Annual Report 2022

Page 1

Annual Report 2022 Seek Wisdom

McMillan Crescent, Griffith 2603

Phone: 02 6260 9400

Email: the.principal@stcc.act.edu.au

Website: www.stcc.act.edu.au

Principal Dr Ann Cleary

StClare'sCollege Griffith

Principal'sMessage

St Clare’s has delivered excellence in girls’ educaon since 1965. I am privileged to have begun my principalship at St Clare’s this year in an inclusive and caring community where learning is valued and each student is given every opportunity to grow in all dimensions of their life. Our charity days allow us to provide tangible support to our community. We are a very privileged community and it is our responsibility to provide an educaon to our students that sets them in good stead to pursue their brightest futures and guide them as people of hope who support those in need.

We pride ourselves on developing and delivering an excellent curriculum catering for the diverse learning needs of our students. Students are encouraged to become acve learners and take increased responsibility for their own learning. The wide range of courses provide students with a sound basis for making future academic decisions. COVID-19 restricons eased over the course of the year. In moving toward to ‘normality’ we focussed on increasing partnerships within and between year levels. Highlights of this year were our Legally Blonde Jnr producon and the opening of the San Damiano Learning Commons.

ParentBodyMessage

The Board welcomed Stephanie Males and Samantha Losanno. Samantha also took on the role of Board representave on the College Concession Commiee. Our new members have brought fresh perspecves and diverse experience to the Board. We farewelled our former Board Chair, Stephen Kelly, and thank him for his guidance, wisdom and substanal commitment to the Board over a number of years.

2022 has seen the compleon of the beauful San Damiano Learning Commons. The Board would like to thank the Project Team and the College Leadership Team for their vision with this marvellous new learning space for our girls.

The funding of Catholic schools has begun to change in 2022; the Board has worked with the Leadership Team to address this new challenge. We connue to work on the College Strategic Plan and examine ways to increase and improve family and community engagement at St Clare’s.

Our teachers connue to deal with short noce changes and always put the learning needs and well-being of our girls first. We thank our families, teachers and staff for their posive approach and support for each other in dealing with the connued impact of COVID-19 on our College community.

SectionOne:MessagefromKeyGroupsinourCommunity

StudentBodyMessage

The Student Leadership Team for 2022 included Sarah Mooney, Neeta Antony, Mollie Hill, Kalu Horlock, Jessica Charles, Kae Goodwin and Callie Robertson. Their commitment encouraged every student to discover new passions and engage in the community

Despite 2022 presenng the College with many unforeseen challenges, the resilience of students, staff and the extended St Clare’s Community enabled us to find new ways to connue our tradions. We were lucky enough to hold our Swimming Carnival in Term 1 and St Clare’s Day in Term 3. All other major events went ahead in an abridged format. The support for those in need through our Charity fundraisers was sll a high priority for the year and our great community spirit meant that everyone got involved and much needed funds were distributed to our House charies.

The inspiring SRC team worked endlessly to produce numerous iniaves for students, strengthening individual year groups' comradery. Stress Less Week and the St Clare’s Day variety show were other great memorable highlights.

St Clare's College is a Catholic systemic Girls College located in Griffith.

St Clare’s College is a ‘Spirited Learning Community’ that provides excellent educaon for girls. The College creates many opportunies for students to grow in their knowledge, skills, confidence and faith and develop into confident, courageous, and capable young women equipped with the skills and knowledge to shape their futures. Students experience an excing learning environment that caters for a diverse range of abilies and interests. St Clare’s College offers a full and rewarding academic program. Complementary to our focus on students' academic pursuits, Vocaonal training programs and a wide range of performing arts and sporng opportunies are all part of the supporve and challenging learning environment.

