2019, after the Christchurch massacres in March, over 100 letters of condolences were sent to the Grand Mufti of Australia, Dr. Ibrahim Abu Mohammed. This touched him so deeply that he asked to come to the School to personally show his gratitude. The Grand Mufti and his colleagues met with the whole School.

• Student2Student: Students from Years 9 to 11 participated in the Student2Student (peer mentoring literacy program).

Through the Smith Family, students are matched up with children in Years 2 to 8 in disadvantaged communities around NSW. Students involved in the program read to each other for 20 minutes, three times a week, either electronically or over the phone over 18 weeks. Many of the students are up to four years behind in their reading at program commencement. Post program, 95% of participants improve with 59% demonstrating reading age gains of eight months or more.

• All students in the Junior School participated in two Mufti Days to raise awareness and funds for Mary Ward International and Caritas.

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ANNUAL EVENTS

• Verity (Aboriginal) Immersion: In 2019, forty-seven Year 11 students were afforded the opportunity to broaden their world-view by participating in the voluntary immersion program. The eight-day cultural immersion saw students and eight staff travel to East Arnhem Land in the Northern Territory to experience issues relating to and experience Aboriginal culture first hand.

• Red Shield Appeal: Loreto Kirribilli was a community collection and counting site for the Salvation Army Red Shield Appeal, which takes place every May. Approximately 30 students volunteered to door-knock.

• Ignatian Children’s Holiday Camp: Run by St Ignatius’ College Riverview, this camp offered the carers and families of severely disabled young people a few days of respite. The camp ran in the first week of the Christmas holidays and students in Year 12 became the carers for the duration of the camp.

• 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 Benenson Society leaders attended with two teacher representatives.

• Mary Ward International Australia Appeal: Donations sought at the Town Hall at the conclusion of the evening of the Music Festival.

• Exodus Foundation Can Drive – thousands of homeless people rely on The Exodus Foundation each year for warm meals, food parcels, counsellors and health professionals. The Senior School coordinated a can food drive to support the work of this leading frontline charity.

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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.

The Ignatian InterSchool Student Forum was run in conjunction with Loreto Normanhurst, St Ignatius’ College Riverview, St Vincent’s College Potts Point, St Aloysius’ College Milsons Point and Kincoppal Rose Bay. This provided a time of shared discussion for students and the opportunity to meet and discuss topics relevant to the youth of today and develop possible solutions to problems through the lens of Ignatian spirituality.

The Student Leaders’ Retreat ran for its 16th consecutive year and has a particular emphasis on servant leadership.

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”.

The Liturgy Council strives to engage students in the preparation of celebrations for the joy of our community and the praise of God.

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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. As such, regular involvement in and attendance at the following activities is strongly encouraged if not compulsory: Opening Eucharist, Ash Wednesday Liturgy, Easter Liturgy, May Day Liturgy, Graduation Masses, Closing Liturgies, Friday Morning Mass, Year Masses and Year Reconciliation. Weekend liturgical celebrations for both Mothers and Fathers are held and Reconciliation and Eucharist sacramental programs run in the Junior School. Many students in Year 12 chose to accept the calling to become an Extraordinary Minister of Holy Communion where they play a key role in all religious / liturgical events.

Staff, parents and students engaged with both Ignatian and Loreto material that led them to a deeper sense of self respect, growing appreciation of the strengths of others and an understanding of their God- given challenge and responsibility to shine their best light on the world.

In the Junior School, prayer is integral to daily life. The School year began with a K- 6 Opening Mass held at Star of the Sea Church Kirribilli. It was well attended by parents, family and community members. Other School Masses were held for Mission Day and the Feast of Mary MacKillop. Liturgies were celebrated for Mother’s Day, Father’s Day, Grandparents’ and Special Friends’ Day, ANZAC Day, Easter and Advent. Our Sacramental Program included First Reconciliation for Year 2 and First Eucharist for Year 3.

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Prayer and liturgies, of course, celebrated the School’s history with their focus on days special in the IBVM calendar. In particular, in 2019 there was a significant focus on the year of Sincerity, highlighted by the May Day mission activities following the School’s K-12 liturgy. This day raised funds for Loreto Kirribilli’s sister School in Gari-uai, Timor Leste.

PASTORAL AND PERSONAL DEVELOPMENT PROGRAM

The Pastoral and Personal Development program draws broadly from the key document ‘Quality Relationships at Loreto Kirribilli’. Focus areas are: respect for the sacred, respect for the School, respect for self, respect for others and respect for the environment. 2019 saw the Drop Everything and Reflect (DEAR) initiative and Thankful Thursday continue weekly in the Senior School within 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 10 and emphasises focus areas dependent on the girls’ stage of development. It can overlap with the Health and Physical Education curriculum area in certain domains. Focus on rights and responsibilities is covered in the following units and activities:

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K – Year 6

Years 7 – 10

• PDH Health

• Big Sister / Little Sister program

• Wellbeing and Relationships

• Protective Behaviours

• Healthy, Safe and Active lifestyles

• Cyber Safety

• Movement, Skill and Performance

• Healthy Relationships and Safe Lifestyle Practices

• UR Strong Language of Friendship program

• Health Minds program – Year 8

• Student and parent workshops

• Sincere Relationships

• Cyber Safety Week

• Police Presentations

• Grow your Mind program, teacher familiarisation and

• Adolescent Health Issues

workshop for parents • Wellbeing week activities (Year 5 Wellbeing Warriors, lunchtime activities, mindfulness, music)

• Young Drivers on the Road • Drugs and alcohol talk • Wellbeing Week

• Outdoor Education Day

• Mindfulness

• Yoga Term 1

• Student wellbeing forums

• Positive Detective (Professor Lea Waters) - Years 4 and 5

• Academic Care Program – Years 7 and 8.

• Leadership Days – Years 5 and 6

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THEME 12 Pare nt, Student & Teacher Satisfaction

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Staff satisfaction was determined through an externally administered survey to conclude the School year. Parent and student satisfaction has been primarily measured by targeted surveys on particular aspects of School life as well as informal feedback sought.

12.1 Parent satisfaction A strong sign of parent satisfaction is the high levels of parent engagement and volunteering evident in the School.

The dedicated P&F Committee, the extremely hard working and committed Capital Campaign Committee, the parent volunteers who worked with staff both in the Junior and Senior Schools and whom have given many hours to the Building Committee, 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 Student satisfactio n 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.

Many opportunities are available to students to demonstrate leadership and the students express great satisfaction with the formal and informal leadership opportunities available to them.

12.3 Teacher satisfaction Staff satisfaction has been principally measured through participation in an externally administered survey (Voice Project Survey). Voice survey results from 2019 to Term 1 2020 were particularly strong, culminating is the school winning the Voice Project’s Best Workplace Award. This prestigious award recognises best workplaces who have 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 Progess, which represents staff perceptions about school performance.

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THEME 13 Summary Financial Infor mation

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RECURRENT/CAPITAL INCOME LORETO KIRRIBILLI 2019

State recurrent grants 8%

Other capital income 7%

Commonwealth recurrent grants 20%

Fees and private income 65%

RECURRENT/CAPITAL EXPENDITURE LORETO KIRRIBILLI 2019

Non salary expenses 35%

Salaries, allowances, related expenditure 58% Capital expenditure 7%

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THEME 14 publication requirements As well as being available online, a hard copy of this report can be made available on request to the School.

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ConclusioN This information on the 2019 School year is provided to comply with NSW Education Standards Authority legislation.

Mrs Anna Dickinson Principal XX October 2020

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