2018 School Performance Information Report · Paid Personal (sick) 7091 Unpaid Personal (sick) 399 Bereavement 273 Special 531 Jury Duty 19 Total: 8313 hours of leave Graph 1: Staff

2018School Performance Information Report

John Septimus RoeAnglican Community School

CONTENTS

SECTION 01: SCHOOL INFORMATION

SECTION 02: STUDENT OUTCOMES

SECTION 03: SCHOOL COMMUNITY

Pages 4 - 8HistoryValuesCurriculumStaffing

Pages 9 - 35ATAR ResultsNAPLANSupport for Students

Pages 36 - 44Community SatisfactionStaffing

2 2018 School Performance Information Report

OVERVIEWThis information is provided with the aim of meeting the requirements of the Schools

Education Act 2013 and the School Education Regulations 2014 Subsection H. Assistance Act of 2008. The information provides a statistical overview of some of

the major elements of the School’s daily operations. However, such information does not provide a full and accurate summary of the various activities and achievements of our staff

and students. To this end, we encourage all viewers of this site to refer to our Facebook page and other information contained in the School’s Website to further appreciate the

ethos and offerings of the School.

2018 School Performance Information Report 3

SCHOOLHISTORY

In the early days, the two schools, while they had one administration and one School Council had separate Parents and Friends Associations and two cultural identities. It took until 1996 to formally merge the Parents and Friends Associations and promote the concept of “two campuses, one school”. This was partly achieved by the decision to drop the name Thomas Scott Campus and to refer to each campus of John Septimus Roe Anglican Community School by its locality.

Today, JSRACS has an enrolment of 1770 students from 1200 families. The success of the School has been dependent on clearly articulating the values of the School to its students, parents and staff and the establishment of procedures and practices that make those values as tangible as the bricks and mortar that make up the buildings. We have a strong focus on pastoral care and believe that if we take good care of this aspect of the curriculum, then much of the work of building a good school is accomplished, and almost everything else flows from this. It is the quality of the relationships that give rise to the tone of the School

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The John Septimus Roe Anglican Community School (JSRACS) dual campus School began in 1990 and in a relatively short period of time it has become a dynamic, cohesive community of learners at Beechboro and Mirrabooka.

The potted history is interesting. In 1989, the State Government approached the Anglican Schools Commission with the proposition that it acquire the Northside Christian School at Beechboro. Northside was an independent, parent-run Pre-primary to Year 12 school which had run into financial difficulties.

The Commission took the bold step of taking on the land, buildings and student body and continued to provide a Christian education for families in the area. As part of its mission to provide a low fee option for parents seeking an education in the Anglican tradition for their children, the Commission had already secured a site at Mirrabooka. Thus the link between the schools at Beechboro and Mirrabooka was forged.

In 1990, the Northside Christian School became the Northside Anglican Community School, then Thomas Scott Anglican Community School. The opening of the first stage of the Mirrabooka Campus in 1992 saw the transfer of the secondary classes to the new campus.


VISION, MISSIONAND VALUES MISSIONJohn Septimus Roe Anglican Community School is a School of The Anglican Schools Commission with a mission to build a Christian community of learners, to provide a quality educational experience, and to nurture the whole person in the three dimensions of mind, body and spirit.

VALUES STATEMENTWith Christian beliefs and lifestyle as our foundation in affirmation that God is Creator, our values are:

• The fostering of a positive, meaningful relationship with God in Christ;• Belief in the capacity of individuals to realise their God-given wholeness, instilling optimism and hope

in themselves and others; • Empowering of individuals to discover, acknowledge and develop self-worth, individual skills and talents; • Respect for the dignity, beliefs and worth of self and others;• Respect and responsibility for the environment;• Belief in the fundamental importance of community responsibility for the welfare and well-being of all

persons and the building of collaborative and supportive relationships between all members of the School community.

• The building of collaborative and supportive relationships between all members of the School community.

VISION STATEMENTThe vision of John Septimus Roe Anglican Community School is to be a dynamic, Christian, educational community that offers a broad education of high quality to students from diverse backgrounds. Each person will be encouraged to explore their spiritual, intellectual, social, physical and creative capacities.

The School will provide the best staff and facilities within the resources available to enable students to explore and achieve their full potential. Students will know that they are part of a caring and supportive Christian community that engenders positive self-esteem, unconditional positive regard for others and individual responsibility for actions.

When students leave the School they will be prepared for the next phase of their lives as independent learners. They will possess positive attitudes, values and skills that equip them for life in a rapidly changing society because they would have been educated in an environment that developed a capacity to sustain life-long learning and effective thinking.

Participation in a curriculum that is relevant, challenging and meaningful empowers students to achieve personal and academic goals by offering opportunities in the eight curriculum areas that encourage and support students as they learn to take responsibility for their own learning and behaviour towards others.

This helps students to develop a healthy life-style and a respect for themselves and others, provide students with opportunities to recognise that active citizenship and care for others is a personal responsibility, nurture students spiritually and encourage them to recognise that there is purpose and fulfilment in their lives; allowing time for quiet repose and personal reflection.

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SCHOOLCURRICULUM

PASTORALCARE

A School’s curriculum is the total of all activities, both formal and informal, which take place both inside and outside the classroom. At John Septimus Roe Anglican Community School, this includes the traditional subject disciplines as well as the many co-curricular activities that are offered to students, including camps, outdoor education, music, various sports, clubs and societies in order to develop resilience, leadership skills and self-esteem in our young people.

In Early Childhood, there is an emphasis on developing good communication and listening skills. There are numerous opportunities for students to explore their surroundings, make sense of the world around them and express themselves through drama, art, craft and language. There is an emphasis on literacy and numeracy with basic skills taught explicitly.

As students progress through to Primary School these basic skills are built on and refined through a programme which incorporates units of inquiry which allow students to explore and investigate. Literacy and Numeracy continues to be a focus. From Year 1, all students receive specialist lessons in Languages (Mandarin or Indonesian), Physical Education, Art and Music.

Within the Secondary School, students are provided with the opportunity for a broad general education, within which there is a range of educational possibilities, including studies for tertiary admission and vocational pathways.

A principle objective is the promotion and recognition of academic achievement and the pursuit of excellence in all fields of endeavour. Students are encouraged to work hard and to develop high levels of self-discipline.

From Kindergarten to Year 12, the School’s curriculum inspires students to achieve distinction according to their abilities and individual interests. The curriculum emphasises the need to work independently and in partnership with others. It develops in students the ability to think critically, communicate clearly and develop the ‘whole’ child. Above all, the curriculum seeks to inspire a love of learning and of truth.

The School recognises that students differ widely in their academic and other abilities, but believes that all students can benefit from being encouraged and challenged within a caring Christian environment. Additional curriculum support, extension and enrichment is provided by class teachers and staff within our Education Support Services Team.

