Loreto Kirribilli Annual Report 2021

LORETO KIRRIBILLI

ANNUAL REPORT 2020

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

LORETO KIRRIBILLI

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

+61 2 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

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 3

Ta ble o f C o n te n t s

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)

10

1.3

Senior School Student Representative Council

12

THEME 2: CONTEXTUAL INFORMATION ABOUT THE SCHOOL

13

THEME 3: NAPLAN RESULTS

15

THEME 4: SENIOR SECONDARY OUTCOMES

17

4.1

Record of Student Achievement Years 10 and 11

18

4.2

Higher School Certificate

20

THEME 5: TEACHER PROFESSIONAL LEARNING, QUALIFICATIONS & ACCREDITATION

27

5.1

Junior School Professional Learning

28

5.2

Senior School Professional Learning

29

5.3

Teacher Qualifications

31

5. 4

Teacher Accreditation

31

THEME 6: WORKFORCE COMPOSITION

32

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

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

34

7.1

Student Attendance Rates

35

7.2

Student Retention Rates

35

7.3

Post-School Destinations

36

THEME 8: ENROLMENT POLICIES

38

8.1

Enrolment Policy

39

8.2

Requirements for Continued Enrolment

40

THEME 9: OTHER SCHOOL POLICIES

41

9 .1

Student Welfare

42

9 .2

Pastoral Program

43

9 .3

Student Management Policy

45

9.4

Reporting Complaints and Resolving Grievances

46

THEME 10: SCHOOL DETERMINED PRIORITY AREAS FOR IMPROVEMENT

47

THEME 11: INITIATIVES PROMOTING RESPECT & RESPONSIBILITY

51

THEME 12: PARENT, STUDENT & TEACHER SATISFACTION

59

12 .1 Parent satisfaction

60

12 .2 Student satisfaction

60

12 .3 Teacher satisfaction

60

THEME 13: SUMMARY FINANCIAL INFORMATION

62

THEME 14: PUBLICATION REQUIREMENTS

64

CONCLUSION 65

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR 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 2020 at the August census was 1127 with 270 students in Kindergarten-Year 6 and 857 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 nurturing environment for our students.

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

p ri n ci pa l’s message We will be forever grateful for the spirit of hope, optimism and goodwill which is so ingrained within our Loreto Kirribilli culture; strongly influencing the way in which we transitioned from the normality of school life to one that was rapidly changing as a result of COVID-19. We navigated our way through uncharted waters together, facing challenges unprecedented in our living memories. We rose above potential fear and anxiety, remaining calm, wellinformed and socially responsible. Our staff rapidly adapted, developing an excellent remote (on-line) learning environment which included wellbeing resources for our students’ spiritual, academic and physical needs. The student leaders, although understandably focused on their HSC, pulled together LK news editions and on-line activities to elicit joy and laughter, supporting the girls’ need for connection and creating a sense of normalcy and familiarity.

On reflection, it was surreal to move from the energy of our usual Term 1 events and experiences to an Australia-wide lockdown in an attempt to flatten the infection curve. The joy felt by all as we returned to face-to-face, onsite learning in Term 2, will be another memory we will all hold dear. We are so grateful to our students and their families for the way they supported one another and the staff throughout these difficult times, demonstrating resilience and a determination to manage the complexities confronting them. However, the School Executive and Board extend our most profound thanks to the teachers and support staff for the way in which they responded to the challenges faced, looking for every opportunity to learn from these experiences as we all journeyed forward into what many described as the new normal.

The Year 12 Class of 2020 are admired for the way in which they responded to the tumultuous year and how they approached the most unusual of HSC examinations. We were so impressed with their sheer grit and commitment, utilising all the additional resources and support offered to them whilst maintaining the goals they have set for themselves for their future. They grasped with both hands the opportunities to learn wherever and whenever they could; extended library hours in the afternoons and on weekends, bookable teachers, mock exams, seminar week, learning coaches and more.

Their teachers worked tirelessly to support them through online learning,

through feedback, Teams chats, emails to ensure that the students felt confidence walking into the Ward Block for their HSC in October, and confident they were. The care they also demonstrated to each other, the younger students and staff will be long remembered by our school community – a very special year group indeed!

We congratulate our 2020 School Captain, Dux of the class of 2020 with an ATAR of 99.9. Our data informs us that the 2020 class included: • 4 students with an ATAR over 99 • 21% of students with an ATAR over 97 • 30% of students with an ATAR over 95 • 60% of students with an ATAR over 90 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 2020, Loreto Kirribilli was placed 23rd overall, and was the top performing girls’ Catholic school in NSW second overall.

