Kolbe Catholic College

School Performance Data 2018 Vision

To grow lifelong learners inspired by Jesus to help transform the world

Mission To build an authentic learning community that is rich in diverse opportunities

enriched by Catholic values

1. Contextual Information Kolbe Catholic College is a co-educational secondary college of over 1100 students from Year 7 to 12. Kolbe offers a holistic education, embracing the spiritual, religious, intellectual, physical, social and emotional development of all students, where relationships and learning are both important. The College promotes both Gifted and Talented programs, as well as literacy and numeracy support across all years, thereby catering for all students' individual needs. The student population is diverse and inclusive of our 35 Aboriginal students, 50 students with special needs and 48 students from Defence Force families.

Strong university entrance and vocational pathways are offered in the senior school. As a futures oriented school, we provide modern learning environments for students to engage with their learning. The College is committed to developing independent learning skills amongst students and strongly encourages the use of learning technologies in the classroom. The use of 1:1 mobile learning technologies operates throughout the College allowing access for students both at school and home. A broad range of extra-curricular activities including sport, music, drama, dance and a wide range of academic competitions and clubs, enhance the pastoral and educational programs offered. Inter-House sporting competitions and broad student leadership experiences both highlight the quality of pastoral care provided to students. A Christian Service Learning Program extends across all year levels, challenging students to focus on others rather than ‘self’. The model of schooling offered by the College, underpinned by Gospel values, encourages students to aspire to our College Motto - Courage, Faith, Excellence.

2. Teacher Standards and Qualifications The College employs 78 teaching staff. Collectively, the highest qualifications held by teachers and the members who hold these qualifications are:

• Doctorates: 1 • Masters: 10 • Graduate Diploma (or equiv): 31 • Honours: 0 • Bachelors: 45 • Diplomas: 1 • Certificates: 0

3. Workforce Composition

Teaching No Male Aboriginal No Female Aboriginal 36 Male 51 Female

Non-Teaching No Male Aboriginal One Female Aboriginal 11 Male 36 Female

4. Student Attendance at School a. Attendance Profile Given the strong correlation between excellent attendance and successful academic performance, the College implemented a number of initiatives to promote the importance of attendance. An analysis of our student attendance records indicates that approximately 72% of the school population had regular attendance (over 90% of time at school). In a 20 week semester this would equate to no more than ten days absent (or twenty half days), with any days over this figure incurring the title of ‘At Risk’. For this reason, the College actively discourages families from taking holidays in school time due to the generally detrimental influence this can have on student results. Whole School Attendance Regular Attendance - 91 -100% 72% At Risk - Indicated - 81 - 90% 21% At Risk - Moderate - 61 – 80% 6% At Risk – High - 0 – 60% 1%

Year Group Attendance

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Year7 Year8 Year9 Year10 Year11 Year12

ChartTitle

Regular AtRisk-Indicated AtRisk-Moderate AtRisk-High

RegularAttendance

72%

AtRisk- Indicated21%

AtRisk- Moderate6%

AtRisk- High1%

AttendancePercentage

RegularAttendance

AtRisk-Indicated

AtRisk-Moderate

AtRisk-High

b. Strategies for Managing Non-Attendance at School

• Families who organise holidays during term time, receive a formal letter from the Principal reinforcing the compulsory nature of school.

• Attendance is closely monitored by the Head of Year. Students who are considered to be at ‘moderate’ risk throughout the term receive a letter from the head of Year highlighting attendance concerns.

• For ongoing attendance issues, the Deputy Principal will meet with parents to address concerns. An action plan is formulated for each student focusing on improving attendance. A reward system is put in place when particular targets are achieved.

• Other strategies used include referral to College Counsellor, home visits and/or referral to an external agency.

• Students who achieve excellent attendance, receive a certificate and a congratulatory letter from the Principal.

5. Senior Secondary Outcomes

a. Percentage of Year 12 students undertaking vocational training or training in a trade 83% of Year 12 students.

b. Percentage of Year 12 students who attained a Year 12 certificate or equivalent 98.7% of the 2018 Year 12 students achieved the Western Australian Certificate of Education.

