2026_Catholic School Improvement Website Version_12_11_25

2026

SETON CATHOLIC COLLEGE

CATHOLIC SCHOOL IMPROVEMENT PLAN

SETON.WA.EDU.AU SETON.WA.EDU.AU

|

2026

EVERY INTERACTION MATTERS

CATHOLIC SCHOOL IMPROVEMENT PLAN 2026

Seton Catholic College

School Mission, Vision and Values School Mission To provide a holistic education to students through a Christ centred and student focused approach, where all students are supported in their learning journey. To be achieved through the College Motto, ‘Seek Christ’ and through all our interactions.

School Vision and Values The College Motto is ‘Seek Christ’ and it is through our daily relationships that we bring alive this motto. Every interaction is important as we live the College RISE values. Through, Respect, Inclusion, Service and Excellence we seek to foster the growth and development of each person, young and adult, through a holistic approach and understanding of curriculum. This is further reinforced through the inclusion of students in the St Josephs' Centre and the pastoral support provided to each member of the College community through the vertical pastoral care structure at Seton Catholic College. Our Patron, Saint Elizabeth Ann Seton as a wife, convert, mother, educator, religious founder, widow and saint provides guidance as to how we should act and respond as a community.

Her story inspirers all to strive for excellence through working and rising above adversity that is experienced through our lives. St Elizabeth Ann Seton provides inspiration as we face our daily challenges through her support of family, others and her devotion to Jesus. As Mother Seton said:

"Live simply, so that all may simply live"

Principal Statement Our School Improvement Plan (SIP) at Seton Catholic College is a dynamic and cyclical process (as shown below in Figure 1) that champions continual growth and improvement, consistently raising the bar towards being the best version of ourselves. It is designed to be responsive to both internal and external needs, ultimately creating a culture of accountability for all members of our team. By engaging all levels of our school community – from Teachers and Learning Areas to Middle Leaders and the College Leadership Team (CLT) – we ensure that our efforts are grounded in the experiences and insights of our educators, refined through collaborative discussions, and aligned with our strategic goals. This robust framework aims to achieve excellence across all Pillars of Quality Catholic Education whilst at the same time support the strategic goals of CECWA.

Figure 1: School Improvement Cycle

Strategic Intents | 2025 – 2027 CATHOLIC IDENTITY (Formation for Mission)

Year 1

STRATEGIC INTENTS

KEY IMPROVEMENT GOALS

Witnessing Mission of Catholic Education – ongoing development of the College charism, House values and culture.

Continue to build and develop the College charism, House values and culture.

Concern for Justice with a focus on Service and the promotion of Charity.

Promotion of core value of Service, understanding and appreciation of Social Justice through College and House charity initiatives.

Providing opportunities for staff and students to grow in their faith.

Providing meaningful opportunities for staff to grow in their faith through the development of faithbased training programs and opportunities for staff to engage with College Chaplain. Professional development offered to provide an opportunity for a rich tradition of Catholic faith, practice, reflection and values.

EDUCATION STRATEGIC INTENTS

QCE LINKS

QCE LINKS

2.1, 2.2 2.3 (a-e)

Implement innovative teaching practices and develop learning environments that promote active learning and foster student ownership of their educational journey. Create dynamic and engaging learning environments, which empower students and involve parents/guardians in the process, encouraging curiosity, critical thinking, and a lifelong love of learning.

Implement learning programs that cater to a diverse range of knowledge types and skills with real world connection and application. Development of learning environments to promote engagement.

Both within learning areas and extracurricular. Student and staff feedback along with visibility of the Vision for Learning across multiple platforms with language embedded within programs and learning experiences. Seton Parent added to Vision for Learning. Agency included in Year 7 and 9 Program.

2.1, 2.2, 2.3 (a-e)

N

Develop proactive responses to the pastoral needs of students in promoting resilience, healthy relationships and positive well-being. Continue to identify and review key communication systems in the Ngalla Maya Wellbeing Centre.

Better mental and physical health outcomes for students from staff professional learning through CEWA Strategic Wellbeing Framework – using the Implementation Guide and Planning Templates.

Advocate and promote contemporary leadership that reflects Christian Service and College values / standards with all staff, particularly Pastoral Care teachers.

Developing consistency across all Houses in the role of Pastoral Care Teacher. Building understanding of common pastoral actions in Tier One for all staff in their daily teaching practices.

