St Luke's Catholic College (Secondary),Marsden ParkLot 1104 Cnr Frontier Avenue & Northbourne Drive,Marsden Park 2765Principal: Mr Gregory MillerPhone: 02 9854 3100 Fax: 02 9854 3199Email: stlukesmarsdenpark@parra.catholic.edu.auhttp://www.stlukesmarsdenpark.catholic.edu.au

Introduction

About the Annual School ReportSt Luke's Catholic College (Secondary) is registered by the New South Wales Education StandardsAuthority, NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalPope Francis reminds us that: 'Educating is not a profession but an attitude, a way of being; inorder to educate it is necessary to step out of ourselves and be among young people, toaccompany them in the stages of growth and to set ourselves beside them. Give them hope andoptimism for their journey in the world'.

The St Luke's Catholic Learning Community sees our Ways of Being to include:welcoming Jesus Christ as the centre of our college lifeexamining all decisions through the lens of impact upon the diverse learning needs of allstudentsembracing and utilising community voice and involvement building capacity of staff to usedata to inform one’s own work and student learningbelieving in the potential of every child and passionately holding high expectationscollaborating for an innovative, sustainable and just learning environment

Our students and staff need to be contemporary learners in a changing world. They need to beable to collaborate, to think critically and to communicate effectively. They need to be able torespond flexibly to the demands of their workplaces and create their own opportunities to leadand embrace entrepreneurship.

We value curiosity and experiential inquiry through play based learning and guided inquirylearning. As teachers apply the gradual release of responsibility, learning becomes increasinglyself-directed and highly personalised. We are using a range of data and evidence to inform ourteaching practice.

To ensure that our schooling model is meeting the needs of contemporary learners we reimaginethe role of the teacher and our use of spaces, both physical and virtual. As a learning focusedorganisation, we use action research to inform the development of new and more effective waysof learning and teaching.

ParentAt St Luke's Catholic College, we value the role parents played in 2018 through parentengagement in events which focused on aspects of school life including, literacy, numeracy,schools reports and, most importantly, an understanding of the social skills and enterprise skillsstudents require for a changing world.

Parents showed a great willingness to support the learning of their child by attendingengagement events with attendance at onsite and virtual events through Facebook Live. Theseevents, and the information which flowed from them, allowed the principal and leadership teamto make key decisions about aspects of learning, care and faith for our context.

Parents also enjoyed the opportunity to engage with their child's learning in real time throughthe Seesaw online application. Parents could view the work of the child aligned with a learningoutcome and offer a comment of encouragement for their child.

StudentStudents have been most involved with the life of the college. Students have led prayer, liturgyand assemblies in classrooms and whole-school gatherings. Furthermore, they have played a keyrole in welcoming the many guests and visitors who visited the school throughout the year.

With a strengths-based approach to learning and care, each student developed self-reflectionand peer assessment through the lenses of respect for self, respect for others and respect for theenvironment. This contributed to a harmonious and united student body.

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Who we are

History of the schoolHaving commenced in 2017, St Luke’s Catholic College at Marsden Park is a next generationlearning community within the Catholic Education Diocese of Parramatta. As a ‘next generationschool’ we are constantly iterating and designing a ‘new normal’ for preschool to post-schoollearning in an environment which nurtures faith-filled, curious children to become creativecontributors and innovative problem solvers for a changing world.

With a commitment to developing the whole person, St Luke’s Catholic College provides eachstudent with inquiry experiences which are relevant to their real world. By providing a flexibleand diverse curriculum, learning experiences will progressively be self-directed and increasinglypersonalised.

Within a safe and secure environment, literacy, numeracy and faith formation will be viewed asstrong foundations to assist young people identify and solve problems. With each person takingresponsibility for their own learning, all learners participate actively in a changing world wherethey are called to:

WITNESS MANAGE RELATE INQUIRE THINK CREATE

Location/drawing areaThe school is located on the corner of Northbourne Drive and Frontier Avenue inthe Elara Estate, Marsden Park and draws on students from Marsden Park, Colebee, Riverstone,Windsor Downs, Berkshire Park and beyond.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

7

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 3

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 0

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 97

Percentage of 2018 teaching staff who were retained from 2017 57

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesIn 2018 prayer was an important aspect of school life, including daily prayer and meditation inlearning spaces, and staff prayer. In each learning space, there was a sacred space, which wasused as a focus during class prayer. Special prayers and assemblies were held to honour,celebrate and highlight the importance of mothers, fathers, community, and St Luke.

