Page 1

ANNUAL REPORT

2018

TO THE SCHOOL

COMMUNITY

ST BERNARD’S COLLEGE, ESSENDON

SCHOOL REGISTRATION NUMBER: 1471


St Bernard’s College, Essendon

Contents Contact Details ............................................................................................................................................2 Minimum Standards Attestation ................................................................................................................2 Our College Vision ......................................................................................................................................3 College Overview .........................................................................................................................................4 Principal’s Report ........................................................................................................................................5 Church Authority Report ............................................................................................................................7 College Board Report..................................................................................................................................8 Education in Faith .......................................................................................................................................9 Learning & Teaching .................................................................................................................................10 Student Wellbeing .....................................................................................................................................12 Child Safe Standards ................................................................................................................................14 Leadership & Management .......................................................................................................................15 College Community ...................................................................................................................................17 School Performance Data Summary .......................................................................................................18

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

1


St Bernard’s College, Essendon

Contact Details ADDRESS

41 Rosehill Road Essendon VIC 3040

PRINCIPAL

Dr Adam Taylor

PARISH PRIEST

Fr Nhân Le and Fr John Hannon (Chaplains)

SCHOOL BOARD CHAIR

Mr Rod Lamplugh

TELEPHONE

(03) 9289 1101

EMAIL

principal@sbc.vic.edu.au

WEBSITE

www.sbc.vic.edu.au

E NUMBER

E1157

Minimum Standards Attestation I, Adam Taylor, attest that St Bernard’s College is compliant with: • All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA • Australian Government accountability requirements related to the 2018 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth) 24 May 2019

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

2


St Bernard’s College, Essendon

Our College Vision St Bernard’s College contributes to a better world for all by educating to form the whole person, empowering each student to fulfil his life’s potential. St Bernard’s College is a Catholic School for boys in the Edmund Rice tradition, pursuing excellence by learning and doing.

STRATEGIC PRIORITIES St Bernard’s College community has set some strategic priorities to guide actions and initiatives in the coming years: INNOVATIVE Fostering a courageous learning community committed to excellence. EMPOWERING Forming inclusive and compassionate young men. HOLISTIC Educating and developing the whole person. JUST Working towards a better world for all.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

3


St Bernard’s College, Essendon

College Overview Set in extensive grounds on the side of Steele Creek Valley in West Essendon, St Bernard's College is a single-gender Catholic secondary school offering a wide range of formal classes and a comprehensive informal curriculum, to more than 1400 young men from Year 7 through to Year 12. The students are expected to be personally enthusiastic about involving themselves in the broad educational spectrum offered by the school. This applies especially to their growth in an informed appreciation of their Faith as an integral and essential part of that broad education. Though our student population is drawn mostly from those who have attended local Catholic primary schools, and whose families have been actively supportive of their sons' ongoing education in the Catholic faith through consistent involvement in their parish communities, consideration is always given to students who can demonstrate special circumstances. There is no selective academic entrance exam.

Goals Education in Faith • That a culture of informed participation in opportunities for personal spiritual development and faith formation, interfaith dialogue, liturgical celebration, Christian service and action for social justice, characterises the College. • Reinterpret the Catholic tradition within the context of contemporary culture. • Encourage Christian spirituality marked by solidarity. • Develop a more post-critical or symbolic belief style among students. Learning and Teaching • That all staff are active members of the St Bernard's professional learning community. • That literacy and numeracy skills will improve. • That boys will develop into engaged, self-motivated, cooperative and independent learners. • Provide mechanisms and support to facilitate the ongoing learning of all teachers in the application of a range of effective pedagogical practice. Student Wellbeing • That students feel safe and connected to peers across the school, allowing each individual to grow to manhood. • Develop a shared understanding of wellbeing that makes explicit the importance of relationships, belonging and the links to learning, engagement, personal responsibility and educational excellence. • Explore and refine processes and structures that lead to greater consistency of practices to support student wellbeing. Leadership and Management • To articulate the vision and mission of St Bernard's through a shared common language. • That the alignment between the vision and the life of the College is strengthened. • Ensure there are constant linkages back to vision and mission in every College initiative and action. School Community • To ensure all sectors of the St Bernard’s community are represented, feel welcomed, valued and have a voice. • That participation and involvement with the families, parish, alumnae and wider community continues to grow. • Continue to strengthen community connectedness and partnerships.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