The overall well-being of each individual person is of paramount importance in the Anglican tradition of Schooling. It is the responsibility of all members of the school community to promote this in their formal and informal dealings with one another.

To create an environment where each individual can flourish, John Septimus Roe Anglican Community School endeavours to establish compassionate connections between all members of the school community.

The School has specific staffing and organisational structures that facilitate the nurturing of all its members. While sound structures form the backbone of our Pastoral Care system, they do not operate at the expense of the wholeness of each individual who may have quite special needs.


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SCHOOLSTAFFINGSTAFF ATTENDANCEOverall teaching staff attendance for the 2018 school year was 95.75% for 39 teaching weeks giving an absentee rate of 4.25% for the year. The teaching staff attendance for the Primary Years of Schooling (PKG to Year 6) was 95.42% and the attendance for the Middle and Secondary Years of Schooling (Years 7 to 12 inclusive) was 95.96%. A total of 195,609 hours were available for use in 2018. Of this total 8313 hours, or 4.25% of the available hours were lost due to the following:

Paid Personal (sick) 7091

Unpaid Personal (sick) 399

Bereavement 273

Special 531

Jury Duty 19

Total: 8313 hours of leave

Graph 1: Staff Leave Hours and Reasoning

Table 1: Staff Qualifications

During 2018 teachers took long-service leave, parental leave and leave without pay generally associated with extended unpaid parental leave. Thirty five teachers took long-service leave, eighteen teachers were on parental leave, and nineteen teachers took Leave Without Pay. It should be noted that there was one workers compensation claim lodged by teaching staff in 2018.

STAFF COMPOSITION The composition of the total teaching staff of the School is as follows: Male – Non Indigenous 26.63% Female – Non Indigenous 72.78% Female – Indigenous 0.59% 100.00%

STAFF RETENTIONIn first term 2018, 93.53% of our teaching staff was retained from the beginning of the previous (2017) year. At the beginning of 2018 there were 169 teachers on the School’s employment register (including teachers on Parental leave). During the course of 2018, 37 teachers left the School (resignations and redundancies). The retention rate at the end of 2018 was 78.11%.

Qualifications %Doctorate 1Masters 6Post Graduate Diploma 8Bachelor 83Advanced Diploma and Diploma 2

Total 100

TEACHING STAFF, HIGHEST ACADEMIC QUALIFICATION


EXPENDITURE ON TEACHER PROFESSIONAL DEVELOPMENT AND LEARNINGIn 2018 there was 100% teacher participation in professional development and learning. A total of approximately $83,538 was spent in this area. This represents an approximate average expenditure of $553 per teacher on professional development provided to the School by external providers. It should be noted that teaching staff also attend AISWA training sessions which are provided to independent school staff at no additional cost.

This is in addition to school-based professional development delivered in the work place. The School has eleven professional development days allocated in each school year.

Professional development and learning operates at four levels:• School Initiated Professional Development and Learning dealing with school-wide systems, approaches

and programs.• Phase Level Initiated Professional Development and Learning specific to Early Childhood Schooling.• Departmental or Key Learning Area Initiated Professional Development and Learning.• Individual Teacher Initiated Professional Development and Learning.• Attendance at the ASC Christian Purposes Day.

Consequently, the members of our teaching and teaching support staff were involved in a wide range of professional development and professional learning.

SCHOOLSTAFFING

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SCHOOLFUNDINGSCHOOL FUNDING SOURCESThe total gross income for the year ending 31 December 2018 was $31.2 million. Information on the School’s Finances will be published on the My School website http://www.myschool.edu.au later in the year.

Australian Government Recurrent Funding

State Government Recurrent Funding

Fee Income

Other Private Income

Graph 2: Percentage Of School Funding Sources

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45%

2%36%

17%

http://www.myschool.edu.au

STUDENTINFORMATIONENROLMENTS John Septimus Roe Anglican Community School provides education for students from Pre- Kindergarten (3 years old) to Year 12. In 2018, the total enrolment was 1809 students at the School’s August census. The enrolment comprised 813 students in the Primary School and 996 students in the Secondary School; with an overall gender balance of 52% male and 48% female students.

STUDENT RETENTION (2013– 2018) Of the 189 students in Year 7 2013, 163 students completed Year 12 at the School in 2018. The reduction in numbers was the result of family relocation (intra-state, interstate or overseas), transition to TAFE or the workplace and moving house and consequently their school.

There were 163 students who completed Year 12 in 2018, therefore the 167 of the Year 7, 2013 students represent 86.20% of the cohort

STUDENT ATTENDANCE

Year Student Numbers

Attendance Rate Daily Average %

PK 20 90KG 76 93PP 75 931 88 952 96 963 95 954 119 955 122 956 122 96

Average 94%



7 159 968 166 959 163 94

Average 95%



10 177 9411 169 9412 162 92

Average 93%

Primary Attendance

Middle School Attendance

Senior School Attendance

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STUDENTOUTCOMESYEAR 12 RESULTS – 2018John Septimus Roe Anglican Community School can be very proud of the efforts of its Year 12 students of 2018. 155 students met the requirements for graduation and will receive the Western Australian Certificate of Education (WACE) from the School Curriculum and Standards Authority. This is a 96.88% graduation rate of our Year 12 students.

Of the 105 students with an Australian Tertiary Admission Ranking (ATAR), the school achieved a median ATAR score of 79.65. This was equal 69th in the State.

The School would especially like to acknowledge our highest achievers for their results. Many earned a top ATAR as well as receiving Certificates of Distinction or Certificates of Merit. We congratulate Jordan Thompson-Giang who achieved the School’s highest ATAR of 99.10, closely followed by Jayden Teo who achieved an ATAR of 97.50. Other students who achieved an ATAR in excess of 90 include, Varum Mehta, Anthony Huynh, Jaimin Kerai, James Le Tien, Daniel Flanagan, Marilyn Nguyen, Antoni Zeidan, Hong Trieu, Joshua Armstrong, Unique Spera, Ma-Har Tun Zwae, Meg Micallef, Derek Wan, Georgia May, Jasmine Murfit and Rhys Kendrick.

27 of the School’s students were acknowledged and recognised in the School Curriculum and Standards Authority Exhibition and Awards List 2018, with eleven students attaining a Certificate of Distinction and 16 students attaining a Certificate of Merit, for their consistent high achievement throughout Year 11 and Year 12.

The table below provides a summary of the results of JSRACS students who sat four or more Courses of Study examinations for the 2018 Western Australian Certificate of Education (WACE). Students who sit four or more examinations at this level are eligible to receive an Australian Tertiary Admission Rank (ATAR) for the purpose of admission to university.