Liturgies were held for important events in the liturgical year such as the Opening of School Year,Ash Wednesday, Holy Week, Easter, Advent, and Christmas. ANZAC Day, Remembrance Day, Endof School Advent liturgy and the Feast Day of Saint Luke were also celebrated, through schoolgatherings for reflection.

Social JusticeSocial justice was an integral part of our school life. A vibrant Social Justice program allowedstudents to live their faith in a practical way. Within the coming years, there will increasingly bemore and more opportunities for students to engage in supporting causes such as:

Project CompassionSt Vincent de Paul Lenten and Christmas appealsassisting local families in need through Easter and Christmas hampers and appeals forvictims of natural disasters across the globe

School home and parish partnershipsThroughout 2018, the principal leader and head of mission worked closely with the PastoralDirector of the Faith and the worshipping community of Marsden Park, to ensure a strongrelationship between the Catholic Learning Community and Catholic Faith Community ofMarsden Park. This supported the Parramatta Diocesan commitment to explore new ways ofexpressing of church and mission to reflect vibrant relationships between school, home andparish.

Parents were encouraged to take an active role in a variety of the school’s activities includingparent forums, information evenings, parent/teacher/student meetings, liturgies and socialevents. Many events held during the year were well attended by families. These included:Mothers Day liturgy and morning tea, Community Day, Book Week parade, and end of yearcelebrations. Regular communication with parents occurred through our social media platforms,website, Skoolbag, meetings, phone calls and emails. The highlight was the Christmas Story:which saw staff, students and live animals re-enact the events of Jesus' birth for the localcommunity.

Religious EducationSt Luke's Catholic College followed the Sharing Our Story syllabus, as outlined bythe Parramatta Diocese, and completed all the units within the program. The Religious Educationprogram was at the core of the school curriculum. The values and attitudes that were taughtwithin these units were used as a basis for the religious life of our school: to live and be likeChrist in everything we do. Religious Education was not confined to Religious Education classes.Underpinning our Religious Education was our witness in the way of Christ as revealed throughthe Gospel of St Luke.

Professional Learning of staff in Religious EducationOpportunities for professional learning included:

Leadership Team reflections and engagement with Catholic Education, Diocese ofParramatta (CEDP) Mission Team and personnelreligious literacy workshops on senses of ScriptureStaff Spirituality Day in June

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 100 92 67 58

Literacy 98 91 61 50

Reading 100 94 77 56

Writing 93 87 37 36

Spelling 100 93 72 59

Numeracy 100 95 54 58

Two thousand and eighteen was the first Year 7 cohort to sit NAPLAN. The percentage ofstudents at or above national minimum standard exceeded the national average across alldomains. The percentage of students in top three bands also exceeded the national average forfive of the six domains.

Record of School Achievement (RoSA)The school did not offer the RoSA as there were no Year 10, 11 or 12 students at the college.

School curriculumSt Luke's Catholic College at Marsden Park is a next generation learning community withinCatholic Education Diocese of Parramatta. The school offered the core NSW Education StandardsAuthority (NESA) curriculum for all Key Learning Areas. As a Catholic school we also offeredReligious Instruction.

As a ‘next generation school’ we are designing and establishing the ‘new normal’ for preschool topost school learning in an environment characterised by a flexible, Stage-based curriculum whichnurtures and grows faith-filled, curious children to become creative contributors and innovativeproblem solvers for a changing world.

The Pathways program is an integral part of this vision, as an innovative program which usesstrengths-based data, evidence of learning progress, development of social skills and enterpriseskills, and self-determined student interests for them to be able to develop individual pathway

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skills, and self-determined student interests for them to be able to develop individual pathwayplans in consultation with parents, relevant teachers and external industry experts.

All of this is aimed to prepare students for life post school, so that they may develop anunderstanding of their sense of purpose to live lives of contentment and fulfilment.

Initiatives to promote respect and responsibilityAs part of the school's approach to Positive Behaviour Support for Learning (PBS4L) there was anexpectation for students to respect themselves, respect others and respect the environment. Thisexpectation was regularly supported through ongoing work in the classrooms, regular remindersat assemblies and through regular communication and reminders through the school's socialmedia channels. This commitment ensured there were many conversations which focused on theresponsibility of each person, if there was to be respect for all.

Professional LearningAt St Luke's Catholic College we deeply believe in the power of teams of teachers workingcollaboratively to plan, prepare, deliver and evaluate learning together. This meant plannedtimes for teachers to work with senior leaders to review real time student data. Additionally,staff attended professional learning experiences in 2018, which included:

maintaining a commitment towards quality reading and writing strategies for studentsongoing reflection and development of inquiry pedagogiesengagement with self-paced and self-directed learning possibilitiesunderstanding how to use expert life coaches to work with teachers and students tounderstand their Strengths Interests and Motivators (SIM) better.