There are many opportunies for students at St Clare’s to parcipate in extra-curricular acvies that complement the academic program including debang, drama, dance, music, a wide range of sports and leadership development programs. Student leadership has a high profile in the College through the Student Representave Council and the strong House system. The Pastoral Care program promotes the spiritual and social / emoonal development of students, as well as supporng their learning needs. Our students are well known in the ACT for their efforts in volunteering, supporng charies and social jusce iniaves.

The College is fortunate to have excellent staff and modern resources to support the learning and co-curricular programs that are on offer at St Clare’s. Staff members have the opportunity to aend professional development courses to maintain currency with best pracce in teaching and learning. We are connuing our learning journey with the Catholic Educaon Catalyst program focussing on explicit teaching and acve learning in every classroom.

Our physical resources are in exceponally good order, with an annual maintenance program that ensures the facilies are clean, inving, and conducive to learning. Integral to the College is the importance placed on learning, and a focus on each and every student working to achieve to the very best of their ability. Our faculty staff are experienced and wellqualified to offer best pracce in contemporary teaching and learning. The San Damiano Learning Commons is our newest build, with exceponal spaces for senior study, independent and class learning. The inclusion of a Makerspace and unique niches provide alternave spaces for students to explore their creavity and social connecons.

SectionTwo:SchoolFeatures

ReligiousLife&ReligiousEducation

St Clare's College is an inclusive, caring Catholic community open to all who wish to share in its mission. The College is commied to providing a safe and empowering environment for students. We strive to work closely with parents to enable students to reach their full potenal. The College moo is Seek Wisdom and our vision is to be in all things a Spirited Learning Community

We seek to integrate a love of learning with personal and spiritual development and have a focus on our Head, Heart and Hands approach to planning in Religious Educaon. There exists a strong focus on social jusce and developing an acute awareness of the needs of others.

A commitment to social outreach forms a basis of College acvies throughout the year. Fundraising for charity is a major undertaking for our eight House groups. In 2022, the House groups have supported Caritas through Project Compassion, St Vincent de Paul, Donate Life, Marymead, Catholic Missions and Karinya House. The College Liturgical theme for 2021, "Whatever you do, work at it with all your heart" from Col 3:23, has been an empowering theme for our community and has served to enliven our spiritual and liturgical celebraons throughout the course of the year, as well as providing a focal point for our daily shared Pastoral Care and prayer me.

The College's formal Religious Educaon program is well-supported through an acve Youth Ministry Team and through student leadership opportunies. The College has a Faith and Community Captain and a Social Jusce Captain, which are both posions of responsibility integral in growing our students' faith through modelling of Gospel values and personal witness. St Clare's College has adopted the Brisbane Religious Educaon Curriculum for Years 7 – 10, including the oponal study of elecve units of Youth Ministry in Year 9. Our senior students complete a minimum of a minor study in the BSSS World Religions or Religious Studies courses in Year 11, with a significant number of students opng to carry this study into Year 12 as a major in Studies of Religion.

SectionThree:CatholicIdentityandFaithFormation

StudentEnrolment

The School caters for students in Year 7 to Year 12. Students aending this School come from a variety of backgrounds and naonalies. The following informaon describes the student profile for 2022:

Of the students who completed Year 10 in 2020, 61% completed Year 12 in 2022.

The retenon rate is an area of acve aenon. Students do take opportunies for apprenceships or aend CIT/TAFE. The unique system in the ACT means we are in acve compeon with government colleges, which may offer subjects not available at St Clare's.

EnrolmentPolicy

The Archdiocese of Canberra and Goulburn has established an Enrolment Policy for Catholic Schools. The Catholic Educaon Office monitors the implementaon of this policy. The policy has been developed in the context of government and system requirements.

Informaon about enrolling in a Catholic school in the Archdiocese of Canberra and Goulburn may be accessed at the Catholic Educaon Office website.

StudentAttendanceRates

The average student aendance rate for 2022 was 85%. Aendance rates disaggregated by Year group are shown in the following table.