QCE LINKS

N

N

P

A

P

A

N

P

P

Year 3 A

N

Year 2 A

N

P

P

A

Year 3 A

N

P

A

3.1 (a, b) 3.3 (b)

Increased Expressions of Interest at the enrolment stage from Catholic feeder schools.

Increased Expressions of Interest at the enrolment stage from First Nation families.

3.1 (d) 3.3 (b)

Increased connection of First Nation students to schooling.

Year 1

Growth for Access KEY IMPROVEMENT GOALS

QCE LINKS

Zycus Procurement System is implemented.

Assessment of major Capital Projects against School Improvement Plan.

Assessment of capacity for infrastructure changes against 5-year Budget Plan.

Onboarding of Facility Management System to ensure optimum maintenance and preservation of physical resources.

4.3 (a, c, d) 4.1 (d) 4.2

Christian Service-Learning/Sustainability Coordinator role is developed along with Christian ServiceLearning Program from Years 7 – 12 for staff.

• Improving staff recruitment, appointment, induction, retention, mentoring and leadership development processes that reflect the Catholic ethos in our school.

A

Year 2

Year 1

Witness for Impact KEY IMPROVEMENT GOALS

P

1.2 (b)

Year 1 KEY IMPROVEMENT GOALS

Develop sustainable structures, system and processes that are consistent with Catholic social teaching.

N

1.1 (a, b, d, e)

Review of assessments and development of Rubrics. Implementation of structures and processes for regular moderation. Feedback processes to students developed and data showing impact of this feedback on students’ achievement. Consistent use of SCSA Judging standards to assist with grading.

STEWARDSHIP STRATEGIC INTENTS

A

1.2 (a)

Excellence for Success

Engage and further enhance relations with local community groups e.g. the Walyalup Catholic Schools Network primary schools. Extend this to other neighbouring Catholic primary schools such as Orana and Mel Maria Primary School. Aim for 4 streams from Catholic feeder schools and the First Nations community.

P

Year 3

1.1 (a-f)

Improve student and staff awareness of learning progress through improved processes for assessment design, moderation and feedback.

COMMUNITY STRATEGIC INTENTS

N

Year 2

• • • •

New staff marketing, Interview Questions, Interview Scenarios Induction week for new staff, Mentoring Program Leadership Development Programs – Identify possible candidates for key position cover.

Accreditation Renewal Programs.

Eucharistic Minister Training; Staff Exit process.

4.1 (a-d)

N

P

Year 2 A

N

P

Year 3 A

N

P

A

Staff Formation Planning FOCUS AREA ONE

Concern for Justice

Improvement Goals

Progress N/P/A Staff Formation •

Staff awareness and engagement with the College core value of Service.

•

Staff to develop an understanding and appreciation of Social Justice through College and House Charity initiatives.

Relevant Actions (How?) •

Opportunities for staff to engage and facilitate Christian Service-Learning activities and Retreat Workshops with distinct year group themes and goals. (Achieved 2025)

•

Leadership Formation

•

Provide opportunities for staff to engage with the College core value of Service.

•

College leaders demonstrate an • understanding of Social Justice and support staff in their understanding of the College and House Charity initiatives.

Responsibility (Who?)

Effectiveness Indicators •

Increase in participation and understanding of Christian ServiceLearning and Retreat Programs.

Increased staff participation in Ministry initiatives that promote Advocacy, Awareness, and Charity. Staff to engage in House Charity Focus. (Progressing 2025)

•

Implementation and increased staff awareness of College Charity Procedure and House Charity Focus.

Development of Christian Service-Learning and Retreat Program with distinct year group themes. (Progressing 2025)

•

2025 – 2027

•

•

Timeline (When?)

Ministry initiatives to promote Advocacy, Awareness, and Charity. Charity Initiative and Service to be intrinsically linked to House Identity (Achieved 2025)

All teaching and support staff

College Leadership Team 2025 – 2027

•

Middle Leaders Christian Service-Learning Coordinator

Professional Development for staff to provide an opportunity to deepen their understanding of Christian Service-Learning, Social Justice, and Charity.

(Progressing 2025)

Leaders promote an increase in participation and understanding of Christian Service-Learning and Retreat Programs.

Leaders promote and provide opportunities for the implementation and increased staff awareness of College Charity Procedure and House Charity Focus.

Year 1

Year 2

Year 3

N P A

N

P

A FOCUS AREA TWO

Witnessing Mission of Catholic Education

Improvement Goals

Progress N/P/A Staff Formation

Staff to engage in opportunities to build and develop the College charism, House values and culture.