Despite the challenges faced, many activities which are a feature of our School community, continued throughout the year albeit in alternative forms. Those held online in the first part of the year showcased the creativity, commitment and ingenuity of members of our School community. Those held in the second part of the year were in a modified form determined by government guidelines for dealing with COVID-19.

Making a positive difference in the lives of others was a constant priority for our students and staff throughout the year. This was realised in many different forms, examples of which include raising much needed funds for Mary Ward International projects, hamper appeals, supporting children develop their reading skills through the Red Cross ‘Read to Read Program’, mask making for children’s hospitals, raising awareness of environmental sustainability as well as the enormous range of social justice works our girls engage in voluntarily outside of school hours.

The onset of COVID-19 saw us also modify the implementation of our strategic plan for 2020-2023 Inspired Minds: Catalysts for Change. However, we remained committed to its themes and this was evidenced by all we did through the year and detailed in Theme 10 where we outline our Priority Areas for Improvement.

Many of the activities and achievements published in this annual report, provide a brief glimpse into the day to day life of Loreto Kirribilli – a school of spirit. It is a blessing to belong to a school culture that is committed to excellence in all aspects of its operations, excellence fuelled by a passionate commitment for the students in our care. Our ideal is that each child is engaged, supported and challenged, promoting curiosity and a love of learning. Our students’ intellectual, personal and spiritual growth is our priority as we assist every student to embrace a growth mindset and realise personal success.

We believe that a Loreto Kirribilli education should, and does, offer “something more”. This something more focuses on developing learners who are highly successful, joyful and spirited, curious and reflective and who are inspired to use their gifts with confidence, creativity and generosity. Our students and graduates are a testament to the success of this ideal.

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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 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 2020 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, 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.

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

1

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

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 2020: • Working with and supporting the School Executive team in responding to the impact of COVID-19 • The construction of an Innovation Centre.

• The response to the reduction in government funding and ensuring sustainability well into the future

1 .2 Pare nts & Frie nds Committee (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.

2020 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 community generally. This was particularly important during the COVID-19 impacted 2020 School year. Evidence of parental satisfaction with the school’s response to COVID-19 was seen in the out pouring of gratitude by parents with a constant stream of emails expressing their sincere appreciation for the schools efforts in maintaining the quality education that is synonymous with Loreto Kirribilli.

L O R E T O K I R R I B I L L I 2 0 2 0 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 online. Events included: • 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 Golf Day, Northbridge Golf Club – permitted with the lifting of restrictions

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1.3

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

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. 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.

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

2

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

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

THEME 3 NAP L AN RE SU LT S

3

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

NAPLAN assessments were cancelled in 2020 due to COVID-19. The most recent information relates to 2019 NAPLAN results which are available on MySchool (http://www.myschool.edu.au).

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

4

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

4.1 R ecord of St udent Ach iev em ent Ye a r s 10 and 11 YEAR 10 ROSA 2020

The grades for Year 10 RoSA were positive, and indicative of the learning community’s dedication despite the impact of COVID-19. The percentage of A grades increased significantly across a range of subjects, which was outstanding. These improved results can be attributed to a range of factors but would indicate that the School’s commitment to realising the potential of all students is already yielding rewards. Teachers also created tasks more aligned with assessment ‘for learning’, thus allowing them to more accurately capture student progress.

SUBJECT

A

B

C

D

E

NUMBER OF STUDENTS PER COURSE

Chinese 200 hours

75%

25%

0%

0%

0%

4

Commerce 200 hours

44%

41%

15%

0%

0%

81

Design and Technology 100 hours

48%

22%

26%

4%

0%

23

Design and Technology 200 hours

49%

34%

17%

0%

0%

41

Drama 100 hours

29%

36%

32%

4%

0%

28

Drama 200 hours

25%

25%

31%

13%

6%

16

English 200 hours

20%

33%

36%

11%

0%

143

Food Technology 100 hours

39%

44%

11%

6%

0%

18

Food Technology 200 hours

26%

63%

11%

0%

0%

19

French 200 hours

41%

37%

22%

0%

0%

27

Geography 100 hours

35%

43%

22%

0%

0%

143

Geography Elective 100 hours

33%

33%

33%

0%

0%

21

History 100 hours

29%

31%

40%

0%

0%

144

History Elective 100 hours

32%

51%

17%

0%

0%

75

Italian 200 hours

38%

46%

15%

0%

0%

13

Mathematics 200 hours

30%

31%

27%

12%

0%

144

Music 200 hours

50%

31%

19%

0%

0%

16

PDHPE 100 hours

31%

33%

32%

4%

0%

143

Photographic/Digital Media 100 hours

44%

50%

6%

0%

0%

18

Science 200 hours

31%

34%

29%

5%

0%

143

Visual Arts 100 hours

50%

25%

25%

0%

0%

8

Visual Arts 200 hours

57%

30%

9%

4%

0%

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L O R E T O K I R R I B I L L I 2 02 0 A N N U A L R E P O R T 19

YEAR 11 ROSA 2020

Year 11 ROSA grades in 2020 indicated an increased understanding of the requirements of the still new “stronger HSC”.