SectionFour:StudentProfile
Girls Boys LBOTE* Total Students 1075 0 66 1075 * Language Background Other than English StudentRetention
Aendance rates by Year group Year 7 86% Year 8 84% Year 9 84% Year 10 84% Year 11 86% Year 12 84%

ManagingStudentNon-attendance

Regular aendance at school is essenal if students are to maximise their potenal. The School, in partnership with parents, is responsible for promong the regular aendance of students. While parents are legally responsible for the regular aendance of their children, School staff, as part of their duty of care, monitor part or whole day absences. School staff, under the Principal’s leadership, support the regular aendance of students by: providing a caring teaching and learning environment which fosters students’ sense of wellbeing and belonging to the School community; maintaining accurate records of student aendance; recognising and rewarding excellent and improved student aendance; implemenng programs and pracces to address aendance issues when they arise.

The Principal is responsible for supporng the regular aendance of students by ensuring that:

parents and students are regularly informed of aendance requirements and the consequences of unsasfactory aendance; all cases of unsasfactory aendance and part or full day absences from school are invesgated promptly and that appropriate intervenon strategies are implemented; documented plans are developed to address the needs of students whose aendance is idenfied as being of concern;

the Catholic Educaon Office designated School Services Officer is provided with regular informaon about students for whom chronic non-aendance is an issue and for whom School strategies have failed to restore regular aendance.

StudentPostSchoolDestinations

Each year the College collects desnaon data relang to the Year 12 student cohort. The table below sets out the percentages of students for the various categories.

Desnaon Data Year 12, 2022 Graduang Class University TAFE / Other instuons Workforce entry Desnaon not reported 29% 1% 7% 63%

SectionFive:StaffingProfile

The following informaon describes the staffing profile for 2022:

* This number includes 75 full-me teachers and 13 part-me teachers.

Percentage of staff who are Indigenous 0%

ProfessionalLearning

All staff parcipated in the Catholic Educaon program: Catalyst, compleng online modules 2, 4, 5 and 6, to support the ongoing engagement with this system priority. In addion, Leaders of Learning parcipated in the Teach Well High Impact Pracces in Acon program, ensuring that each Faculty group had experse in leadership of this program to support the 2023 teaching cohort. In our third year of the Corwin Visible Learning program, our Staff Professional Learning Days focussed on on How Students Learn and Feedback that makes Learning Visible

TeacherQualifications

All teachers are qualified as required by the relevant authories.

TeacherAccreditation

Levels of Teacher Accreditaon are as stated below:

Total Teaching Staff* Total Non-Teaching Staff Combined Total
25
88
113
Graduate Level Proficient Level Lead/Highly Accomplished 5 83 0

The Naonal Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable informaon about student achievements in literacy and numeracy. An analysis of these results assists School planning and is used to support teaching and learning programs.

The tables below show the average scores in numeracy and the aspects of literacy. The School results shown are compared to students naonally. Literacy is reported in four Domains: Reading, Wring, Spelling, Grammar and Punctuaon. Numeracy is reported as a single Domain.

SectionSix:AcademicProfile
NAPLAN RESULTS 2022 Average Scores School Australia Year 7 Reading 555 543 Wring 549 530 Spelling 554 547 Grammar and Punctuaon 549 533 Numeracy 540 546 NAPLAN RESULTS 2022 Average Scores School Australia Year 9 Reading 606 578 Wring 590 560 Spelling 587 577 Grammar and Punctuaon 599 573 Numeracy 596 584

StudentCredentialing

ACT Year 10 Cerficate

All 202 students in Year 10 successfully achieved the Year 10 Cerficate.

ACT Year 12 Cerficate

The Year 12 cohort consisted of 94 students. 99% of these students qualified for an ACT Senior Secondary Cerficate. A Terary Entrance Statement (reporng ATAR) was achieved by 73 students. Of this Terary cohort,12 students achieved an ATAR above 90 and 32 students achieved an ATAR greater than 80. The highest ATAR awarded to a student at St Clare's College in 2022 was 99.05. Twenty one students were awarded their Cerficate II in the Tourism and Hospitality Vocaonal Educaon and Training Course. Seven students completed H-Courses at either ANU or University of Canberra.