4


St Bernard’s College, Essendon

Principal’s Report Thank you to our parent body for the faith and trust that you place in Catholic education in your decision to send your son to St Bernard’s College. We are partners in the sacred enterprise of educating the young — in our case, the growth of boys to men. We do so together, building on the foundation of our Catholic tradition, rooted in the example of the Man from Nazareth, which guides us and connects us as a people. Our work is a shared mission, not just for a quality education, but for a quality Catholic education. There were also developments in the College’s faith life this year, with institution of a community mass at 8.00am each Wednesday morning. This opportunity to gather regularly in our new and beautiful College Chapel is a reminder of our communion as a Catholic community and a reminder that the simple ritual of Eucharist is the source and summit of our faith. The faith life of the College has also been enhanced by the work of our retreat team. A comprehensive retreat program from Years 7 to 12 has been designed, framed around five narratives: • The Indigenous story; • The Jesus story; • The Edmund story; • The St Bernard story; • Each student’s own individual story. The retreat program provides an opportunity for the College to support parents in the spiritual development of their sons, contributing to the holistic education to which St Bernard’s aspires in its strategic vision. Our newest 2018 students, our expanded Year 7 cohort, have had an excellent year. The former successful Discere program, which was limited to a small number of students, was extended to all students in English and Mathematics in Year 7 this year. This expansion was facilitated by an enormous amount of work by a dedicated team of teachers. They put into practice the Discere program principles of individualising the curriculum for students and encouraging maximum student engagement. The pedagogy sees teachers deliver a very brief period of direct instruction, after which students undertake a brief diagnostic test to check their understanding. From there, students choose a rich task designed to develop deep understanding, pitched at one of three levels: stretch, build or consolidate. Through Growth to Achievement, the 2018 report of the review to achieve educational excellence in Australian Schools, better known as the Gonski 2.0 Report, set as Australian schools’ first aspirational priority to deliver at least one year’s growth in learning for every student, every year. In a notable example in Year 7 English this year, one student who finds school challenging achieved three years growth for one year’s learning. In more fulsome statistics which have come to hand in the last week, there has been a four to fivefold increase in the number of students working at the top two mathematics levels for Year 7 over the course of 2018. The expanded Discere program will continue into Year 8 in 2019. Meanwhile, a team of our teachers has been working on developing an integrated curriculum for Year 9/2020 that aspires to engage students in authentic learning experiences, both at Essendon and Santa Monica. Their work has been augmented by the development of a Vision for Learning at St Bernard’s, the document that we intend to be used by the teaching staff to enhance and further deepen the delivery of engaging and authentic learning experiences at the College. The Vision for Learning responds to the challenges of contemporary understandings of pedagogy and 2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