The 2018 results are also provided in the context of the last six years. This information has been published annually by the School since 1996. Data prior to 2013 can be found on the School’s website in the School’s Annual Reports.

JSRACS ATAR RESULTS 2013 – 2018 At the top end, the 2018 results were comparable to the 2017 results, which were the best set of results achieved over the last six years. In 2018, 52 or 49.52% of the students achieved an ATAR above 80. A score of 80 allows automatic inclusion into all of the four main Universities in Western Australia; however, each of the four main Universities has prerequisite scores for individual courses available.

The School anticipates fluctuations from year to year as each cohort has a different academic profile. It should be noted that the percentage of students with a score higher than 80 is used as a key performance indicator for the School’s academic performance. It is also the School’s focus to reduce the number of students who score less than 60.

While this report has focused on the ATAR results for 2018, we understand and appreciate that not all students demonstrate the capacity to complete and successfully achieve an ATAR that will gain them direct entry into a university.

It is the School’s ongoing focus to counsel students into the best possible pathways available to them, dependent on their academic capacity and their life goals. In stating this, achieving an ATAR is only one pathway through which students may successfully enter university. The School therefore has invested in a range of General and Certificate level courses for students. These courses do not preclude students from attending university, however, presents these students with alternate pathways, commensurate with their abilities and interest

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STUDENTOUTCOMESYear 2013 2014 2015 2016 2017 2018

Nos % Nos % Nos % Nos % Nos % Nos %Total Y12 167 108 161 163 167 160

4 + COS 124 74.25 77 71.29 118 73.29 119 73.00 111 66.47 105 65.63

90-99.95 24 19.35 13 16.88 29 24.58 17 14.28 18 16.22 18 17.14

80-89.99 26 20.97 18 23.38 26 22.03 31 26.05 43 38.74 34 32.38

50 40.32 31 40.26 55 46.61 48 40.33 61 54.95 52 49.52

70-79.99 33 26.61 13 16.88 30 25.42 26 21.84 26 23.42 28 26.66

83 66.93 44 57.14 85 72.03 74 62.17 87 78.38 80 76.18

60-69.99 16 12.90 9 11.68 12 10.17 25 21.00 15 13.51 7 6.66

99 79.83 53 68.83 97 82.20 99 83.17 102 91.89 87 82.84

55-59.99 6 4.84 5 4.62 5 4.24 7 5.88 5 4.50 10 9.55

105 84.67 58 75.32 102 86.44 106 89.05 107 96.40 97 92.39

0-59.99 19 15.32 19 24.67 16 13.55 13 10.92 4 3.60 8 7.61

Total 124 100 77 100 118 100 119 100 111 100 105 100Table 1: JSRACS ATAR Results 2013 -2018 (Students completing four or more COS)

Back Row: Alex Huynh, Connie Danaher, Jessica Willliams, Saffi Hunt, Wyitt Chong, Aleck Gianoli, Matthaus Atkins, Anthony Dea, Mark Walker, Jacob Peacock, Lachlan Couldridge, Rebecca Langsford, Mr Ben Lomas (2017 Interim Principal), Mr Jason Bartel (Principal), Mrs Christina WallisFront Row: Ryan Stewart, Declan Woods, Audry Ooi, Nicholas Huynh, Rachel Abelha, Natalia Grassi

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STUDENTOUTCOMES

Median ATAR Comparison % 2013 - 2018

MEDIAN ATAR COMPARISON 2013 - 2018The School’s median ATAR in 2018 was 79.65 compared to a State median of 81.80. The table below provides a brief summary of the median ATAR results in context of the last six years

From a whole of school perspective, John Septimus Roe Anglican Community School was acknowledged for having the highest performing Year 12 students in Biology, Computer Science, Geography and Media Production and Analysis. This acknowledgement and achievement speaks very highly of the commitment of the staff and students in these ATAR Courses.

The School would like to congratulate all students, and there were some exceptional individual performances in 2017, with many students achieving an ATAR of which they can be very proud. Some students overcame incredible personal challenges to achieve their absolute best. There are also many hard-working students who have an ATAR which speaks to their resilience and dedication.

These results demonstrate the effort and skill of our teachers, both Primary and Secondary, who motivate, mentor and guide their students throughout their schooling. We also acknowledge the care and love of parents who have supported their children throughout their education. Results such as these are best achieved through a partnership between home and school.

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Year 2013 2014 2015 2016 2017 2018JSRACS Median ATAR 76.65 74.60 79.05 75.30 81.55 79.65

Western Australian Median ATAR 79.10 79.00 79.10 80.85 81.40 81.80


2018 COMPARISON OF ATAR SCORES - ASC SCHOOLS

STUDENTATAR SCORES

School Med

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No.

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Esperance ACS 79.4 28 12 42.85 73 7

Frederick Irwin AS 80.40 139 108 77.70 61 5

Georgiana Molloy AS 76.45 57 37 64.91 93 8

John Septimus Roe ACS 79.65 160 105 65.63 69 6

John Wollaston ACS 85.65 58 32 54.25 23 1

Peter Carnley ACS 71.00 26 12 46.15 124 10

Peter Moyes ACS 80.65 122 89 72.36 58 4

St Georges AGS 72.60 40 24 40.00 115 9

St Marks ACS 85.25 151 126 83.44 26 2

Swan Valley ACS 82.30 63 35 57.38 51 3

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RETENTION RATES AND POST SCHOOL DESTINATIONS

STUDENTDESTINATIONS

The following tables show the post-school destinations for 159 of the 160 students who completed Year 12 in 2018, showing TAFE and employment destinations and the university destinations by course type. 105 students studied courses which enabled them to achieve an ATAR and 55 students studied a VET or non-ATAR pathway.

The majority of students continued their studies at university at the beginning of 2018. 110 students applied for a university course. 108 students (98.2%) were offered a place at university; and of this 90, students (83.3% of the total cohort) have enrolled in a university course, with 18 of these students deferring university entrance, preferring a gap year between secondary and tertiary studies.

29 students (17.12%) who responded to our survey continued training (at a Certificate or Diploma level) after exiting School either at TAFE, a Registered Training Organisation or in an Apprenticeship or Traineeship. 15 students (9.4%) who responded to the survey have commenced employment, other than an apprenticeship or traineeship.

The take up of university courses is shown in the table below. Approximately 27.74% of our students went on to take up science-based courses including Natural and Physical sciences and Engineering with 12.04% going into Health-related studies. Curtin University was the most popular university of choice for our students, with 42.59% of JSRACS students choosing this university. A further 24.07% elected to study at UWA, and 19.44% at ECU. Murdoch was chosen by 13.90% of our students.

The statistics speak for themselves regarding the performance of our students and their purposeful engagement in a range of types of further education, employment, apprenticeships and traineeships beyond their time at JSRACS.