SectionSeven:SchoolReviewandImprovement

Each year, the School develops an Annual Improvement Plan indicang the intended key improvements for student learning outcomes. The plan is drawn from the School’s Strategic Plan and informed by the Internal School Review process. The School engages in an annual evidence-based evaluaon of its effecveness against these external standards in collaboraon with the Regional Consultant.

KeyImprovementsAchievedin2022

Goal 1- Seek Christ: Key staff undertook training with Franciscan Schools Australia to up-skill and then incorporate Franciscan Spirituality in the life of the College. A highly successful Franciscan Spirituality day was held at the end of the year. This learning also informed a refocus of the College annual themes.

Goal 2- Seek Wisdom: Connuing to develop a School Wide Pedagogy using Visible Learning High Impact Teaching Pracces. The College community has focused on developing and implemenng a shared understanding of an effecve learner "How Students Learn" and of effecve feedback "Feedback that makes learning visible".

Goal 3- Seek Community: Advisory groups and surveys to involve teachers and the broader community for the fing out, planning use of and formal opening of the new San Damiano Learning Commons.

Goal 4- Seek Wellbeing: Renewed focus on Personal Best policy and processes to adequately address the post-covid needs of students and rebuilding a sense of belonging.

PriorityKeyImprovementsfor2023

Goal 1- Seek Christ: Develop targeted opportunies for student spiritual and faith formaon evidenced in documented and sequenced programmes. An increased awareness of the works of our school’s Catholic charies through House foci with a renewed understanding of Charity and increased contribuons.

Goal 2- Seek Wisdom: Connue to develop a School Wide Pedagogy using High Impact Teaching Pracces. Documented widespread use of Full Engagement Strategies and Wave 3 teachers supported to complete HITP in Acon training. Data informed decisions on whole school and targeted group intervenons.

Goal 3- Seek Wellbeing: Review of Pastoral Care pracces, policies and processes to achieve a sustainable workload for Pastoral Leaders, posive student outcomes and increased focus on preventave pracces and underlying and under reported concerns.

Goal 4- Seek Community: Increase in acve engagement of the College Board in school projects. IT transformaon, with increased cybersecurity and staff / student access to industry standard soware.

SectionEight:SchoolPolicies

StudentWelfare,Anti-BullyingandBehaviourManagement

St Clare’s College Student Welfare and Behaviour Management procedures are enacted through the Posive Behaviour (Personal Best) Policy, which reflects our College Vision Statement. As a 'Spirited Learning Community', St Clare's College strives to: provide an environment where staff and students work co-operavely and respect the rights of each other; manage posive relaonships; and empower young women to reach their potenal. This policy is supported by the Safe and Supporve Schools policy reflecng that St Clare’s provides an environment that helps students feel safe, respected, supported and able to engage in their learning. It gives priority to effecve relaonships that are fundamental to learning and fostering wellbeing.

St Clare’s acknowledges the inter-connectedness of wellbeing and learning. As acve parcipants in the Church's mission, St Clare's College promotes the making of responsible choices; nurtures an environment in which a person's dignity and integrity are valued and protected; and is commied to jusce through the recognion of responsibilies, reconciliaon, healing and respecul relaonships.

Corporal punishment is expressly prohibited in this school. In addion, we do not sancon the administering of corporal punishment by non-school persons to enforce discipline at our school. Student Welfare and Behaviour Management.

Student Welfare, An-Bullying and Behaviour Management Policies were reviewed in September 2022.

The full text of the School's Student Welfare and Behaviour Management Policies may be accessed at hps://stcc.act.edu.au/our-college/our-policies/.