Relevant Actions (How?) •

Promotion of College and House patrons by providing opportunities for staff and students to develop understanding of their unique House identity.

(Achieved 2025)

•

Further develop House identity and values through the creation of House Prayers. (Progressing 2025) Staff and students invited to contribute to the creation of College Prayer. (Achieved 2025)

•

Leadership Formation

Provide opportunities to build and develop the College charism, House values and culture.

•

Leaders initiate opportunities for staff and students to develop understanding of their unique House identity.

(Progressing 2025)

•

Leaders to support the development of House Identity through the creation of House Prayers. (Progressing 2025) Lead the development of College Prayer from community of staff and students. (Progressing 2025)

•

Timeline (When?)

2025 – 2026

Responsibility (Who?)

All teaching and support staff

Effectiveness Indicators •

Staff have developed a deeper appreciation and understanding of House Identities.

•

House and College Prayers have been completed and imbedded into the culture of the College.

Year 1

N

P A

2025 – 2026

College Leadership Team Middle Leaders

•

Provided opportunities for staff to develop a deeper appreciation and understanding of House Identities.

•

Imbed the House and College Prayers into the culture of the College.

N

P

A

Year 2

Year 3

Staff Formation Planning (continued) FOCUS AREA THREE Improvement Goals

Faith Development

Progress N/P/A Staff Formation

Staff offered opportunities to grow in their personal faith.

Relevant Actions (How?)

•

Staff offered opportunities to grow in their faith through the development of faith based training programs, including Extraordinary Minister Training and Altar Serving. (Progressing 2025)

•

Significant opportunities for staff to engage with College Chaplain. (Achieved 2025)

Provide opportunities for staff to grow in their personal faith.

2025 – 2027

Responsibility (Who?)

Effectiveness Indicators

Increased participation of staff, students, and community in training programs.

N

•

Increased presence of the College Chaplain within the College and wider College community.

P

Increased participation and understanding of Professional Development opportunities. Staff will be surveyed about the success of the program.

A

Leading opportunities for the increased participation of staff, students, and community in training programs.

N

All teaching and support staff •

• Providing meaningful opportunities for staff to grow in their faith through the development of faith based training programs, including Extraordinary Minister Training and Altar Serving. (Progressing 2025)

•

• Continue to work with College Chaplain to enhance the presence of the Chaplain within the College and wider College community. (Achieved 2025)

•

• Develop a survey to gage the spiritual needs of staff.

(Not commenced 2025) • Professional development offered to provide an opportunity for a rich tradition of Catholic faith, practice, reflection and values, including Faith, Story and Witness Program. (Achieved 2025)

2025 – 2027

College Leadership Team College Chaplain

Year 1

•

Professional development offered to provide an opportunity for a rich tradition of Catholic faith, practice, reflection, and values, including Faith, Story and Witness Program. (Achieved 2025)

•

Leadership Formation

Timeline (When?)

•

Supporting the increased presence of the College Chaplain within the College and wider College community.

P

Leading and coordinating professional development opportunities.

Developing staff survey about faith enrichment opportunities offered.

A

Year 2

Year 3

Improvement Goals 2025 CATHOLIC IDENTITY Key Improvement Goals - drawn from Strategic Intents

Relevant Actions

Success Indicators

Responsibility

Timeline

Progress

What actions will we take to achieve the goal?

How will we know we have been successful?

What process and outcome data will we measure?

Who is the staff member who will lead the strategy?

Timeframe within which the key improvement goal will be achieved

How are you tracking? Not commenced, Progressing, Achieved

Staff have developed a deeper appreciation and understanding of House Identities. (Achieved 2025)

College Leadership Team, Middle Leaders

2025 – 2026

Performance & development goal to be achieved (stated simply).

Witnessing Mission of Catholic Education – ongoing development of the College charism, House values and culture.

Concern for Justice with a focus on Service and the promotion of Charity.

•

•

Further develop House identity and values through the creation of House Prayers. (Progressing 2025)

•

Staff and students invited to contribute to the creation of College Prayer. Opportunities for staff to engage and facilitate Christian Service-Learning activities and Retreat Workshops with distinct year group themes and goals. (Progressing 2025)

•

Providing opportunities for staff and students to grow in their faith.

Promotion of College and House Patrons by providing opportunities for staff and students to develop understanding of their unique House identity. (Achieved 2025)

•

•

•

House and College Prayers have been completed and imbedded into the culture of the College.

(Progressing 2025)

•

Increase in participation and understanding of Christian ServiceLearning and Retreat Programs.