67.5%

5.98%9.4%

17.12%

University

TAFE, Apprenticeship or Traineeship

Employment

Other (gap year, did not respond to survey or unsure)

Post Year 12 Pathways

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STUDENTDESTINATIONS

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Course Type No. %

Natural and Physical Sciences 22 20.37%

Engineering, Technologies and Information Technology 8 7.40%

Architecture, Planning and Building Science 3 2.78%

Health (Nursing, Paramedical, Physiotherapy, Occupational Therapy, Speech Pathology, Chiropractic, Osteopathy, Pharmacy, Biomedicine) 13 12.04%

Education 4 3.70%

Management and Commerce 11 10.18%

Society and Culture, Psychology, Law, Criminology 15 13.89%

Creative Arts (Music, Visual Arts) Journalism and Media, Animation, Game Design 9 8.34%

Information Technology 5 4.63%

Offered a university course but did not enrol or deferred 18 16.67%

Total 108 100%


NAPLANRESULTS

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NAPLAN 2018The 2018 NAPLAN results indicate that average school scores for all year levels and domains are above the state and national averages.

Compared to the 2017 results, the following changes were observed, relative to the national average:

• Year 3 averages have improved for all domains except for Reading;

• Year 5 averages have improved for all domains other than Numeracy, which is stable;

• Year 7 averages have improved for except for Grammar;

• Year 9 averages have declined for all domains other than Spelling, which is stable.

Tracking of the current Year 5, 7 and 9 cohorts reveal an overall improvement in the performance of these cohorts over time at John Septimus Roe Anglican Community School.

The percentage of students achieving below the National Minimum Standard was better than the state and national percentages across all domains in all year groups, except for Year 5 Reading. Key areas

with high percentages Below minimum standards are Year 5 Reading and Writing (6% and 8%, respectively), and Year 9 Writing (9%). Compared to 2017, the percentage of students below the minimum standard has worsened for Year 5, but generally improved in other year groups.

In Year 9, more than 80% of students have achieved the minimum Numeracy standards required for WACE graduation and are thus exempt from OLNA in Year 10. Approximately 70% of students have achieved this standard for Reading and 50% for Writing. Numeracy and Reading have improved from 2017, but Writing has declined.

Comparing average scores shows that girls have outperformed boys in Reading and Writing for Year 5 to Year 9. Boys have outperformed girls in Numeracy in Year 3 and Year 9. In Year 9 Writing, 12% of boys did not meet National Minimum Standards (same as 2017). The gender gap for Writing in this group has reduced, only because the percentage of girls Below Minimum Standard has increased to 6% (from 4%).

ANALYSIS NOTESData from students in Years 3, 5, 7 and 9 in 2018 was analysed across the five assessment domains of Numeracy, Reading, Writing, Spelling and Grammar & Punctuation. Data from 96 Year 3 students, 121 Year 5 students, 153 Year 7 students and 159 Year 9 students was analysed. Data from students who were absent for some or all of the assessments were excluded from the analysis of the corresponding test results.

The primary source for NAPLAN 2018 data analysed in this report is the AISWA Valuate web service.

State and national statistics contained in this report were sourced from the ACARA website, “NAPLAN 2018 Summary Results: Preliminary Results” and Time Series data for each domain.

Further analysis of the JSR school results compared since 2003 are available through the Valuate and CNAP web services. However, following a change to the NAPLAN Online format, some data for 2018 is only partially complete in CNAP and Valuate databases. Charts and tables presented in this document have been generated from the raw data so the analysis is not adversely impacted by the lack of data.

The 2018 NAPLAN Online is an adaptive test format, so questions that are presented depend on how well, or poorly, students have answered previous questions. In other words, students do not all complete the same set of questions. In principle, this should allow greater discernment of student ability. It is possible that some observations made in this report are artefacts of these changes in format. However, where appropriate, the analysis in this report uses a comparison of standard scores, percentages, or reference to predefined achievement standards. Therefore, the results presented in this report are largely unaffected by variation in raw numerical data that can occur from year to year or the change to NAPLAN Online.


NAPLANRESULTS

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YEAR 3 RESULTSThe Year 3 cohort consists of 96 students – 51 boys and 45 girls. Two students did not complete one or more of the NAPLAN assessments.

The mean scores of JSRACS Year 3 students were consistently higher than the State and Australian mean in all domains. The relative margin above Australian averages has increased for all domains, except for Writing.

YEAR 3 COMPARISONS OVER TIMEIn absolute terms, the 2018 School mean in each domain was stable compared to 2017 (with only small declines in Spelling and Grammar). The spread of results for each domain in 2018, as indicated by the standard deviation, is broadly similar to 2017.

YEAR 3 TRENDSA standard score compared to the Australian mean, shows that the Year 3 results have generally continued a rising trend, since 2010, with a notable spike indicating very strong results (other than for Writing) in 2012. The 2018 Year 9 results for the 2012 Year 3 cohort are reported later in this report. There is a small decline in standard score for reading from 2017 to 2018.


JSRACSMean

WA StateMean

AustMean

Numeracy 415.0 402.8 407.7Reading 449.5 422.7 433.8Writing 428.1 400.0 407.2Spelling 443.8 410.7 417.8Grammar & Punctuation 460.4 424.2 431.7

JSRACS Year 3 Compared to the WA and Australian Mean

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NAPLANRESULTS

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YEAR 5 RESULTSThe Year 5 cohort consists of 121 students – 64 boys and 57 girls. 2 students did not complete one or more of the NAPLAN assessments.

The mean scores of JSRACS Year 5 students were consistently higher than the State and Australian mean in all domains. The relative margin above Australian averages is stable for Numeracy and Grammar and has increased for other domains.

YEAR 5 COMPARISONS OVER TIMEIn 2018 the JSRACS means for all domains were higher than in 2017 (only marginally higher for Numeracy and Grammar). The spread of results, as indicated by the standard deviation, has increased for Writing).

YEAR 5 TRENDSA standard score comparison to the Australian mean shows that the Year 5 results have generally been relatively stable since 2010. The high-performance spike associated with the 2012 Year 3 cohort is less evident in the 2014 Year 5 cohort.

In 2018, Writing and Spelling scores have increased above previous peaks. The other domains have remained stable, slightly above the Australian mean.


JSRACSMean

WA StateMean

AustMean



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YEAR 5 COHORT PROGRESSOnly 2 data points are available to track Year 5 cohort progress, but show consistent performance, compared to the Australian mean, for Reading Grammar. Numeracy has increased from slightly below to slightly above the Australian mean, while Writing and Spelling have increased the margin above the Australian mean.


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NAPLANRESULTSYEAR 7 RESULTSThe Year 7 cohort consists of 153 students – 81 boys and 72 girls. 1 student did not complete one or more of the NAPLAN assessments.