Ancient and Modern History both showed an increase in the percentage of students achieving an A grade, as did the Sciences in Chemistry, Biology and Physics. Overall, the number of D grades decreased, which would indicate greater student effort and more appropriate subject choice.

NUMBER OF STUDENTS

SUBJECT

A

B

C

D

E

Ancient History 2 unit

40%

30%

30%

0%

0%

10

Biology 2 unit

25%

47%

28%

0%

0%

36

Business Studies 2 unit

37%

31%

32%

0%

0%

62

Chemistry 2 unit

31%

50%

19%

0%

0%

26

Chinese Continuers 2 unit

100%

0%

0%

0%

0%

2

Design and Technology 2 unit

38%

43%

14%

5%

0%

21

Drama 2 unit

18%

76%

6%

0%

0%

17

Economics 2 unit

73%

20%

7%

0%

0%

15

English Advanced 2 unit

26%

44%

29%

2%

0%

105

English Extension 1 unit

60%

40%

0%

0%

0%

25

English Standard 2 unit

0%

38%

55%

7%

0%

29

Food Technology 2 unit

30%

20%

40%

10%

0%

10

French Continuers 2 unit

40%

60%

0%

0%

0%

5

Geography 2 unit

19%

50%

31%

0%

0%

16

Italian Continuers 2 unit

75%

25%

0%

0%

0%

8

Legal Studies 2 unit

39%

39%

22%

0%

0%

54

Mathematics Advanced 2 unit

24%

51%

23%

3%

0%

79

Mathematics Extension 1 unit

33%

40%

23%

4%

0%

48

Mathematics Standard 2 unit

21%

42%

25%

13%

0%

53

Modern History 2 unit

25%

31%

41%

3%

0%

64

Music 1 2 unit

29%

57%

14%

0%

0%

7

Music 2 2 unit

50%

50%

0%

0%

0%

2

PDHPE 2 unit

13%

47%

33%

7%

0%

30

Physics 2 unit

42%

33%

25%

0%

0%

12

Studies of Religion I 1 unit

25%

32%

39%

3%

0%

59

Studies of Religion II 2 unit

35%

29%

36%

0%

0%

75

Visual Arts 2 unit

41%

55%

5%

0%

0%

22

PER COURSE

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

4.2 Hi gh er Sc h ool C erti f ic ate The Year 12 cohort of 2020 met the challenges of remote online leaning really well, as can be seen from the HSC results.

The School provided a range of increased opportunities for the students, such as extended opening hours for the Senior School Library, up until 8pm on weeknights and all day on Saturdays. The Bookable Teacher program was maintained, as were after school study mentors. There was an increase in the online support resources suite, mock exams, and a seminar program for the students in the lead up to their HSC exams was also introduced.

Below is a list of factors and strategies that were utilised to support Year 12 in achieving their very best in the 2020 HSC. TEACHING AND LEARNING

STUDENT WELLBEING

SYSTEMS AND PROCESSES

• Quality teaching and learning

• Principal’s Year 12 lunches

• Increased programming time for

• Strong emphasis on professional

• Year Coordinators support

learning • Before school / lunch classes run by various departments • Staff collaborating on strategies to improve student outcomes

• Meditation on Tuesday and Thursday mornings • High expectations of students • Year 12 Mentor program • Students willing to support

new syllabuses introduced in 2019 • Library open for Year 12 until 8pm each week night and Saturdays from 9am-3pm • Library open during holidays for Year 12 • Changes to assessment/ exams –

• Focus on quality, timely feedback

one another, student leaders

• Focus on critical thinking

encouraging one another to

More time for teaching introduced

• Thorough RAP analysis

collaborate

in 2019

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

• Working with students to consider

• Extracurricular: No other activities

10 units as opposed to stretching

Wed lunchtime to support the

to 12 units and thus removing

attendance at the additional

additional stress

English classes offered

• The availability of a therapy dog ‘Peggy’

L O R E T O K I R R I B I L L I 2020 A N N UA L R E P O R T 21

All students felt the pressure of COVID-19, but they worked beautifully as a team, supporting each other both academically and through friendships. They shared resources, formed study groups and assisted each other to ensure they were a tight-knit group walking into the exams in October. The growth these students demonstrated went beyond achieving top band results.