5


St Bernard’s College, Essendon

the circumstances of our contemporary world. While intended as a guiding document for staff, a version of the Vision for Learning will be released for the community in the new year. The College has been a lead school in the respectful relationships initiative funded by the Victorian government. The initiative dovetails well with our Edmund Rice schools commitment to safety and inclusivity as detailed in the EREA Live Life to the Full documents. I mentioned in my introductory comments that our shared role as parents and educators is in nurturing the growth of boys into men. Do not under-estimate the degree to which conceptions of manhood and masculinity are shifting in our society and particularly among the young, and for the better. There is strong ‘buy in’ to this agenda of kind, thoughtful, authentic, and spiritually aware men from our student leaders. I quoted our 2018 school captain Jasper Brettell in the College Newsletter earlier this term, following an address he gave to the young women of St Columba’s. In response to the phenomenon of toxic masculinity, brought to prominence this year by Australian novelist Tim Winton, Jasper said this: “But then there will be us. We have to be voices of reason. We have to get along. We have to smile at each other rather than pose for each other. We have to stand up against the wrongs we see. We have to speak about each other like friends, not opposites. And men need to learn the boundaries of consent.” Our 2019 school captain, Darcy Knights, had this to say at the recent ACC 2019 Student Leadership Launch: “In 2019, we do not want only be known as great competitors. We want to rethink the idea of modern masculinity, taking a specific focus on men’s health - both physical and mental and we invite you to join us on this journey. We are doing so by setting in place mechanisms that will allow a culture of acceptance, understanding and true brotherhood to grow for not only next year but many years to come.” I am hugely buoyed by young men who, through the lessons that they learn at home and at school, are already able to lead others in understanding the things that matter and the things that will lead to happiness and fulfilment, never betraying their better natures as good men. In conclusion, I thank all for their contribution to College life in 2018. Thank you, students for your desire to be the best version of yourself. Thank you, College leaders and staff for your commitment and hard work. Thank you also to the many community contributors to the College Board, its committees and the many parent and community engagement groups that make up the St Bernard’s family. Our work is enhanced by each of these groups; and to Mr Rod Lamplugh, College Board Chair and all of his fellow contributors, thank you for your insights, challenges and affirmations, all of which have added to the richness of College life this year. Discere et Agere Adam Taylor Principal

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

6


St Bernard’s College, Essendon

Church Authority Report St Bernard’s College is governed by Edmund Rice Education Australia (EREA). Inspired by the charism of Blessed Edmund Rice, EREA is a Ministerial Public Juridic Person within the Catholic Church, charged with the trusteeship and good governance of St Bernard’s and more than 50 other schools and flexible learning centres throughout Australia. The core vision and mission for EREA schools is contained within its Charter (2017), a copy of which can be found on the EREA website, http://www.erea.edu.au.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

7


St Bernard’s College, Essendon

College Board Report The College has come along way as we complete our 78th year of educating boys in the Essendon and surrounding areas. We now have a student population approaching 1500 boys which with the 2017 Board decision approving the introduction of a new stream will increase to over 1600 students. The increase in places offered at the College is a direct response to the strong demand for a place in Year 7. I am pleased to report that implementation of the 5 Year College Strategic Plan, begun in 2017 is now well underway. The plan is designed to ensure that the College plays its part in preparing the boys for a rapidly changing future. Our building program affords our boys the opportunity to be educated in contemporary learning spaces, a new chapel is ready for Mass for over 320 people, a new staff administration building is enhancing staff amenity and the plan for the Santa Monica campus on the Great Ocean Road will see our Year 9 boys have a more vibrant and extensive experience away. The St Bernard’s College Research Centre is a clear example of our efforts to support the boys achieve academic excellence. The Board fully supports this initiative. We are finding out more about the way each individual boy learns best. We are now seeing teachers embrace the data and tailoring their teaching to individual boy’s learning needs. St Bernard’s is leading rather than following in the use of data to provide this new age, individually structured teaching program. The changes do not stop there as the College embraces new digital tools and improved communication to help develop and ready the boys for the digital working age. The College is always aspiring to do better but I am very pleased with the general feedback I receive from people within the College community about their experience or their boys experience at St Bernard’s College. The findings of the EREA College review panel early in the year is very affirming and includes statements like this one: Students clearly endorsed the broad range of curricula activities and options available to them and stated that this enabled them to feel connected to the school and to each other, to make a difference and build relationships in service of the wider community. The St Bernard’s College community can look to 2019 with much optimism. Rod Lamplugh College Board Chair

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

8


St Bernard’s College, Essendon

Education in Faith Goals To develop student and staff capacity to understand and articulate the meaning of the Roman Catholic and Edmund Rice life and world view as expressed in the stories, rituals and values of these traditions.

Intended Outcomes That a culture of informed participation in opportunities for personal spiritual development and faith formation, inter-faith dialogue, liturgical celebration, Christian service and action for social justice characterises the College.