JSRACS Year 7 mean scaled scores were considerably higher than both the State and National means for all domains. In absolute terms, the relative margins above Australian averages are broadly stable.

YEAR 7 COMPARISONS OVER TIMEIn 2018 the JSR means of the raw scores for each domain were slightly higher than in 2016 for Spelling and slightly lower for Grammar. Other domains are stable.

The spread of results, as indicated by the standard deviation, is broadly similar to previous years.

YEAR 7 TRENDSA standard score comparison to the Australian mean shows a continuation of an upward trend in Writing performance that began with the 2016 NAPLAN.

Numeracy scores for Year 7 were flat, around the Australian mean, from 2010 to 2014 before making a steady increase to 2016. The high-performance spike associated with the 2012 Year 3 cohort is now only evident as a peak in the Numeracy results for the 2016 Year 7 cohort, which is followed by a dip as the results “return to trend” in 2017 and 2018.


JSRACSMean

WA StateMean

AustMean



YEAR 7 COHORT PROGRESSFrom Year 3 to Year 7, means for the 2017 Year 7 cohort have increased steadily for Numeracy, Reading from slightly below to modestly above the Australian mean. Grammar is also modestly above the Australian mean, after a minor dip in 2016. Progress in Writing is notable, where the cohort has improved from level with Australian mean in 2016 to well above in 2018.


NAPLANRESULTS

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YEAR 9 RESULTSThe Year 9 cohort consists of 159 students – 91 boys and 68 girls. 2 students did not complete one or more of the NAPLAN assessments.

JSRACS Year 9 mean scores were considerably higher than both the State and National means for all domains, and margins are higher than in 2016 (for Numeracy, Reading and Writing), or similar. In absolute terms, these scores meet or exceed historical high NAPLAN scores for all domains.

YEAR 9 COMPARISONS OVER TIMEComparing absolute results from 2010 to 2018, means for Spelling and Writing have remained relatively steady in absolute terms. Grammar has been stable until 2016, and has trended up since 2018. Reading and Numeracy means have followed an increasing trend, with a spike above trend in 2016 and again in 2018.

YEAR 9 TRENDSComparing standard scores across the seven years from 2010 to 2018 , results for all domains have followed a generally increasing trend, with the expected moderate peaks and troughs. All domains have increased from 2017 to 2018, compared to the Australian mean (a slight increase for Spelling). On a standard score basis, these are the highest results ever for the School, in every domain other than Spelling. Numeracy, Writing and Grammar are considerably above the Australian mean, while the other domains are moderately above.


JSRACSMean

WA StateMean

AustMean



YEAR 9 COHORT PROGRESSThe 2018 Year 9 cohort was first observed in the 2012 Year 3 NAPLAN as a significant spike in the relative achievement compared to prior and subsequent years. Outlier achievement was less evident in the Year 5 and Year 7 NAPLANs, with broadly stable margins on a standard score basis. There was steady improvement in Writing (from a low base) and fluctuation in Reading and Grammar (from a higher base). However, in 2018 this cohort has made substantial gains in all domains other than Spelling, to now record some of the highest average results seen by the School.

The high achievement of this cohort in the 2018 NAPLAN could indicate a potential for high academic achievement which might require consideration in course options for Years 10 to 12. However, the outperformance of this cohort on average, does not imply that there are exceptionally strong individuals in the group. Furthermore, this cohort might still include students that are falling below minimum standards.

GENERAL COMMENTSIn all Years and all domains, average scaled scores were higher than the Australian means.In Year 3, Reading and Spelling fell slightly, relative to the Australian mean, but all other domains improved. In Year 5, Writing and Spelling improved, relative to the Australian mean, while all other domains were stable. In Year 7, Grammar declined, relative to the Australian mean, other domains improved. In Year 9, all domains improved and, apart from Spelling, reached historically high levels compared to the Australian mean.

In every year group, the time-series trends show evidence that students at JSRACS are improving over time.

Tracking of cohorts from Year 3 show that every group is improving relative to the Australian mean.


NAPLANRESULTS

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COMPARISON TO NATIONAL MINIMUM STANDARDS (NMS)

The National Minimum Standard (NMS) represents minimum performance standards in Literacy and Numeracy for a given year level, below which students will have difficulty progressing satisfactorily at school.

The national minimum standard bars by year level are listed below. Year 3 Band 2 Year 5 Band 4 Year 7 Band 5 Year 9 Band 6 WACE Band 8

Among all year groups and across all domains, except for Year 5 Reading, the percentage of JSR students who achieved Below the National Minimum Standard was lower than percentages achieved at State and National level. Furthermore, the percentage of JSRACS students at or below NMS is lower than the state and national percentages in all domains, other than Year 3 to Year 7 Grammar.


Overall, these results are an improvement on 2017 with the exception of Year 5, where the percentage Below NMS for Writing has increased to 7.5% (from 4.2%) and Reading has increased to 5.8% (from 2.5%).

By Year 9, less than 1% of JSRACS students are Below NMS for Reading, Spelling and Grammar. Approximately 2% of JSR students are Below NMS respectively Numeracy, while 9% are Below NMS for Writing. The percentage Below NMS for Year 9 Reading is following an increasing (worsening) trend, to 8.8% in 2018 (from 7.1% in 2016 to 6.4% in

2016).

For Numeracy, the percentage Below NMS at At NMS is very low in all years (just a few individuals) and considerably lower than the Australian average.


Year Year 3% Year 5% Year 7% Year 9%

Grammar 2.1 0.8 1.3 1.9Numeracy 1.1 5.8 2.0 -Reading 1.1 7.5 2.6 8.8Spelling - 0.8 1.3 -Writing 1.1 3.3 1.3 0.6Overall Cohort 0.8 3.6 1.7 2.3

Percentage of Students Below the NMS

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NAPLANCOMPARISONSFor Reading, the percentage Below NMS is around 6% for the Year 5 (higher than the Australian mean of 3%), and negligible in other years. The percentage At or Below NMS is lower than the Australian averages, in the 6-12% range for Year 3 to 7. By Year 9, it is much below the Australian average at 5%. These levels are broadly similar to 2017 results.

For Writing, the percentages Below NMS and At NMS are lower than the Australian average in all years.

However, the 2018 NAPLAN results indicate that 8-9% of students in the Year 5 and 9 cohorts have Writing skills below the expected minimum standard. Furthermore, 15-20% of students in Years 5, 7 and 9 are just at the expected minimum. Note that high achievement the Year 9 cohort discussed previously in this report is at odds with the long tail of students that are evidently just At or Below NMS for Writing.