6. NAPLAN Information National Comparisons Year 9 Category Grammar &

Punctuation Reading Spelling Writing Numeracy

Australian Schools Mean 580.1 583.8 583.3 542.3 595.6

School Mean 595.8 606.4 594.3 556.2 601.9

Percentage of students achieved at or above the national minimum standard

96.5%

98%

95.5%

91.5%

99.5%

National Comparisons Year 7 Category Grammar &

Punctuation Reading Spelling Writing Numeracy

Australian Schools Mean 543.9 541.5 545.2 505.3 548.2

School Mean 551.6 544.5 553.9 510.3 538.3

Percentage of students achieved at or above the national minimum standard

97.6%

97%

97%

94%

99%

NAPLAN Comparison 2016 to 2018 The following graphs compare NAPLAN results for Reading, Spelling, Grammar and Punctuation, Writing and Numeracy between Year 7 2016 and Year 9 2018.

7. Parents, Student and Teacher Satisfaction

Parents

Parents contributed to College goals through assisting in the supervision of senior school examinations, involvement on the College Board of Management and Parents and Friends Association, participation in the Uniform Shop, volunteering at sporting events and camps, attendance at College Masses and assemblies. Parents have also been encouraged to use email to contact teachers and the College portals to check on student educational programs as well as student academic progress. Enrolments continue to be strong and all students, both new and existing are invited for enrolment interview with the Principal or a member of the College Executive. Feedback at sibling interview is extremely positive and recognizes the importance of partnership between families and school. One indication of the support of parents for the College is the extensive enrolment wait lists in Years 7, 8, 9 and 10.

Students

Students have a strong pride in the College, and are encouraged to take up a number of leadership opportunities available across all years. Students often volunteer to assist in the Walsh Learning Centre, ICT department and as tour guides for major College events. They actively promote the ethos of the College in the community in a number of ways including on work placements, Christian Service Learning Programs and in their part-time employment. Senior students are appreciative of the ‘extra’ support and guidance offered to them by staff, as is evidenced by their response to activities, like the after school study club. Students from the College are highly sought after by local employers.

A survey completed by Year 12 students at the end of 2018 indicated students overall appreciation for all they had achieved in their time at the College.

Teachers

Teachers have a high level of commitment to the College and its goals, as indicated by the percentage of Year 12 students who gained their first preference at University and TAFE, and the myriad of activities they are involved in outside of the classroom. They always endeavour to provide the best possible teaching and learning programs for the students. There is a strong sense of collaboration amongst all teachers that provides individualised support when required, excellent pastoral care and active professional involvement in subject associations. Teachers are actively engaged in professional learning addressing various aspects of student learning and achievement.

A strong sense of community prevails within the College and there is widespread support between colleagues. A strong growth model exists with the staff through collaboration and sharing learning practice.