Achievements • •

• • •

New Marian Chapel construction commenced. Design and iconography intended to support a ‘recontextualizing’ approach to Catholic belief. Retreats Coordinator appointed 0.7 FTE to work with Assistant Principal (Identity) in reimagining the retreats program. Year level retreats to be structured around the College’s ‘Five Narratives’ – the indigenous story, the Jesus story, the St Bernard story, the Edmund Rice story and ‘My story’. Combined with Ave Maria College and St Columba’s College for opening of the school year staff Mass at St Monica’s, Moonee Ponds and a staff spirituality day with Guest presenter Timothy Radcliffe O.P. Exploration began into a new cross-cultural immersion for Year 11 students to India in 2020, including the possibility of outsourcing the logistical aspects to an external provider. Liturgical choir formed and lead voice teacher sent to cantor training in anticipation of the opening of the new Marian Chapel. Altar servers recruited and trained and given regular opportunity for service.

Major recommendations for Future Years • • • • •

Expand Year 10 Religious Education from one semester to two semesters. Incorporate Year 10 Community Service program into RE. Introduce a whole year level residential Year 12 Retreat in 2019. Introduce non-VCE Religious Education program for Year 12 in 2020. Develop cross cultural immersion experience to India with a focus on interfaith dialogue.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

9



 St Bernard’s College, Essendon

Learning & Teaching Goal To strive for a relevant, authentic, dynamic and challenging education where all take advantage of the opportunities and pathways provided.

Intended Outcomes • •

Writing will improve across the curriculum. VCE study scores equal to or above 40 will increase.

Achievements • • • • •

Embedding of a whole school approach to literacy with a major focus on writing. The embedding of the MySBC Learning Management System, with ongoing support for skill development of staff in its use. Development of a pilot program beginning to implement continuous reporting of assessment tasks via MySBC. A clear pathway established for a re-imagined Year 9 program to be introduced in 2020. The extension of our use of contemporary learning spaces to support a collaborative learning environment, specifically focused in numeracy and literacy, which now encompasses one third of the student body. Smooth transition to new Nationally Consistent Collection of Data (NCCD) requirements.

Major Strategies for the Coming Year 
 • • • • •

Continue to implement and embed a whole school approach to literacy with a specific focus on writing. Continue to support staff to develop their skills to use MySBC. Begin work to re-model timetable structures, seeking to ensure increased staff face to face time with students. Complete the development of the Year 9, 2020 program, ready for implementation. Develop a whole school Vision for Learning.

Major Recommendations for the Coming Year 
 • • • •

Investigate Project Based Learning models which may be appropriate in Years 7-9. Continue to build the capacity of the teachers to work with the students to ‘own their own learning’. Continue to develop an evidenced based approach to teaching and learning – supporting staff to work with the available data to inform their planning. Support teachers to implement pedagogy that sits behind the effective use of contemporary learning spaces.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

10


St Bernard’s College, Essendon

STUDENT LEARNING OUTCOMES

The following comments apply to student growth, as measured by NAPLAN, for St Bernard’s College students, from 2016 (Year 7) and 2018 (Year 9): Results in Reading were consistent with growth in similar schools and schools with the same starting scores. Results in writing were consistent with growth in similar schools and with the averaged results for all Australian schools. Results in Numeracy were consistent with growth in similar schools and schools with the same starting scores. VCE study scores equal to or above 40 have remained relatively stable over the past 5 years but showed a 9% increase occurring in 2018 compared to 2017. The median study score remained at 31.

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS

2016 %

2017

2018

%

2016 - 2017 Changes %

%

2017 - 2018 Changes %

Year 07 Grammar & Punctuation

99.2

95.4

-3.8

95.3

-0.1

Year 07 Numeracy

99.6

99.2

-0.4

98.6

-0.6

Year 07 Reading

99.6

99.2

-0.4

98.5

-0.7

Year 07 Spelling

97.5

97.1

-0.4

97.1

0.0

Year 07 Writing

97.5

98.3

0.8

97.5

-0.8

Year 09 Grammar & Punctuation

92.9

93.6

0.7

97.0

3.4

Year 09 Numeracy

98.7

100.0

1.3

100.0

0.0

Year 09 Reading

98.3

97.9

-0.4

97.8

-0.1

Year 09 Spelling

94.2

97.4

3.2

94.0

-3.4

Year 09 Writing

93.4

93.3

-0.1

89.2

-4.1

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

11


St Bernard’s College, Essendon

Student Wellbeing Goals and Intended Outcomes For the whole person empowering each student to fulfil his life’s potential. From the wellbeing perspective St Bernard’s strives and aims to provide a learning environment that is empowering, forming inclusive and compassionate young men and holistic, educating and developing the whole person (based on the Strategic Directions 2017 - 2012).