The percentage Below NMS for writing follows a similar pattern to 2017 where the percentages in Years 5 to 9 were 4.2%, 1.8% and 7.1% respectively. The low percentage in Year 7 is not evident in state or national results. Further breakdown of this result is provided later in the Gender Comparisons section of this report


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For Spelling, the percentage Below NMS is negligible in all years. The percentage At or Below NMS is lower than the Australian averages, in the 6-11% range.

For Grammar, the percentage Below NMS is around 3% for the Year 5 and negligible in other years. The percentage at or below NMS is significantly lower than the Australian averages, in the 10-16% range.


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NAPLANCOMPARISONSWACE LITERACY AND NUMERACY ACHIEVEMENT

To achieve a Western Australian Certificate of Education (WACE), students need to demonstrate a minimum standard of Literacy and Numeracy. Students who achieve Band 8 or above in the Year 9 NAPLAN Reading, Writing or Numeracy tests will be considered to have demonstrated the standard for that component and are thus not required to complete OLNA assessments.

The table and chart below show the number and percentages of the 2018 Year 9 cohort that have not yet achieved the WACE Literacy and Numeracy standards.

It can be seen in the above chart that, for Reading and Numeracy, the majority of Year 9 students have achieved Band 8 (or higher) which is the standard of Literacy and Numeracy required for WACE graduation. However, for Writing, just over half of the cohort have failed to achieve the Minimum Standard.

Compared to 2017, the percentage of students achieving Band 8 for Writing has decreased to 49% (from 56%). The percentage for Numeracy has increased to 83% (from 63%), and for Reading has increased to 69% (from 62%).


Year Reading Writing Numeracy

< Band 7 8 (5.0%) 32 (20.1%) 9 (5.7%)= Band 7 42 (26.4%) 49 (30.8%) 18 (11.3%)> Band 7 109 (68.6%) 78 (49.1%) 132 (83.0%)

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GENDER COMPARISONS

Comparisons of results for male and female students for each year and domain are shown in the charts below. As for the prior Trends and Cohort Tracking, comparisons are made using standardised scores to mitigate the effects of year-to-year variation in the NAPLAN assessments.

Overall, Year 3 boys outperform girls in all domains. This situation reverses by Year 5 where the girls have the advantage and the greatest gender differences are observed. Apart from Numeracy, girls maintain the advantage, with reducing margin, up to Year 9.

Year 5 boys are below the national average for Reading and Grammar, and only marginally above the national average for other domains. Year 9 girls are substantially above the national average in all domains (although to a lesser extent for Spelling).

The greatest consistent gender differences are observed in Writing, where girls are as much as 0.6 standard deviations above the boys in Year 5, although this reduces to 0.3 standard deviations by Year 9. (Note that there is minor clipping in the chart where actual standard scores for girls are 0.67, 0.62 and 0.66 for Year 5, 7 and 9 respectively.)

For Numeracy, boys have significantly outperformed girls on average in every year group except for Year 5. In Year 5 both genders recorded similar results, close to the Australian mean.

For Reading, girls have outperformed boys in Year 5 through to Year 9, although the discrepancy is minor in Year 7. Boys outperform girls for Reading in Year 3.


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NAPLANCOMPARISONSGENDER COMPARISONS

For Spelling, there is no consistent pattern in gender differences. Boys and girls are similar in Year 7 and 9. Boys performed better in Year 3, but this reverses in Year 5.

Gender differences for Grammar are, unsurprisingly, similar to Reading, girls have out-performed boys in Year 5 through to Year 9. Boys outperform girls for Grammar in Year 3.


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GENDER AND NATIONAL MINIMUM STANDARDS

In almost all cases where there is a significant percentage of students Below NMS, boys will have a greater percentage below standard, and a greater number At or Below NMS.

This pattern is particularly true for Writing (consistent with the standard score comparison above), and to a lesser extend Reading and Grammar (which show similar gender differences).

For Numeracy, Spelling and Reading (other than Year 5) the percentage of students Below NMS is quite low in all year groups so gender differences are not strong.

In Writing, the previous comparison with the Australian average showed a dip in Year 7. It can be seen below that this low percentage Below NMS applies to both genders compared to other year groups – with no girls in this year group Below NMS, and a relatively low 5% of boys Below NMS.

Other than Writing, gender differences for students Below NMS are broadly similar to 2017. For Writing gender differences have reduced from 2017, but are still significant.


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NAPLANCOMPARISONSGENDER AND WACE LITERACY AND NUMERACY ACHIEVEMENT

For Literacy domains, a higher percentage of Year 9 female students have achieved Band 8 or higher. The greatest difference is with Writing where 56% of girls but only 44% of boys have achieved at Band 8. For Reading, 72% of girls and 66% of boys are at Band 8 or higher.

For Numeracy, a higher percentage of boys have achieved Band 8 or higher; 87% of boys compared to 78% of girls.

Gender disparity at this level is broadly similar to that of the 2017 cohort.


SUPPORT FORSTUDENTS

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Across the School, students requiring academic support are catered for with a differentiated learning programme. Staff receive training in developing Individual Education Plans and differentiating learning programmes to suit the individual needs of the students in their classes.

Further support is offered through the Education Support Services (ESS) Team across the School. The ESS is in place to support students who have difficulties accessing the curriculum for their year group. It offers in-class support and withdrawal programmes in Literacy and Numeracy.

John Septimus Roe Anglican Community School has also invested in offering significant professional development opportunities for all staff and has developed a more robust process by which support can be initiated and enacted upon for students requiring specific support. Education Assistants work alongside individual students to ensure they are supported within the classroom and a flexible approach to timetabling is applied in order to cater for the specific needs of a range of students.

Individual Education Plans are developed in consultation with the class or learning area teacher, student and parent in order to differentiate aspects of the learning programme to suit the needs of the individual student.

A summary of the strategies implemented to support those students who are identified as being below the expected standards for Literacy and Numeracy (such as those identified as below Benchmark on the NAPLAN assessments).

SUPPORTING STUDENTS WITH LITERACY AND NUMERACY

These include:• The use of standardised, in-class assessment

to assist in the identification of students below expected standards for literacy and numeracy and assisting in the identification of their current levels.

• Provision of individual student results for NAPLAN assessments to all classroom teachers as are made available through the Valuate website and data base.

• Modification and adaption of teaching and learning programmes by classroom teachers to meet the specific needs of students.

• Where appropriate, the use of an Individual Education Plan (IEP) for identified students.

• Sharing of information between Sub Schools to ensure continuity and to closely monitor student progress across all subjects.

• The ESS Team assists students who are at or below the benchmark in Literacy and Numeracy.

• The ESS Team assists and support early childhood students who are identified as requiring such support in Literacy and Numeracy.

The School continues to review our teaching and learning programmes with the view to achieving improvement in all areas.