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 featured as “NSW Top All-Rounders” (Band 6 in all courses), with 7 students achieving places in the top 20 in their subjects, including 2 students in Business Studies, 2 students in Studies of Religion 1 Unit, and 1 student each in Design and Technology, English Standard and Modern History.

The students achieved 313 Distinguished Achievements (Band 6), which were shared among 122 students (our highest number to date). 53 students achieved 3 or more Band 6s, while 97% of students achieved a result in Bands 5 or 6, and 88% of courses attained results in Band 6.

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, Design and Technology, English Extension 2, Economics, Food Technology, French Continuers, French Extension, History Extension, Italian Continuers, Mathematics Extension 2, Music 1 and 2, Science Extension and Visual Arts.

Other subjects where over 80% of students achieved in the top two bands included Ancient History, Drama, English Advanced, English Extension 1, Geography, Legal Studies, Mathematics Advanced, Mathematics Extension 1, Modern History, Studies of Religion 1 and 2 Unit.

Students were nominated in their various fields for ARTEXPRESS (Art), with three students selected for exhibition throughout NSW, as well as SHAPE 2020 (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.

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

TABLE 1

VOCATIONAL / TRADE TRAINING SUBJECT

% YEAR 12 STUDENTS STUDYING

% YEAR 12 STUDENTS ACHIEVING QUALIFICATION

Animal Studies

<1%

<1%

Business Services

<1%

<1%

Early Childhood Education and Care

<1%

<1%

Entertainment Industry

<1%

<1%

Floristry

<4%

<4%

Hospitality (Food and Beverage)

<4%

<4%

Certificate II in Business Services

Certificate II in Hospitality: Food and Beverage 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.

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 23

TABLE 2

SUBJECTS

BANDS 4-6 BANDS E2-E4 AT LORETO KIRRIBILLI

BANDS 4-6 BANDS E2-E4 IN NSW COMPARISON

Ancient History

100%

62%

Biology

94%

62%

Business Studies

98%

62%

Chemistry

93%

69%

Chinese Continuers

100%

89%

Design and Technology

100%

83%

Drama

100%

90%

Economics

100%

77%

English (Advanced)

100%

95%

English (Standard)

95%

57%

English Extension 1

100%

99%

English Extension 2

100%

99%

Food Technology

100%

58%

French Continuers

100%

85%

French Extension

100%

100%

Geography

95%

70%

History Extension

100%

98%

Italian Continuers

100%

87%

Legal Studies

100%

67%

Mathematics

100%

81%

Mathematics Extension 1

100%

94%

Mathematics Extension 2

100%

97%

Mathematics Standard 2

83%

50%

Modern History

93%

66%

Music 1

100%

90%

Music 2

100%

100%

PDHPE

93%

61%

Physics

88%

67%

Science Extension

100%

99%

Studies of Religion I

98%

77%

Studies of Religion II

98%

74%

Visual Arts

100%

90%

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

Table 3: 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 2020 as a percentage.

TABLE 3

COURSE

2020 BAND 5-6 E3-E4 LORETO KIRRIBILLI

2020 BAND 5-6 E3-E4 NSW

Ancient History

84%

33%

Biology

73%

31%

Business Studies

78%

35%

Chemistry

60%

43%

Chinese Continuers

100%

66%

Design and Technology

100%

47%

Drama

86%

47%

Economics

100%

51%

English Advanced

95%

63%

English Extension 1

100%

93%

English Extension 2

100%

82%

English Standard

56%

11%

Food Technology

100%

29%

French Continuers

100%

64%

French Extension

100%

81%

Geography

93%

42%

History Extension

100%

76%

Hospitality Examination*

67%

20%

Italian Continuers

100%

58%

Legal Studies

93%

39%

Mathematics Advanced

84%

52%

Mathematics Extension 1

90%

74%

Mathematics Extension 2

100%

84%

Mathematics Standard

59%

25%

Modern History

83%

37%

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 25

COURSE

2020 BAND 5-6 E3-E4 LORETO KIRRIBILLI

2020 BAND 5-6 E3-E4 NSW

Music 1

100%

64%

Music 2

100%

88%

PDHPE

75%

34%

Physics

75%

39%

Science Extension

100%

7%

Studies of Religion 1

80%

44%

Studies of Religion 2

89%

44%

Visual Arts

100%

65%

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 2020 at Loreto Kirribilli.