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School Improvement

Annual school prioritiesPriority 1 For students to deepen their relationship with Jesus Christ through the

knowledge and use of personal and communal prayer forms

Reason for priority 1 This priority:acknowledged our college population that was 45% Catholic acknowledged strong cultural diversityresponded to identified ‘gaps’ in knowledge and understandingof religious traditions and religious literacybuilt on the initial 2017 work with aligning programs with the'Witness' pillar

Steps taken to achievepriority 1

Teachers worked with the head of mission to investigate the meaningof scriptures from St Luke's Gospel and to deepen their understandingof messages through professional readings and Catholic commentaries.

School leaders were to provide professional readings and Catholiccommentaries which provided insights into the messages of Scriptureto assist teachers with the alignment of Luke's Gospel with St Luke’svision and the six pillars.

Status of priority 1 Ongoing

Priority 2 That students would demonstrate an increased ability to ‘communicateand collaborate’ so that by the end of semester 2, 80% of studentswould be ‘working at’ Stage expectations, and 11% would be ‘workingbeyond’ Stage expectations. Teachers will continue to work with allstudents, including those students whose capability in this area willcontinue to emerge.

Reason for priority 2 Qualitative observations of teachers noticed a significant numberof students whose inconsistent social and emotional intelligence stifledtheir ability to relate well with others. One area identified and focusedupon was writing. This continued to be identified an area whichwould assist with communication.

Steps taken to achievepriority 2

Teacher learning was ongoing in this area. Alignment between writingand capabilities expressed through the six pillars was a focus ofprofessional learning that was specifically targeted towards improvingaspects of writing including recount, storytelling and reporting.

The School Leadership Team established consistent routines whichsupported teachers including one to one coaching, classroomobservations and team-based collaborative planning.

Status of priority 2 Ongoing

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Priority 3 That students would demonstrate an increased ability to ‘thinkcritically and creatively’ so that by the end of semester 2, 55% ofstudents would be ‘working at’ Stage expectations, and another 20%would be ‘working beyond’ Stage expectations. Teachers will continueto work with all students, including those 25% of students whosecapability in this area will continue to emerge.

Reason for priority 3 The college community has a deeply held belief that thinking creativelyand critically is an essential capability required for a changing world.These are key elements that all young adults will require for a changingworld, hence their prominence as a priority for learning.

Steps taken to achievepriority 3

Teachers used inquiry models of teaching and learning to engagestudents and promote higher order thinking processes to extendstudents' thinking and reflection.

The Leadership Team and co-ordinators reminded teachers of bestpractice and processes for problem solving in various contexts andacross all Key Learning Areas (KLAs).

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 For students to deepen their relationship with Jesus Christ through

knowledge and action through prayer and liturgy

Reason for Priority 1 This priority:acknowledges our college population is 45% Catholic and hasstrong cultural diversityresponds to identified ‘gaps’ in knowledge and understanding ofreligious traditions and religious literacy as revealed throughout2018builds on the initial 2017 and ongoing 2018 work in aligningprograms with the Witness pillar.

Steps to be taken toachieve Priority 1

Teachers will work with the head of mission to unpack the meaning ofScriptures from St Luke's Gospel, and deepen their understanding ofScripture messages through professional readings and Catholiccommentaries.

To assist with these the school leaders will provide professionalreadings and Catholic commentaries which provide insights into themessages of Scripture, as well as assist teachers to align the values inthe Gospel of Luke with St Luke’s vision and the six pillars.

Priority 2 Students will demonstrate an increased ability to ‘relate with others’ sothat by the end of semester 2, 70% of students will be ‘working at’Stage expectations, and 10% will be ‘working beyond’ Stageexpectations.

Reason for Priority 2 Qualitative observations of teachers throughout 2018 noticed asignificant number of students whose reduced social and emotionalintelligence stifled their ability to relate well with others. To supportthis, writing continues to be an identified area to develop which willassist with communication between students throughout the 2019school year.

Steps to be taken toachieve Priority 2

Teacher learning is ongoing in this area. Alignment between writingwith capabilities expressed through the six pillars will be a focus ofprofessional learning that is specifically targeted towards improvingaspects of writing.

The School Leadership Team will establish consistent routines andscaffolds which support practice analysis conversations and learningwalks.