(Progressing 2025)

Increased staff participation in Ministry initiatives that promote Advocacy, Awareness, and Charity.

Staff to engage in House Charity Focus.

(Progressing 2025)

•

Staff offered opportunities to grow in their faith through the development of faith-based training programs, including Extraordinary Minister Training and Altar Serving.

•

• •

Significant opportunities for staff to engage with College Chaplain. (Achieved 2025)

•

Professional development offered to provide an opportunity for a rich tradition of Catholic faith, practice, reflection and values, including Faith, Story and Witness Program. (Achieved 2025)

•

Develop a survey to gauge the spiritual needs of staff. (Not commenced 2025)

•

Implementation and increased staff awareness of College Charity Procedure and House Charity Focus.

(Progressing 2025) Increased participation of staff, students, and community in training programs. (Progressing 2025) Increased presence of the College Chaplain within the College and wider College community. (Achieved 2025) Increased participation and understanding of Professional Development opportunities. Staff will be surveyed about the success of the program. (Progressing 2025)

Not Commenced

Progressing 2025 – 2027 College Leadership Team, Middle Leaders, Christian Service-Learning Coordinator Achieved

College Leadership Team Not Commenced College Chaplain

2025 – 2027

Progressing

College Leadership Team

Achieved

Improvement Goals 2025 EDUCATION Key Improvement Goals - drawn from Strategic Intents

Relevant Actions

Success Indicators

Responsibility

Timeline

Progress

What actions will we take to achieve the gal?

How will we know we have been successful? What process and outcome data will we measure?

Who is the staff member who will lead the strategy?

Timeframe within which the key improvement goal will be achieved

How are you tracking? Not commenced, Progressing, Achieved

•

Review of assessments. (Achieved 2025)

•

Heads of Learning Area

•

Development of rubrics. (Achieved 2025)

•

Dean of Pedagogy

Implementation of structures and processes for regular moderation. (Achieved 2025)

•

•

Increase in: • Assessment/rubrics designed around Judging Standards.

(Achieved 2025)

Deputy Principal (Teaching and Learning)

Performance & development goal to be achieved (stated simply).

Improve student and staff awareness of learning progress through improved processes for assessment design, moderation and feedback.

•

•

Consistent use of SCSA / CEWA Judging Standards and Grade Descriptions to assist with grading.

(Achieved 2025) Continue to refine assessment practices by maintaining alignment with new curriculum standards, utilise UDL framework for multiple means of representation, ensuring consistent use of rubrics, and embedding robust moderation processes across all Learning Areas. (New 2026)

•

Feedback processes to students developed and improved. (Progressing 2025)

•

Data analysis showing impact of this feedback on students’ achievement. (Progressing 2025)

•

Use of technology to implement more efficient processes. (Progressing 2025)

•

Improve diagnostic and tracking processes from Year 7. (Progressing 2025)

•

Collaboration between Learning Areas utilised to assist process. (Achieved 2025)

•

Improve awareness of scheduling of assessments within year levels. (New 2026)

•

Not Commenced

Better processes for moderation based on staff feedback. (Achieved 2025)

•

Evidence of students using feedback for goal setting on a regular basis. (New 2026)

•

Data showing improvement in student performance linked to feedback. (Progressing 2025)

•

Reports demonstrate year-onyear improvement in student performance metrics (e.g., PAT, NAPLAN, internal assessments).

(New 2026)

•

Reduction in the occurrences of students sitting more than two assessments in one day. (New 2026)

Progressing

2025 – 2027

Achieved

Improvement Goals 2025 EDUCATION Key Improvement Goals - drawn from Strategic Intents

Relevant Actions

Success Indicators

Responsibility

Timeline

Progress

What actions will we take to achieve the gal?

How will we know we have been successful? What process and outcome data will we measure?

Who is the staff member who will lead the strategy?

Timeframe within which the key improvement goal will be achieved

How are you tracking? Not commenced, Progressing, Achieved

Performance & development goal to be achieved (stated simply).

Implement innovative teaching practices and develop learning environments that promote active learning and foster student ownership of their educational journey. Create dynamic and engaging learning environments, which empower students and involve parents/guardians in the process, encouraging curiosity, critical thinking, and a lifelong love of learning.

•

•

Learning programs that cater to knowledge and skills with real world connection and application.