Always,45%

Mostly,40%

Sometimes,11%Rarely,3% Never,1%

TheteachingstaffattheCollegehelpedmetoachievemypotential

Always

Mostly

Sometimes

Rarely

Never

Always57%

Mostly25%

Sometimes14%

Rarely4%

StaffwerewillingtohelpmewheneverIaskedforassistance

Always

Mostly

Sometimes

Rarely

8. Post School Destinations The graph below provides a summary of post school destinations offered to the 2016 cohort.

9. School Income 2018 Actual Income

University,63.50%

Employment,16.70% TAFE/Training

Providers,11.00%

GapYear,3.60%

Other,2.20%

Apprenticeships,0.80%

Traineeships,2.20%

Other,5.20%

PostSchoolDestinations

University Employment TAFE/TrainingProviders

GapYear Other Apprenticeships

Traineeships

25.27%

0.46%

21.93%50.87%

1.47%

2018SchoolIncome

FeesandLevies

OtherIncome

StateGovernmentGrants

AustralianGovernmentGrants

TradingIncome

2019 Provisional Income

2019 Provisional Expenditure

19.79%

22.07%53.57%

1.48%

2.67%0.42%

ProjectedIncome2019

Students

StateGovernmentGrants

AustralianGovernmentGrants

TradingActivities

Capital-BuildingLevy

SundryIncome

66.84%

23.23%

5.24%2.51% 2.18%

ProjectedExpenditure2019

Tuition

GeneralAdministrationExpenses

LoanRepayments-Principal

CapitalExpenditure

TradingExpenses

10. Board Chair Report As we say farewell to 2018 I say farewell to the school Board having completed my six year term, five of which have been as the Chairperson of this great College. It also brings to a close the tenure of Richard Beal (Treasurer) and Linda Bryant who have been on the board for six years and Libby Soderholm who have been wonderful servants to Kolbe. I have really enjoyed my time on the Board and feel I have got a lot more out of being involved than I have put in and I would encourage any person interested to nominate. Kolbe’s administration, under the guidance of Principal Robyn Miller, has once again proven to display outstanding leadership guiding the College to excel in all areas. The College continues to be blessed with a wide array of outstanding achievements by both students and staff over the year and reinforces the success of Kolbe. In relation to my fellow Board Members whose time commitments to the College are all volunteer hours I would like to say thank you. The 2017/18 Board Members are as follows-: Craig Lorimer (Vice Chairperson) Richard Beal (Treasurer) Linda Bryant Carlyon Hume (P & F Representative) Libby Soderholm Geoffrey Vincent Fr Pierluiji Vajra The Board always places the strategic need of the College as the highest priority and special mention and thanks must go to the Principal, Robyn Miller and Director Finance, Ray Thickett (Board Executive Officer) for their information and support at all meetings. The strong relationship that is built between the Board and Administration is reflective of a common goal to strengthen the Kolbe community in all facets. The Board supports the Colleges Vision: ‘To grow lifelong learners inspired by Jesus to help transform the world’ and the Mission: ‘To build an authentic learning community that is rich in diverse opportunities founded on Catholic values’ whilst keeping the school motto of ‘Courage, Faith & Excellence’ in our decision making framework. I would like to acknowledge the Parents and Friends Committee who always work hard to improve the facilities and programs at the College and provide relevant operational feedback to the Board. Our thanks go out to all the parents who support the College to deliver an encouraging and nurturing environment and I would add ‘well done’ to all the students who represent Kolbe each day in such a professional manner. Finally and very importantly I would like to wish the Year 12 students all the very best for your future endeavours and I hope you leave Kolbe with fond and long lasting memories. In the words of Catherine Pulsifer, "Look at education as a continuous life long journey." Michael Holland Board Chair

11. School Improvement Plan

2018 School Improvement Plan Report Vision To grow lifelong learners inspired by Jesus to help transform the world Mission To build an authentic learning community that is rich in diverse opportunities enriched by Catholic values

SMART Goal 1 In 2018 the NAPLAN Data and other school data of one Year 8 ‘set group’ will be analysed and used to inform practice within the classroom.

System Strategic Outcomes (LEAD)

Learning - Enhance student achievement and well being

Strategic Plan Link (KOLBE Touchstones)

Learning

Evidence/ Data to Inform the Development of SMART Goal

While NAPLAN Data is being used to inform practice in the classroom, statistics show that some staff are accessing the data.

Actions/ Strategies

The Head of Innovation will work with Deputy Principal (Years 7 to 9) and the ‘set’ teachers of the selected student group. The data will be unpacked with teachers and strategies discussed as to how to use this data to inform practice.

Responsibility and Timeline

Deputy Principal Years 7 to 9 Head of Innovation Collaboration with ‘set’ teachers will take place of the course of the year.

Resources (How will we utilize our human and financial resources)

NAPLAN Data Year 7 Testing Data Personalised Learning Card Professional Development for staff - regular meeting times

QCS Link Component 302 Analysis and Discussion of Data

Success Indicators (How we will know we have been successful)

An increase in the number of teachers who access the data. More conversation around data and its use

Reporting on SMART Goal A data work group was identified and formed during Max Time, the College’s Professional Learning Framework. Members from within this group worked with one particular Year 8 set group of students across HASS, Science and Religious Education learning areas to use data to inform pedagogical practices. Data was used to differentiate learning experiences for students. A review of results at the end of 2018 indicate there had been an overall increase of 5.87% in class average. Greater engagement from students as there were less entries in SEQTA around behaviour.

SMART Goal 2 In 2018, Kolbe staff will build a better understanding of critical and creative thinking skills and their use within the classroom to improve practice.

System Strategic Outcomes (LEAD)

Learning - Enhance student achievement and well being

Strategic Plan Link (KOLBE Touchstones)

Learning

Evidence/

Feedback from Middle Leaders and teachers suggests that our students critical and creative thinking skills are underdeveloped. National and International research states that students must be equipped with these skills to positively contribute to the modern workforce. Improvement seen in the Year 9 CBL experience in metacognition suggest that this lens needs to be broadened.

Actions/ Strategies

Develop a common understanding of critical and creative thinking by unpacking its components Working with the Heads of Learning to develop professional learning opportunities, which could include but are not limited to, iTunes U course, classroom visits, mentoring and PL workshops. Support the development of staff knowledge and skills as per the feedback provided by staff to HOLAs Seeking effective external presenters to enrich the school based learning. (eg. James Anderson) The continued development of critical and creative thinking skills through CBL, Innov8or and Project 2030.