ComplaintsandGrievancesResolutionPolicy

Catholic Educaon Archdiocese of Canberra and Goulburn (CECG) has a Complaints Policy which is implemented by all systemic schools in the Archdiocese of Canberra Goulburn. The raonale for the policy is that within the reality of school life it is recognised that from me to me misunderstandings and differences of opinion will occur, and that these need to be resolved sasfactorily. Addressing such maers within a framework of dignity, respect and truth can provide powerful opportunies to model the love of Christ in the reality of our contemporary world. CECG monitors the implementaon of this policy.

The full text of the Complaints Policy may be accessed on the Catholic Educaon website at hps://cg.catholic.edu.au.

The opinions and ideas of parents, students and teachers are valued and sought. Their suggesons are incorporated into planning for and achieving improved outcomes for students. This year, the School has used a variety of processes to gain informaon about the level of sasfacon with the School from parents, students and teachers.

ParentSatisfaction

Tell Them From Me ‘Partners in Learning' Parent Survey responses were collected from 253 respondents, demonstrang growth in engagement in this data collecon acvity. Parents noted the impact of Covid restricons on their access to the school and limited interacons with teachers (nong the survey was completed as restricons were beginning to ease). They appreciated the communicaons from the College and the availability of informaon on SEQTA, although would have appreciated addional informaon regarding follow up on behavioural concerns. Parents expressed a desire to have greater interacon and input at the College. They affirmed the authencity of St Clare’s as a Catholic school, expressed through Catholic values and culture, and would recommend the school to others.

StudentSatisfaction

The Annual Tell Them From Me ‘Student Engagement – Secondary Survey’ was conducted in Term 2, 2022. 554 students across Years 7-12 completed the annual survey, demonstrang significant growth in engaging in this data collecon acvity.

The students' main areas of sasfacon included the physical school environment, academic support, the provision of varied elecves and co-curricular learning experiences, and the community within the school. This was noted as parcularly evident in the charity days and the swimming carnival. 84% of students reported having posive relaonships and overall high levels of engagement.

TeacherSatisfaction

The staff at St Clare's College parcipated in the Tell Them From Me ‘Focus on Learning’ Teacher Survey in June, 2022. 61 teachers completed the survey, demonstrang growth in engagement in this data collecon acvity. Many teachers noted the post-COVID difficules maintaining staff connuity (illness; turnover) and the impact this had on them through increased expectaons to provide relief in class or in support of others. Teachers idenfied that more planning me and removal of administrave tasks would increase their overall wellbeing and improve the quality of their teaching. They valued the professional learning, parcularly on Learning Intenons, Daily Review and Full Parcipaon taccs. Teachers rated the school highly for Catholic identy, inclusiveness and learning culture.

SectionNine:CommunitySatisfaction
SectionTen:FinancialStatement Income Expenditure Commonwealth Recurrent Grants (49.8%) Government Capital Grants (0%) State Recurrent Grants (10.7%) Fees and Private Income (37.3%) Other Capital Income (2.2%) Capital Expenditure (19.6%) Salaries and Related Expenses (57.1%) Non-Salary Expenses (23.3%) RECURRENT and CAPITAL INCOME Commonwealth Recurrent Grants 1 $10,730,527 Government Capital Grants 2 $0 State Recurrent Grants 3 $2,305,592 Fees and Private Income 4 $8,043,039 Other Capital Income 5 $466,707 Total Income $21,545,865 RECURRENT and CAPITAL EXPENDITURE Capital Expenditure 6 $5,315,753 Salaries and Related Expenses 7 $15,450,630 Non-Salary Expenses 8 $6,309,309 Total Expenditure $27,075,693 49.8% 37.3% 10.7% ■ ■ ■ ■ ■ 19.6% 23.3% 57.1% ■ ■ ■

Notes

1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants.

2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments.

3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants.

4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income.

5. Other Capital Income includes building levy fees and capital donaons used to fund Capital Expenditure.

6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment.

7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuaon and workers compensaon insurance.

8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administraon, operaonal expenses, ulies, repairs and maintenance.

Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.