(Progressing 2025) Embed the use of Universal Design for Learning (UDL) principles into learning program design to cater for a diverse range of learners. Ensure that content and assessment have multiple models of representation. (New 2026)

•

Development of learning environments to promote engagement. (Assisted by establishing common Seton Standards for students in classrooms) (Updated 2026) (Progressing 2025)

•

Student and staff feedback along with visibility of the Vision for Learning across multiple platforms with language embedded within programs and learning experiences. (Progressing 2025)

•

Seton Parent added to Vision for Learning.

(Progressing 2025)

•

Agency included in Year 7 and 9 Program. (extend to 8 and 10 whilst embedding language in all programs to assist with overall uptake) (Update 2026) (Progressing 2025)

•

Develop a ‘Growth’ Award and other awards which recognise a broader range of achievement.

Assisted by Standardised Testing Data.

(Progressing 2025)

•

Facilitate and promote cross-curricular collaboration. . (Progressing 2025)

•

Develop Excellence and Creativity Program across the curriculum. (Progressing 2025)

•

Update programs for v9 SCSA curriculum rollout, embedding UDL and student agency. (New 2025)

Increase in: •

•

Awareness from teachers and students of competencies (feedback). (Progressing 2025) Structures in place across all subject areas for reflection and goal setting. (Progressing 2025)

•

Consistency of structures used for feedback and reflection across learning areas. (New 2026)

•

Program and lesson planning embedding the use of UDL and Agency for Learning. (New 2026)

•

Reporting on complex competencies. (Progressing 2025)

•

Parents supported via Seton Parent Vision for Learning section. (Progressing 2025)

•

Full rollout of Australian Curriculum Version 9.0 in 2026.

(New 2026)

•

Heads of Learning Area

•

Dean of Pedagogy

•

Deputy Principal (Teaching and Learning)

•

Dean of Inclusion and Diversity

Not Commenced

Progressing

2025 – 2027

Achieved

Improvement Goals 2025 COMMUNITY Key Improvement Goals - drawn from Strategic Intents

Relevant Actions

Success Indicators

Responsibility

Timeline

Progress

What actions will we take to achieve the goal?

How will we know we have been successful?

What process and outcome data will we measure?

Who is the staff member who will lead the strategy?

Timeframe within which the key improvement goal will be achieved

How are you tracking? Not commenced, Progressing, Achieved

Performance & development goal to be achieved (stated simply).

Develop proactive responses to the pastoral needs of students in promoting resilience, healthy relationships, and positive well-being.

Advocate and promote contemporary leadership that’s reflects Christian Service and College values / standards with all staff, particularly Pastoral Care teachers.

•

•

•

Framework for student support services, key procedures reviewed ongoing- absence, student movement, triage and referral in NMC, develop a common understanding of pastoral actions to improve consistency in PCG. (Progressing 2025) Provide Staff PD on Proactive Pastoral Care (2024), Trauma informed classrooms (2025), Concussion (2025), and develop Wellbeing tile on SEQTA, (Achieved 2025)

Increase in: •

Consistency of PCG Teachers in following and upholding key procedures.

•

Use of Wellbeing tile on SEQTA Engage – comprehensive (students and families).

•

Wellbeing parameter checks with students that indicate connection to school. (New 2026)

Review unform and lateness procedures, parent engagement strategies (possible information sessions Decrease in: • Number of students using Ngalla – one each term 2026), reintroduction of daily themes Maya Wellbeing Centre for an in PCG, Sun Protection Committee formation. (New extended period.

2026) •

Absenteesim, late to school, truancy and time out of class for health issues. (New 2026)

•

Pastoral Care Team

•

Pastoral Care Teacher to liaise with Pastoral Care Team

•

Dean of Wellbeing working with Deputy Principal (Wellbeing).

•

Head of House (Delany) – key teacher.

•

Class teachers working with HOLA.

•

Not Commenced

Progressing

2025 – 2027

Achieved

COMMUNITY Key Improvement Goals - drawn from Strategic Intents

Relevant Actions

Success Indicators

Responsibility

Timeline

Progress

What actions will we take to achieve the goal?

How will we know we have been successful?

What process and outcome data will we measure?

Who is the staff member who will lead the strategy?

Timeframe within which the key improvement goal will be achieved

How are you tracking? Not commenced, Progressing, Achieved

Performance & development goal to be achieved (stated simply).

Engage and further enhance relations with local community groups e.g. the Walyalup Catholic Schools Network primary schools. Extend this to other neighboring Catholic primary schools such as Orana and Mel Maria Primary School.

Aim for 4 streams from Catholic feeder schools and the First Nations community.