Responsibility and Timeline (Who will lead/drive this? When will the action be done?)

Curriculum Leadership Team Curriculum Leadership Team and Innovation Team A collaborative approach throughout the year with professional development for staff held during Max Time and PD Days.

Resources

Curriculum Team PL budget Membership to Fluency Solutions Max Time

QCS Component Link 308 Effective Pedagogical Practices

Success Indicators (How we will know we have been successful)

Engagement with Max Learning and Max Time activities including pop- up sessions that allow staff to share their learning. Data provided in Semester discussions with HOLA re: progress of staff.

Reporting on SMART Goal The Curriculum Team published a document that outlined critical creative thinking theories for all teachers. This document was unpacked with all teaching staff. The College engaged the services of Lee Watanbee Crockett who worked with and upskilled the Innovation Team and Curriculum Leaders. He also presented to the whole teaching staff around the

‘Ten Shifts in Practice’. All members of the Curriculum Team read his book ‘Ten Shifts in Practice’ Max Time sessions were offered to all staff around critical and creative thinking skills. All PD days had a curriculum session with targeted critical and creative thinking workshops The innovation Team created a tool kit for Critical and Creative Thinking for staff to use as a resource. Year 8 Project 2030 occurred for the second year and was a cross-curricular,HASS, Science and Religious Education, initiative based on on the 6Ds problem solving framework. Curriculum leaders reflected on professional reading and selected two shifts of practice that would further advance our critical and creative thinking.

SMART Goal 3 Through the College’s professional growth framework staff will formulate their goals aligned with the 2018 Strategic Intent and work collaboratively over the course of the year to achieve their goals. Presentations around their goals will occur at the conclusion of 2018.

System Strategic Outcomes (LEAD)

Engagement - Increase student and staff engagement in their own learning and faith formation

Strategic Plan Link (KOLBE Touchstones)

Ownership

Evidence/ Data to Inform the Development of SMART Goal

CEWA Registration requirements The need for continual growth and reflection as professional practitioners

Actions/ Strategies

Teachers will work together around their professional learning goals and share learnings over the course of the year during Max Time

Responsibility and Timeline

Max Time Steering Committee At least once a term, staff will work together and hold one another accountable for the progress of their professional goal.

Resources

Professional Learning Budget

QCS Component Link 305 An Expert Teaching Team

Success Indicators (How we will know we have been successful)

All staff are required to deliver a presentation about their professional learning goal and their learnings at the conclusion of the academic year

Reporting on SMART Goal All teaching staff worked through their own specific goals as part of the College’s professional learning framework. Staff with similar goals worked together and shared their learnings over the course of the year. Staff met at least four times over the course of the year as part of Max Time, as well as other informal times. Through this process, staff were held accountable with the implementation of their goals.

At the completion of the year all staff shared their learning. This was done in the form of video, posters, presentations and offered the opportunity for staff to learn and share with one another.

SMART Goal 4 In 2018 staff will be afforded opportunities to make genuine connections with the scriptures through dialogue with others, so that students can grow in their faith.

System Strategic Outcomes (LEAD)

Discipleship - Enhance opportunities for personal faith development

Strategic Plan Link (KOLBE Touchstones)

Believing In Jesus

Evidence/ Data to Inform the Development of SMART Goal

Feedback from students during Religious Education about their struggle to integrate faith, life and culture This was revealed through results from Year 11 RE survey

Actions/ Strategies

Whole staff - 30 Gospel passages. Staff find one that speaks to them and then find their group of three/four to discuss and reflect how this connects in their life and how they are inspired by the passage to live out the message. How can I model for the students I teach and work with? At the beginning of each term the gathering prayer will be about the passages and brings people to reflect on the message and re-energise for the term ahead.

Responsibility and Timeline

Ministry Team At the commencement of the school year and then the beginning of each term.

Resources

Assigned time at Professional Development Days

QCS Component Link 102 Integrating Catholic Faith, Life and Culture

Success Indicators (How we will know we have been successful)

Staff reflections and sharing of their journey throughout the year at the end of 2018.

Reporting on SMART Goal Over the course of 2018, staff were randomly given Gospel readings and those with same Gospel passages met together to discuss and develop strategies to live out the sentiment of the passage in the College. These meetings occurred throughout the year on professional learning days as well as sharing at other times throughout the year.