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

2020

2019

2018

2017

Ancient History

84%

90%

100%

100%

Biology

73%

65%

68%

88%

Business Studies

78%

86%

72%

93%

Chemistry

60%

71%

47%

47%

Chinese Continuers

100%

100%

100%

100%

Design and Technology

100%

100%

100%

100%

Drama

86%

100%

89%

100%

Economics

100%

100%

73%

70%

English Advanced

95%

98%

92%

98%

English Extension 1

100%

100%

100%

100%

English Extension 2

100%

75%

100%

75%

English Standard

56%

68%

49%

85%

Food Technology

100%

66%

67%

88%

French Continuers

100%

75%

100%

92%

French Extension

100%

n/a

100%

100%

Geography

93%

90%

81%

87%

History Extension

100%

88%

91%

100%

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

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

2020

2019

2018

2017

Hospitality Examination*

67%

100%

83%

83%

Italian Continuers

100%

88%

80%

83%

Legal Studies

93%

87%

83%

92%

Mathematics Advanced

84%

77%

75%

78%

Mathematics Extension 1

90%

98%

93%

91%

Mathematics Extension 2

100%

100%

92%

100%

Mathematics Standard

59%

79%

79%

82%

Modern History

83%

92%

79%

100%

Music 1

100%

100%

100%

100%

Music 2

100%

n/a

n/a

100%

PDHPE

75%

68%

65%

69%

Physics

75%

55%

63%

71%

Science Extension

100%

n/a

n/a

n/a

Studies of Religion 1

80%

82%

59%

84%

Studies of Religion 2

89%

96%

82%

96%

Visual Arts

100%

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.

The 2020 School Captain was the Dux of the class of 2020 with an ATAR of 99.9. Our data informs us that the 2020 class included: • 4 students with an ATAR over 99 • 21% of students with an ATAR over 97 • 30% of students with an ATAR over 95 • 60% of students with an ATAR over 90 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 2020, Loreto Kirribilli was placed 23rd overall, and was the top performing girls’ Catholic school in NSW and second overall.

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

5

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

Given the onset of COVID-19, all staff had to rapidly respond to the changing circumstances. As a consequence, there was a significant investment of time and energy into the professional learning required to enable the smooth transition into remote online learning. Testament to the dedication of staff more generally was how the teaching staff embraced the opportunity to more effectively cater for the students’ learning needs by completing the Mini Certificate in Gifted Education. 92% of the teaching staff completed this respected credential throughout a year that was heavily impacted

by COVID-19.

The School invested heavily in professional development to provide an effective remote online learning platform to enable teachers to continue to offer an online teaching model which replicated the face-to-face learning model. The success of the remote (online) teaching platform was also enhanced through the engagement in a trial lockdown prior to NSW Health lockdown directives.

5.1 Jun ior School Profess ional LEAR NING The original goal of challenging our gifted and talented students to achieve their fullest potential and catering to the learning needs of our less able students through a differentiated programming of teaching and learning was put on hold until 2021, due to COVID-19 and the onset of remote/online learning. Our initial and most urgent focus was re-directed to implementing an effective remote learning model and upskilling of all staff in the use of technology required for this mode of instruction. Once this was implemented, our new goal was “to Reflect, Refine and Act on Learnings from 2020 for Future Implementation”. The new focus then was one of design, implement, evaluate and redesign teaching and learning programs based on our school context as well as reflection on our experiences and learnings necessitated by the pandemic.

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 29

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

NESLI Webinar - Middle Leaders

10

Resilience Women’s Learning Network Leadership - Anna Bligh

10

Mini Certificate of Gifted Education

15

Using Microsoft Teams in the classroom in preparation for online teaching & learning during

30

the lockdown and in readiness for alternate online options moving forward. This was delivered by the School ICT experts both to the whole team and then to individuals on a needs basis

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 2020 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

123

Mini-Certificate of Gifted Education

106

TTA – Stage 6 Mathematics Courses

8

Social and Emotional Needs of Gifted Students – Bronwyn MacLeod

7

Data Analysis – Bronwyn MacLeod

5

Resilience and Connection - Alliance of Girls Schools Webinar

4

Future Problem-Solving Webinar

3

Other professional learning specifically related to faculty areas.

Emphasis on new Stage 6 syllabuses where appropriate

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

K-12 PROFESSIONAL LEARNING

There were seven K-12 staff development days during 2020.

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.

33

Spirituality Day - staff participated in rotational workshops all related to spiritual wellbeing

123

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

123

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

123

Protection and Discrimination, Harassment & Bullying.

Strategic Plan Goal Development and Setting - enabled teachers to evaluate and reflect on the identified School goal for 2020, which had been developed through the year’s strategic planning process. Faculty groups in the Senior School and the Junior School

123

teachers then worked collaboratively to develop goals for more specific focus of their practice in 2020.