•

Upskilling and training ATO. (Achieved 2025)

Increase in:

•

Increase profile of Kaartidjin Leaders. (Achieved 2025)

•

Enrolments of First Nations students.

•

Visible First Nation Art and symbols around College. (Achieved 2025)

•

Applications for Kaartidjin Leaders.

•

•

Wandju Tours and Connections First Nation connections to primary school feeders. (Achieved 2025)

Improved attendance / connection of First Nation students and engagement towards their learning.

•

•

Local Elders Morning Tea. (Achieved 2025)

•

Cultural Immersions (including non-First Nation).

(Progressing 2025)

Expression of Interest (enrolments) from Walyalup Catholic Schools Network primay schools.

•

Creation First Nation Trainee position. (Achieved 2025)

•

Walyalup Catholic Schools Network and support.

(Progressing 2025)

•

Deputy Wellbeing (working closely with Principal).

•

ATO

•

Heads of House

Not Commenced

Progressing

2025 – 2027

Achieved

Improvement Goals 2025 STEWARDSHIP Key Improvement Goals - drawn from Strategic Intents

Relevant Actions

Success Indicators

Responsibility

Timeline

Progress

What actions will we take to achieve the goal?

How will we know we have been successful? What process and outcome data will we measure?

Who is the staff member who will lead the strategy?

Timeframe within which the key improvement goal will be achieved

How are you tracking? Not commenced, Progressing, Achieved

Performance & development goal to be achieved (stated simply).

Develop sustainable structures, system and processes that are consistent with Catholic social teaching.

•

•

Improving staff recruitment, appointment, induction, retention, mentoring and leadership development processes that reflect the Catholic ethos in our school.

Participation in the Zycus Procurement system pilot and implementation at school level including training of Budget Managers. (Progressing 2025)

•

Assessment of major Capital Projects against School Improvement Plan. (Progressing 2025)

•

Assessment of capacity for infrastructure changes against 5-year Budget Plan. (Progressing 2025)

•

Onboarding of Facility Management System to ensure optimum maintenance and preservation of physical resources. (Achieved 2025)

•

Facility Management System is consistently used to ensure optimum maintenance and preservation of physical resources. (New 2026).

•

Christian Service-Learning / Sustainability Coordinator role is developed along with Christian Service-Learning Program from Years 7 – 12 and for staff. (Progressing 2025)

•

•

•

Successful implementation of the Zycus system at College level – including demonstrated competency of Budget Managers.

All classes housed in suitable GLA’s within budgetary constraints. What is a GLA?

Finance Officers

-

Enrolment Officer

-

College Architect

All GLA’s “fit for purpose”.

Successful implementation of the Facility Management system at College level – including demonstrated competency of Facility Manager.

-

CEWA Infrastructure Team

-

CEWA Procurement Team

-

Christian Service-Learning / Sustainability Coordinator

•

Formalisation of consistent interview questions.

Formal training in interview techniques and scenarios. (Progressing 2025)

•

Increase in quality and quantity of candidates for positions.

Expansion of Induction Program with a view to continuous improvement. (Achieved 2025)

•

Mentorship Programs to be embedded in Growth Plans for leaders.

•

Enrolment of identified staff in Leadership Programs.

Identification of possible candidates for key position cover and tailored Leadership Programs consequently. (Progressing 2025)

•

Continuation of Eucharistic Minister Training.

(Progressing 2025)

•

Staff exit process – survey / feedback. (Progressing 2025)

•

Not Commenced

2025 – 2027

College Leadership Team / Sustainability Coordinator has demonstrated link to actual Campus Management practices.

Increase in acceptance of positions advertised.

•

Drawing upon the expertise of the following staff: Facilities Manager

•

Establishment of formalised Mentorship Programs.

(Progressing 2025)

•

-

Commissioning of staff marketing video.

•

Overseen by the Director of Finance and Operations.

-

•

•

•

Retention rates of new and longer term staff.

Progressing

Achieved

•

•

Overseen by the Director of Finance and Operations (Support Staff) and Deputy Principal Staffing (Teaching Staff).

Not Commenced

Drawing upon the expertise of the following staff: -

Head of Learning Areas

-

Heads of House

-

College Leadership Team

-

Community Relations Manager

-

Human Resources Officer

-

Parish Priest or delegate

2025 – 2027

Progressing

Achieved

SETON CATHOLIC COLLEGE

SETON.WA.EDU.AU SETON.WA.EDU.AU

2026

EVERY INTERACTION MATTERS