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SATISFACTION LEVELSJSRACS measures student, parent and staff satisfaction through indirect and direct measures. The School continues to receive a high level of applications for enrolment in Kindergarten and Year 7, the principle student entry points to JSRACS. Approximately 1200 families had children attending the School in 2018. The student enrolment in 2018 stood at 1,808 students at the August census date.

At interviews, parents seeking enrolment for their children generally cite that they have been attracted

to the School because they have a relative, friend or work colleague who has a child or children enrolled, or they have had some contact with a current student and been impressed by what they have heard. JSRACS has a high standing and strong reputation within the School and the broader community for sensible discipline, sound and consistent pastoral care, good levels of academic achievement, a broad curriculum and well maintained facilities and grounds.

STUDENT AND PARENT SURVEYIn 2017, the Executive and School Council initiated a pilot survey. Parents across K-12 were contacted through a developed survey tool, with a set of 12 questions developed by ACARA. Parents who did not have an email address registered with the School were sent a hard copy. The Survey was anonymous with the School being unable to identify individual responses.

In 2019, the School engaged the School of Education at Edith Cowan University (ECU) to conduct a whole of school survey. This data will be utilised and compared in the 2019 Annual Report.

It is planned that ECU will conduct these surveys every two years. In 2017, the student population was surveyed, with students from Years 3 – 12 required to participate. The information in this report reflects the data as collected through the 2017 survey.

Year 3 was chosen as the cut off consistent with the first year for student participation in NAPLAN assessments. The survey questions were consistent across Year 3 – 12, with the surveys set up using a different URL for each year group to facilitate easier data analysis.

Participants in both the parent and student survey were given the opportunity to respond on a 9 -point, three band continuum ranging from “strongly disagree” through “agree” to “strongly agree” to each of the 12 items of the survey.

PARTICIPATION RATESParentsThe parents of all children from Kindergarten to Year 12 were advised of the purpose of the survey and the opening and closing dates of the survey by letter. E-mail communication was used to remind parents of the opening and closing dates and an e-mail reminder was sent regarding the imminent closing date. Notwithstanding the advice provided to parents the level of participation was relatively low.

StudentsPastoral Care Groups and Primary Classes were used as the vehicle for students to complete the online survey. The anonymous nature of the survey means that it is not possible to determine which PCG groups or individual students completed the survey.


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Parent Survey Participation Primary - Beechboro

Parent Survey Participation Primary - Mirrabooka

Kindy Year 3

Pre Primary Year 4

Year 1 Year 5

Year 2 Year 6

Graph 5: Combined Primary Parent Participation Rates


Responses Response Rate %

KG 47 9 19.5%PP 55 14 25.4%1 49 14 28.6%2 55 17 30.9%3 60 24 40.0%4 63 15 23.8%5 64 15 23.4%6 62 23 37.1%



7 174 60 34.5%8 190 40 21.0%9 192 77 40.0%10 184 79 42.9%11 179 67 37.4%12 162 64 39.5%



KG 59 16 27.1%PP 60 12 20.0%1 57 18 31.6%2 64 20 31.2%3 64 15 23.4%4 64 26 40.6%5 71 22 31.0%6 84 32 38.1%

Parent Survey Participation Secondary

On a campus-by-campus basis, the participation rates ranged from 19.15% to 42.93% across Kindergarten to Year 12.

The combined participation rates for the Primary Years of Schooling (K to Year 6) ranged from 22.61% to 32.28%. The participation rates are relatively low or between 2 and 3 parents out of 10 responding to the survey. Bearing in this in mind, nevertheless the results do provide some useful indicators as to the level of parent satisfaction across the 12 items of the survey.


23.6%

22.6%37.7%

30.2%27.4%

31.1%32.3%

31.4%

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STUDENTSPastoral Care Groups and Primary Classes were used as the vehicle for students to complete the online survey. The anonymous nature of the survey means that it is not possible to determine which PCG groups or individual students completed the survey. The participation rates are shown in the tables below.

Student Survey Participation Primary - Beechboro

Student Survey Participation Primary - Mirrabooka



3 60 48 80.0%4 63 62 98.4%5 64 47 73.4%6 62 57 91.9%



3 64 36 56.2%4 64 57 89.0%5 71 61 85.9%6 84 79 94.0%

The Beechboro Campus Primary student participation rate was 85.95%. The Mirrabooka Campus Primary participation rate was 81.32%. The overall Primary student participation rate (Years 3 to 6) for both Campuses was 83.63%. The overall Secondary student participation rate (Years 7 to 12) was 82.77%. The highest rate at 100% was at Year 9 and the lowest of 66.75% at Year 12.

The overall Student participation rate for both Campuses (Years 3 to 12) was 83.28%. Given the School has an average attendance rate of about 95% on any one day, the ‘adjusted’ overall student participation rate was in the order of 87.66%. This is quite high and, therefore, more meaningful conclusions might be drawn from the responses.

The pilot survey indicates a strong level of student satisfaction across each of the 12 items


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INTERPRETING THE DATAThe data from each survey has been analysed by the Senior Management Group in the context of other satisfaction performance measures such as:

• Feedback at scheduled parent interviews;• Attendance at and feedback from Primary class expos;• The School’s feedback and complaints portal;• The number and type of complaints requiring intervention by the Principal of other members of the SMG;• Attendance at and feedback from parent information sessions and parent education forums;• Anecdotal comments made parents at the time of enrolment interviews in response to why they wish to

enrol their child at the School - positive reputation in the community at large and of parents with their children enrolled at the School;

• Observations made by visiting supervising lecturers and student teachers on practice at the School regarding the School “tone” and general and classroom behaviour of the student body;

In general, the parent survey indicates a very high level of satisfaction of between 85% and 98%. The lowest satisfaction rating was in relation to “the extent to which the School takes parent opinions seriously” at 84.36% for parents of students in Year 12. This is a very open ended survey question and a negative response could depend on the extent to which a parent does not receive a positive response sought from the School with regard to matters as diverse as the available choice of a course of study, a complaint about the unreasonableness of penalties imposed on a student for a late submission of an assignment or the failure of the School to provide sufficient on-site parking or to adequately deal with errant parents not following the pick-up and set-down procedures. This survey item warrants further exploration.

In general, the survey indicates a very high level of parental and student satisfaction across each of the 12 items. The intention for future surveys would be to explore means by which more parents can be encouraged to respond to the parent survey. Consideration should will also be given to nominating a particular student survey day and time when each participating class and pastoral care group is required to complete the survey. This will have the result of increasing the participation rate to over 95%.