Achievements • • •

• • • • •

• •

• • • •

Restructuring the Pastoral Care program with a focus on social and emotional learning. Continued formation of Year Level Leaders on restorative practices. Incorporation of the Respectful Relationships program across as a whole school initiative. This program has been developed in conjunction with the EREAs Live Life to the Full statement. Professional Development for all staff on the Respectful Relationships Program. Appointment of a Learning Enhancement and Diversity Leader. Providing opportunities for parent, caregiver and student engagement through the Male Mentor Program, Mother and Son Evening, Santa Monica Male Mentor Evening. Parent information and engagement evenings with a focus on supporting young people. This has included parent evenings on Respectful Relationships and Texting: The Law. Providing opportunities to build student voice through SWAT Team comprising of 52 students throughout all year levels. These students speak at formal events and organised the National Day of Action Against Bullying, Wellbeing Week and Diversity Day. They significantly contribute to the Peer Relations Survey. Mandatory Reporting and Bystander Training is undertaken by all staff. Implementation of the House Structure. Students earn points for their House through Athletics, Swimming, Edmund Rice Day, Social Engagement, Community Service, Engagement with the Arts Program and Academic Achievement. Restructuring year level leaders into support teams across two years. Developing processes to support students at point of need for their social and emotional needs. Restructuring the Year 6 into 7 Transition Program to support students and families commencing at St. Bernard’s. Implementation of year level assemblies every two weeks to enhance and celebrate student achievement and identity.

Non-Attendance is Managed as Follows: • • • •

The College Attendance Policy is communicated to all members of our community through the MySBC portal and in year level assemblies. The College has a Student Attendance Officer. Initial absence is followed up by a student’s homeroom teacher. Continued or erratic attendance patterns are referred to a Student Support Panel and an Individual Support Plan is developed in conjunction with the school, the student and his parents / caregivers. External agencies such as the Royal Children’s Hospital Travencore Unit were used for referral as appropriate.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

12


St Bernard’s College, Essendon

Student Wellbeing (continued) STUDENT SATISFACTION

For the first time in 2018, our Year 12 students completed a national longitudinal exit survey, conducted by Michael Elphick and Associates. This initiative has armed the College with both useful comparative data and will, in time, provide longitudinal data to assist us in understanding students’ perspectives on their education at St Bernard’s. The subsequent report received highlighted areas of significant statistical difference between the St Bernard’s cohort and students generally. Our students indicated very high levels of satisfaction with the following elements of school life: • the quality of their careers advice; • the quality of the respect they are shown by their teachers; and • the quality of the guidance and support that they received while at school. Students also indicated, to a level significantly greater than that of the survey population generally, that they were proud to have been a student at this school, that they felt that they “belonged” at this school, and that they would recommend St Bernard’s to others.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

13


St Bernard’s College, Essendon

Child Safe Standards Goals and Intended Outcomes • • • •

• • • •

The College has committed to fully implementing the recommendations of Ministerial Order 870 A clear policy on Child Safety. Appointment of 3 Senior Child Protection Officers. Child safety language and procedures have been included and ratified in a number of College policies including: Student Wellbeing Policy; Child Safety Policy; Mandatory Reporting Obligations; Staff Code of Conduct; Protect: Responding to Suspected Child Abuse; Four Critical Actions for Schools; Schools Mandatory Reporting Guide. The College’s statement affirming commitment to Child Safety is located on the College website and can be accessed by all members of the community. The commitment to child safety is made visible through posters, the pastoral care program and year level assembles. Human Resources practices have been adapted to be compliant with current child safety legislation. Review of documents and systems regarding excursions have been undertaken with a focus on child safety.