Launch of Loreto Kirribilli Learning Lens and associated workshops.

123

L O R E T O K I R R I B I L L I 2020 A N N UA L R E P O R T 31

5.3 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 (AEI-

123

NOOSR) guidelines, or 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

0

qualifications, or

5.4 T eacher Accre ditation LEVEL OF ACCREDITATION

NUMBER OF TEACHERS

Conditional

1

Provisional

1

Proficient Teacher

106

Experienced Teacher (voluntary accreditation)

14

Highly Accomplished Teacher (voluntary accreditation)

1

Lead Teacher (voluntary accreditation)

0

Total number of teachers

123

97 of Loreto Kirribilli’s 123 teachers are ‘experienced proficient’ teachers, who have set goals and are appraised at the ‘highly accomplished’ level.

6

THEME 6 w ork f orce co mp o sitio n

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 33

SCHOOL STAFF 2020

NUMBER OF STAFF

Teaching staff

123

Full-time equivalent teaching staff

108.5

Non-teaching staff

68

Full-time equivalent non-teaching staff

56.9

7

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 Sch ools

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 35

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.

STUDENT ATTENDANCE BY YEAR GROUP (ROUNDED FIGURES)

Kindergarten

97%

Year 1

96%

Year 2

96%

Year 3

97%

Year 4

97%

Year 5

97%

Year 6

97%

Year 7

97%

Year 8

96%

Year 9

96%

Year 10

95%

Year 11

96%

Year 12

96%

Whole School attendance

96%

MANAGEMENT OF NON-ATTENDANCE

As can be seen from these figures, attendance by students 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 further, 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 94.3% of the Year 10 2018 cohort completed Year 12 at Loreto in 2020. A total of eight students did not complete Year 12 due to personal circumstances. .

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

7.3 Po s t-School Desti nations There were 137 students in Year 12, 2020, 132 of whom pursued university entry. Of these 132, there were 256 offers made from NSW and ACT Universities. These offers were made up of Direct and Early Entry offers, December Main Round offers and Late Round offers in January.

NOTABLE ACHIEVEMENTS

HSC 2020 students distinguished themselves by securing a range of prestigious scholarships including: a UNSW Cooperative Scholarship for Actuarial Studies, an ANU All Rounder Scholarship from ANU as well as a National Scholarship, a Women in Engineering Scholarship and places in the University of Sydney Scholars program, Future Leaders Scheme and Dalyell Scholarship stream.

OTHER UNIVERSITY OFFERS

Enrolment numbers are confirmed by universities post census date, which is the end of March 2021. Interstate and international offers are unconfirmed. One offer to Yale in the USA is confirmed.

UNIVERSITY OFFERS TO LORETO KIRRIBILLI HSC 2020 STUDENTS RANKING

UNIVERSITY

NUMBER OF OFFERS TO LK HSC 2020 STUDENTS

1

University of Sydney

65

2

UTS University of Technology, Sydney

53

3

Macquarie University

41

4

ANU Australian National University

37

5

UNSW University of New South Wales

17

6

Australian Catholic University

16

7

University of Notre Dame

8

8

University of Newcastle

5

9

University of Wollongong

4

10

Charles Sturt University

3

University of Canberra

2

University of New England

1

Western Sydney University

1

Private Universities (ICMS, Torrens)

3

LO R E TO K I R R I B I L L I 2020 A N N UA L R EP O R T 37

FACULTIES OFFERING UNIVERSITY PLACES TO LORETO KIRRIBILLI HSC 2020 STUDENTS

RANKING

UNIVERSITY FACULTY

1

Business, Commerce and Economics (55)

2

Health (41)

3

Law (25)

4

Arts (25)

5

Science (23)

6

Engineering (22)

7

Design and Architecture (17)

8

Education (13)

9

Media and Communication (11)

10

Computing (5)

11

Philosophy (4)

12

Music (2)

13

University Diploma Programs (3)

14

Direct Entry Course undisclosed (10)

STUDENTS WHO DID NOT APPLY TO ACT OR NSW UNIVERSITIES

Four students from the 2020 HSC cohort did not to go on to university. Two of these students are attending TAFE, one is attending Drama classes and one is engaged in workplace training as a Florist. Another student did not apply to university in Australia, having secured a place at Yale in the USA. POST-SCHOOL DESTINATION

PERCENTAGE OF COHORT

University

97%

Apprenticeships / Traineeships

0%

TAFE

1.4%

Private Colleges

<1%

Cadetships

0

Workforce

<1%

Gap Year

n/a (COVID-19)

8

THEME 8 E N ROL M E N T P OLIC Y

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 39

As stated above, the enrolment of the School in 2020 was 1127. The number of applications for enrolment always exceeds the number of spaces available. Following is the link to 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 The Sc hool’s Enrol ment 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.