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Priority 3 Students will demonstrate an increased ability to ‘think’ critically andcreatively so that by the end of semester 2, 55% of students will be‘working at’ Stage expectations, and another 20% will be ‘workingbeyond’ Stage expectations.

Reason for Priority 3 The college community has a deeply held belief that thinking creativelyand critically is an essential capability required for a changing world.

Steps to be taken toachieve Priority 3

Teachers will use inquiry models of teaching and learning to engagestudents and promote higher order thinking processes to extendstudents' thinking and reflection.

The Leadership Team and co-ordinators will investigate bestpractice and processes for problem solving in a mathematical context.

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, the Catholic Education Diocese of Parramatta surveyed parents, students, and staffusing the Tell Them From Me survey instrument. The data collected informed the leadershipteam. In particular, parents were particularly pleased with communication between school andhome and validated the school's direction of increasing the prominence of social skills andenterprise skills as a part of learning, without compromising the foundations of literacy,numeracy and faith formation.

Student satisfactionThe data collected and reported showed consistent results in the majority of the areas surveyed.The data indicated that our students felt secure and safe at school as well as feeling a strongsense of belonging. They felt that the teaching within our school was engaging and interesting.The students reported that they were motivated to do well.

Teacher satisfactionThe data collected and reported showed consistency in all of the areas surveyed. The dataindicated that the staff worked well together, particularly in regards to the added challenges thatcame with starting a new school. The teachers reported that they were motivated to do well.

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Student Profile

Enrolment PolicySt Luke's Catholic College (Secondary) follows the Catholic Education Diocese of Parramatta(CEDP) Enrolment Policy and Procedures. The full text or a link to the full text of the school’senrolment policies, including all prerequisites for continuing enrolment can be obtained from theschool office or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 0 0 0

2017 0 0 0

2018 26 19 45

Two thousand and eighteen was our first year of secondary school. The enrolment will continueto grow as the number of year groups grow and the number of student within year groups alsogrows.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Year 7 90

Year 8 0

Year 9 0

Year 10 0

Year 11 0

Year 12 0

School average 90

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 38

Students with disablities (SWD) 0

Indigenous 3

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.St Luke's Catholic College (Secondary), Marsden Park Page 14

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

Student retention ratesThe retention rate of students for Year 10 to Year 12 was 0%.

Not applicable at our stage of school development.

Senior secondary outcomesThe following table shows the percentage of Year 12 students who undertook vocational trainingor training in a trade while at school, and the percentage that attained a Year 12 certificate orequivalent vocational education and training qualification.

Student wellbeing

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careSt Luke's Catholic College believes deeply in the benefits of intrinsic motivation.

Under the direction of Catholic Education Office Diocese of Parramatta (CEDP), staff refined itsPositive Behaviour Support for Learning (PBS4L) framework that lived out the belief thatauthentic learning and growth could be fostered through positive relationships. This meantteachers worked tirelessly to provide real time positive reinforcement by catching studentsdoing well. As such, there was no merit awards system to distract teachers from their key work ofestablishing relationships with students to maximise the students' potential as learners and aspeople.

Our school Pastoral Care and Student Management policy was based upon values reflected in ourschool belief statement. Our policy is also based on the principles of natural justice andprocedural fairness. Corporal punishment is expressly forbidden at the school. We endeavouredto be faithful to the diocesan principle of being 'inviting, inclusive and just'.

The full text of our Pastoral Care policy can be obtained from the school office upon request orfrom the school website. Specific policies and procedures relating to student wellbeing can alsobe accessed via the Catholic Education, Diocese of Parramatta website:http://www.parra.catholic.edu.au/policy-central.

Complaints and grievances policyThe school has protocols and procedures in place to address complaints and grievances. Thesealign with the Catholic Education, Diocese of Parramatta (CEDP), Complaint Handling policy andprocedures which is available the CEDP website at http://www.parra.catholic.edu.au/policy-central

There were no changes to the policy in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (54.7%)Capital (18.1%)State (15.8%)Fees (10.1%)Other (1.3%)

Capital (68.5%)Salary (25.4%)Non-Salary (6.2%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $1,058,039

Government Capital Grants 2 $350,000

State Recurrent Grants 3 $306,008

Fees and Private Income 4 $195,101

Other Capital Income 5 $24,187

Total Income $1,933,335

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $3,036,434

Salaries and Related Expenses 7 $1,126,305

Non-Salary Expenses 8 $272,805

Total Expenditure $4,435,544

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

10.1%

15.8%

18.1%

54.7%

■■■■■

6.2%

25.4%

68.5%

■■■

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