Achievements • • • • • •

The appointment of a College Nurse to ensure the College supports the medical needs of all students. Procedures surrounding contractors, volunteers and any person admitted to the College Campus have been reviewed and have had new systems implemented. Reviewing all policies with a commitment to ensuring compliance to Ministerial Order 870. Implementation of lessons in the Pastoral Program with a focus on Child Safety and Respectful Relationships. All members of staff must sign and acknowledge the Child Safe documentation at the commencement of each year. All staff complete eLearning Modules on child safety and mandatory reporting.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

14


St Bernard’s College, Essendon

Leadership & Management Goals & Intended Outcomes The College recruited and appointed a Deputy Principal, Therese Wilson, who will commence work at the College in 2019. The College thanks Mr Neville Box (Acting Deputy Principal) for his work in 2018.

Achievements The College Leadership Team successfully led the College through its annual plan goals for 2018. These are published on the College website. The College also continued to expand its program of staff professional learning through its Research and Innovation department established in 2017. EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING DESCRIPTION OF PL UNDERTAKEN IN 2018

A combination of whole staff (n=222) and teaching staff (n=177) professional learning workshops were provided with a focus on the strategic priorities of St Bernard’s College: being an Innovative, Empowering, Holistic and Just learning community. Teachers undertook Professional Learning each Monday afternoon throughout the year. They were provided with choice to undertake investigations of their teaching and learning practices in an area that directly related to their current teaching program. Professional Learning Teams that developed included Team Teaching, Integrating Science Technology Engineering and Maths (STEM), Differentiating for Individual Learning Needs, Post-Graduate Studies, Flipped Learning, Respectful Relationships, Language and Literacy, Impact of Cardiovascular Fitness Program and Continuous Reporting. Throughout the year teachers worked collaboratively with, and were mentored by, a variety of external experts from RMIT, University of Melbourne, Australian Catholic University and La Trobe University. Teachers also attended external conferences and workshops that had a focus on ICT innovation, EREA formation, Team Teaching and collaborative practice. Internally, three Research Centre staff provided ongoing professional learning that upskilled teachers in catering for individual differences in learning, team teaching, curriculum development, action research design, use of data to inform teaching and learning, leadership development and integration of ICT into teaching and learning. Teachers also participated in a two-day Professional Learning program in January and a threeday program in December. NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018

144

AVERAGE EXPENDITURE PER TEACHER FOR PL excluding costs for flights, accommodation and post graduate fees

$159

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

15


St Bernard’s College, Essendon

TEACHER SATISFACTION

In 2018 St Bernard’s College, through its Centre for Professional Learning, Innovation and Research, sought feedback from staff about the implementation of key elements of the strategic plan. In particular, data collection focused on the impact of team teaching, open learning spaces, online student-teacher platforms, and differentiation for individual student learning needs. The findings indicated positive teacher engagement as measured by: • Increased focus on learning needs of students in mainstream classes. • Collaboration between Learning Support Staff and teachers. • Upskilling of teachers to make adjustments for students with a disability. • Teacher peer to peer learning of Information and Communication Technology. • Collaborative development of innovative curriculum practices and resources. • Increased understanding of the use of data to inform teaching and learning. • Increased levels of engagement, motivation and enjoyment in team teaching structures. In addition to survey data, ongoing qualitative data indicated high levels of teacher engagement in: • The development of adaptive pedagogy. • Working in teams. • Enthusiasm for change that meets the needs of learners into the future.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

16


St Bernard’s College, Essendon

College Community The St Bernard's College community is an important facet of College life, with a rich tradition around volunteering, social justice, collegiality and philanthropy. During the year, the College has many groups meet and organise various functions, all contributing to community life at St Bernard’s. Each of our community groups are closely linked with the EREA touchstones; Gospel Spirituality, Liberating Education, Justice and Solidarity and Inclusive Community. The Touchstones help our groups to fine tune their purpose within the College and connect them to the wider EREA community. As a College, we continue to encourage our community groups to become closely connected and familiar with the work each one does. This work is also supported by an Advisory Forum where one representative from each of the groups, along with student and staff representatives, meet regularly to provide an update on current developments. Being a member of any committee enables parents, past students and friends of the College to be actively involved in the life of St Bernard’s. It is a wonderful opportunity to develop new friendships and to foster a real partnership between family, friends and school.