• 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 June 2022.

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

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

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.

THEME 9 ot h er Sc h ool p olicie s

9

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

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

In response to COVID-19, 2020 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.

LO R E TO K I R R I B I LLI 2020 ANNUAL R EPO R T 43

9.2 Pastora 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.

Within the Senior School, the Pastoral Program in 2020 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 2020.

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.

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.

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

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 developed to cater for this need. Both School 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 introduction of House videos and fun ‘at home’ activities. Physical exercise was also encouraged through the specifically designed physical activity video program. Then Year Wellbeing Coordinators played an important role in maintaining student connection through their regular phone and Teams contacts with students and parents.

On return from remote online learning 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. A new orientation program was developed and implemented to help support the Year 7 cohorts re-introduction onto the site. 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 a HSC. 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

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 45

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/

9.3 St ud 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 • 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

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

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 Reporting Co mp laints and R e s olvi ng 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/

THEME 10 Insp ire d Mi nds…

Catalys ts f or Chang e

10

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

The Loreto Kirribilli new 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 two main themes: Inspiring educational excellence and enriching our community of faith. These together are the primary mission of the School. These two 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.

LO R E TO K I R R I B I LLI 2020 ANNUAL REPOR T 49

Please find below a summary of our 2020 achievements.

THEME

KEY ACHIEVEMENTS

Inspiring

• Established a G&T committee

Educational

• Utilised G&T consultant to identify G&T students in each Year group

Excellence

• Staff professional learning in G&T completed by all teaching staff (2 days) • Mini Certificate of G&T offered to all teaching staff • Staff induction program developed to incorporate Mini Certificate in G&T to ensure sustainability of training • Launched the Learning Lens with students and prepare for a Term 1 2021 launch with parents • Conducted a review of all programs to understand the degree to which Learning Lens concepts have been integrated • Reviewed and audited all programs K-12 against Wellbeing Framework • Updated and administered Wellbeing survey tool • Involved faculties in conversation about embedding the Learning Lens in assessment and reporting • Involved students and parents in conversations about their experience of reporting during the COVID-19 period • Conducted research into alternative models of reporting • Explored additional software to complement the Student Information System (eg paperless solutions & extra curricula management) • Reviewed suggested complementary software packages to the Student Information System • Determined training schedule required to deliver Student Information System & associated products • Developed, implemented, analysed and communicated rowing survey results to students, parent and staff • Developed and communicated implementation strategies for rowing program • Developed and implemented netball survey • Implemented student, parent and staff surveys • Offered ‘virtual’ zoom LK Connect Network events to include international ex-students • Launched LK Connect LinkedIn, including closed group for ex-students • Offered mentoring to current Year 12 students for after the HSC • Launched LK Connect Mentor and Networking program to ex-students, past parents, current parents and Years 11 and 12 students

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THEME

KEY ACHIEVEMENTS

Enriching our

• Expanded the liturgical music repertoire for the School

community of faith

• Improved the engagement of girls in the liturgy by providing structured preparation for Friday Mass and other major liturgical celebrations • Implemented online Liturgy of the Word and live streaming of Mass for the COVID-19 environment • Developed an online prayer hub with digital resources and links to additional resources to facilitate faith development in isolated living and on return to face to face schooling.

• Redesigned the retreat program for Year 12 for a one-day event onsite (rather than a threeday offsite event)

Sustainability

• Conducted a series of marketing workshops to develop brand guidelines, a communication strategy and marketing plan • Completed excavation for the Innovation Centre • Commenced construction of the new Innovation Centre

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

11

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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 community service program. 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.

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KINDERGARTEN – YEAR 12 APPEALS 2020

• 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, during 2020 Year 12 celebrated this special day in person while the rest of the School community participated online. A link to the Mary Ward International Australia page was sent to families with the pre-recorded liturgy and explanation of Mary Ward International projects.

• Term 3 – St Vincent de Paul Winter Appeal -snack packs for the Vinnies Night Patrol van.

• 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 being gifted to the families belonging to the School and Parish at Emerton.

• The Year 6 students were unable to pack Christmas hampers for the homeless at St Canice’s, Elizabeth Bay and Easter eggs were not able to be collected for Crows Nest Meals on Wheels as they usually do due to the School being at home on lockdown prior to the Term 1 school holidays.

• 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 2020, this temporarily ceased while students were learning remotely, however, as soon as there was a return to on-site learning, the lunch time letter writing returned. The focus was on our First Nations Peoples.