Value Added Extra-curricular activities: Drama/Musicals; Sport; Music; Grandparents/Special Friends’ Day; Parent/Son Nights; Immersions (Kenya, Philippines, Kokoda and Daly River) and Study Tours (Italy and Japan). The College engages students in a wide range of sports and is a member of the Associated Catholic Colleges (ACC) Sporting Association.

PARENT SATISFACTION

In 2018, the College participated in a nationwide comparative Parent Satisfaction Survey as a part of the College’s membership in the network of Edmund Rice Education Australia (EREA) schools. The subsequent data received indicated a high level of parent satisfaction with the affordability of a St Bernard’s education and with the level of pastoral support offered to students. Overall satisfaction with the degree to which the College is preparing students for later life was higher at St Bernard’s than for EREA schools generally. Parents ranked their top three reasons for selecting St Bernard’s for their son as a Catholic Education, high standards of student conduct, and academic success.

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

17


St Bernard’s College, Essendon

School Performance Data Summary E1157 - St Bernard's College, Essendon PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS

2016 %

2017

2018

%

2016 - 2017 Changes %

%

2017 - 2018 Changes %

Year 07 Grammar & Punctuation

99.2

95.4

-3.8

95.3

-0.1

Year 07 Numeracy

99.6

99.2

-0.4

98.6

-0.6

Year 07 Reading

99.6

99.2

-0.4

98.5

-0.7

Year 07 Spelling

97.5

97.1

-0.4

97.1

0.0

Year 07 Writing

97.5

98.3

0.8

97.5

-0.8

Year 09 Grammar & Punctuation

92.9

93.6

0.7

97.0

3.4

Year 09 Numeracy

98.7

100.0

1.3

100.0

0.0

Year 09 Reading

98.3

97.9

-0.4

97.8

-0.1

Year 09 Spelling

94.2

97.4

3.2

94.0

-3.4

Year 09 Writing

93.4

93.3

-0.1

89.2

-4.1

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

18


St Bernard’s College, Essendon

YEARS 9 - 12 STUDENT RETENTION RATE Years 9 to 12 Student Retention Rate

92.7%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL Year 07

94.4%

Year 08

92.0%

Year 09

92.6%

Year 10

93.7%

Overall average attendance

93.2%

TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate

89.1%

STAFF RETENTION Staff Retention Rate

93.2%

TEACHER QUALIFICATION Doctorate

2.4%

Masters

17.3%

Graduate

50.4%

Graduate Certificate

7.1%

Bachelor Degree

82.7%

Advanced Diploma

20.5%

No Qualifications Listed

6.3%

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

19


St Bernard’s College, Essendon

STAFF COMPOSITION Principal Class (Headcount)

9

Teaching Staff (Headcount)

139

Teaching Staff (FTE) Non-Teaching Staff (Headcount) Non-Teaching Staff (FTE) Indigenous Teaching Staff (Headcount)

125.6 67 62.0 0

MEDIAN NAPLAN RESULTS FOR YEAR 9 Year 9 Grammar & Punctuation

583.2

Year 9 Numeracy

603.2

Year 9 Reading

591.7

Year 9 Spelling

600.4

Year 9 Writing

558.0

SENIOR SECONDARY OUTCOMES VCE Median Score

31

VCE Completion Rate

100%

VCAL Completion Rate

98%

POST DESTINATIONS Tertiary Study

70.2%

TAFE / VET

10.5%

Apprenticeship / Traineeship

8.8%

Deferred

7.9%

Employment

1.8%

Other - The category of Other includes both students Looking for Work and those classed as

0.9%

Other

2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

20

Profile for St Bernard's College

2018 Annual Report  

2018 Annual Report