• Student2Student: Students from Years 8 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.

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. In 2020, collectively, Loreto Buddies have improved their readers’ abilities by a total of 27 years and 3 months. This is an incredible result in any given year, but especially given the specific challenges faced in 2020 due to

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COVID-19.

• 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 Benenson Society leaders attended with two teacher representatives.

• Mary Ward International Australia Appeal: Donations sought on line and through Junior School Mission Day Total raised significant funds.

SPECIAL APPEALS

• Bush Fire Appeal – In the aftermath of the December 2019/2020 Bushfires the students held fundraising for the agency ‘You Can Sit with Me”.

• The explosion in Beirut, Lebanon, in August prompted the Year 9 students to raise awareness and organise an appeal for the Australian Red Cross (Lebanon Appeal).

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

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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. 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. During 2020, liturgies were adapted to cater for COVID-19 restrictions. For example, liturgies such as Friday morning Mass, May Day Liturgy and Year 12 Graduation Mass were all live streamed to the Loreto community and recorded as video presentations.

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 parents were given the opportunity to attend Friday morning Mass 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. Due to COVID-19 restrictions residential events did not take place

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in 2020. Year 12 were 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 were offered an alternate program consisting of a day of listening to guest speakers and reflecting on what they heard in line with Catholic Social Teachings and the Emmaus story. The second day of the alternate program was a day of Socktober with Catholic Mission. A third day consisted of outreach activities at School, eg. The Birthing kits, Days for girls and wrapping our Christmas Hampers.

Mass was celebrated at the end of the day reflecting on the Journey to Emmaus from Luke’s Gospel which creates the backdrop to bringing about a deeper understanding of the mission of the Church.

Throughout the year, prayer and liturgies celebrate the School’s history with a focus on days special in the IBVM calendar.

In 2020, there was a significant focus on the year of Verity, highlighted by the May Day online liturgy. Year 12 were the only students on the School site and formed part of the online liturgy zoomed to Loreto Kirribilli family homes. To support families with their faith life, a Prayer page was designed on the School’s collaborative hub which included prayer and meditation resources and links to online Mass services.

In the Junior School, prayer is also integral to daily life. The School year began with a K- 6 Opening Mass held at Star of the Sea Church, Kirribilli. This special Mass was well attended by parents, family and community members. All other Junior School Masses were cancelled in 2020 due to COVID-19 restrictions and our Sacramental Program included First Reconciliation for Year 2 and First Eucharist for Year 3 was also postponed until 2021. With restrictions easing, the Junior School Students attended Masses in the Chapel with Senior School students.

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 2020, the following COVID-19 adapted events took place: • Mary Ward Justice Lecture via zoom through Loreto Ministries • Ex-Students’ Association online discussion regarding spirituality and music

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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. 2020 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 12 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 – 12

• 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

• Sincere Relationships

• Student and parent workshops

• Police Presentations

• Cyber Safety Week

• Adolescent Health Issues

• Grow your Mind program, teacher familiarisation and

• Young Drivers on the Road

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

• Drugs and alcohol talk • Wellbeing Week • Mindfulness

• Outdoor Education Day

• Student wellbeing forums

• Yoga Term 1

• Academic Care Program - Years 7 and 8.

• Positive Detective (Professor Lea Waters) - Years 4 and 5 • Leadership Days - Years 5 and 6

THEME 12 Parent, St ud e nt & T e a ch er S atisfaction

12

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12.1 Pare nt 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. Evidence of parental satisfaction with the school’s response to COVID-19 was seen in the out pouring of gratitude by parents with a constant stream of emails expressing their sincere appreciation for the school’s efforts in maintaining the quality education that is synonymous with Loreto Kirribilli.

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 11 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 2020, with results analysed and then used to inform the 2020 annual implementation plan.

The 2020 Voice survey results were particularly strong, culminating in 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 Progress, which represents staff perceptions about School performance.

SUMMARY OF PARENT, STUDENT AND TEACHER SURVEY RESPONSES

Across all groups of stakeholders, the vast majority of responses in the AIS 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.

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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 AIS 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.

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.

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

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RECURRENT/CAPITAL INCOME LORETO KIRRIBILLI 2020

Fees and private income 62%

Commonwealth recurrent grants 19%

Other capital income 11%

State recurrent grants 8%

RECURRENT/CAPITAL EXPENDITURE LORETO KIRRIBILLI 2020

Non salary expenses 31%

Salaries, allowances, related expenditure 59% Capital expenditure 10%

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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.

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C o n cl us ioN This information on the 2020 School year is provided to comply with NSW Education Standards Authority legislation.

Mrs Anna Dickinson Principal 18 June 2021

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