SCHOOLSTAFFTHE SCHOOL COUNCILChair - Mrs Diane van de VeldeDeputy Chair - Associate Professor Jan Gray BEd, MEd, PhDTreasurer - Mr David Hill BEd, MEdManMrs Michelle Beor MBusMs Von Bromilow BSocWkMr Ian Curlewis BCom, LLBDr Kenneth Evans BSc, MEd, EdD, FACEL,GAICDMr Alistair EwellMrs Paula HumphreysDr Paula Mildenhall BEd(Hons), MEd, PhD

SENIOR MANAGEMENT GROUPPrincipal Mr J Bartell BA, BEd, Grad Dip Mngt (AIB), MACE, MACELAssistant Principal ~ Senior School Mrs C Wallis BSc, DipEdDeputy Principal and Assistant Principal ~ Middle School (Terms 1 & 2) Mr B Lomas GDipEd, BSc, MEd Lead (SE) Acting Assistant Principal ~ Middle School (Terms 3 & 4) Ms J Biggins BA(Hons), GDipEdAssistant Principal ~ Primary, K – Year 2 Ms G Gratteri BA(Ed)Assistant Principal ~ Primary, Years 3 – 6 Ms P Martin BA, BEdAssistant Principal ~ Pastoral Care, Years 7-12 Ms S Wahl DipT, COGE, GCertEdDeputy Assistant Principal ~ Senior School Mr R Clarke BSc, GDipEdActing Deputy Assistant Principal ~ Middle School Miss A Tosi BA(Ed), BADeputy Assistant Principal ~ Primary (Terms 1 & 2) Mrs S Steel BA, DipT Deputy Assistant Principal ~ Primary (Terms 3 & 4) Ms T Quinn BEdDeputy Assistant Principal ~ Primary Mrs I Knight BEd(Hons)

HEADS OF DEPARTMENTArt (Acting) Ms B BrownCatering and Hospitality Services Mrs C EdwardsDesign and Technology Mr H EdmundsDrama and Dance Mrs T CarrEnglish (Term 1) Dr G Cattle English (Terms 2, 3 & 4) Ms C Richter Foreign and Community Languages Mrs E EmeryHealth and Physical Education Mr D TraynorHumanities and Social Science Mr N ClucasICT, Library and eLearning Mr T DudekMathematics Mr R MessinaMusic Mrs Y AtilaScience Mr G Griggs

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HOUSE COORDINATORSDurham Mr P Norwood, Mr R DudleyKelmscott Miss A Tosi (Terms 1 & 2), Mr R BurchamKelmscott Miss J Codd (Terms 3 & 4)Newbury Mr A Dundo, Miss S HowtingParmelia Mr B Rocchi, Ms C PattisonRoebourne Mrs J Kimble (Terms 1, 3 & 4) Mr R CrozierRoebourne Miss J Codd (Term 2)Sandleford Mr C Pillion, Mr M Shipley

PRIMARY PASTORAL CARE COORDINATORSBeechboro Mr M Dobson Mirrabooka Ms S Rowell

ACADEMIC STAFFMr D Adeline BSc, Post Grad, MABus AD Miss E Albuino BEdMrs C Aldworth BEdMr M Aldworth BA(Ed), BSocScMrs A Allen BEdMiss L Allen-Ankins BA(Ed), BCA, DipThMr G Allison BSc, GDipEd Mrs N Anderson BEd, BVocEdMrs H Ashenden BA, DipEd, PGDipMrs Y Atila BMus Perf, GDipEdMr M Bailey BSc, GDipEdMs L Barnes BA, HDipEdMrs L Barnett BSc(Hons), PGCEMr J Bartell BA, BEd, Grad Dip Mngt (AIB), MACE, MACELMrs L Bartell BEd Mr S Barton BSc, GDipEdMrs N Beer BEdMrs N Berryman BEd, PGDipCounsMrs J Biggins BA(Hons), GDipEdMr J Bradley BMus(Hons), MArts, GDipEd (Left) Mr S Brodie BA(Ed), BEd, MACEMs B Brown MEd, BEd, DipTMr R Burcham DipEd, BThMrs T Carr BEdDr G Cattle GDipEd, BA(Hons), PhD (Deceased)Mrs C Chadd BA, BSocScMrs R Chakaodza BA(Ed), BEd(Hons) Ms D Champion BPhysEd, DipEdMr N Chapman BSc, GDipEd Mr R Clarke BSc, GDipEdMr N Clucas BA(Hons), PGCE, MA(Hons)Ms R Coad BA, GDipEd Mrs J Codd BA(Hons)Ms K Cohen BA(Ed), MSc Mrs E Cole BEdMrs S Comrie BEdMrs K Connell BEdMr B Cook BA, GDipEdMs Z Craigs BSc(Hons), PGCEMr R Crozier BEd, CertEdMs A Cunningham BA, GDipEdMrs I Dalby BA(Ed), BEd Mrs C Davies BEdMrs D Davies BEd(Hons)Ms A De Gregoriis MPC, GDipEdMrs V Demidh BAMrs B Dendle BA, GDipEd

Miss A Devenish BBus, GDipEd Mrs R Dewar BEdMiss T Di Crescenzo BA(Hons), GDipEd Mrs J Dicoski BSc, GDipEdMr M Dobson BEdMr T Dudek BPsyc, PG DipEd Mr R Dudley BAPhysEd, GDipEdMr A Dundo BEdMr H Edmunds BA Mrs C Edwards DIPTMiss M Egan BA, GDipEdMrs E Emery BBus, GDipEd Miss M Foxley BSc, PGCEMr M Gaby BSc, GDipEd, MEdMs P Gallinaro BEd, BA (Left) Ms C Garbin BEdMiss G Gardner BMusEd, PGDipEdMiss S Geldenhuys BSc (Hons), GDipEd Mrs V Glenn BA, BEdMs G Gratteri BA(Ed)Mr G Griggs BSc, GDipEd, PGDipMrs A Haeata DipT TchCertMr S Hales BA(Ed), BA(Design) Miss L Haralambakis BEdMrs S Haralambakis BEd Mrs S Hardingham BEd Ms E Hay BA(Ed)Ms J Helm BEdMiss S Howting BSc, GDipEdMrs V Hughes BEd, GCertEdMrs K Hyland BEdMiss D Jeans BSc, GDipEdMr M Jones GDipEd, BThMiss V Jones BEdMrs J Kent BA, BA(Eng), GDipEd Mrs J Kimble BEd(Hons), CertEd Mrs E King BA(Ed), BEdMrs I Knight BEd(Hons)Mrs B Koloway MDSc, GDipEd Mr D Lawson BA, BEdMrs J Leber BA(Hons)Miss O Lee BCA, GDipEdMs T-A Leighton BA, GDipEdMr J Leverton BAPhysEd, PGCEMrs M Lewis BA, Tch Cert, Tch Higher Cert, (Left)Ms C Lin BEd, DPsych (Left)Mrs A Lindsey BA (Hons), PGCertEd Miss K Littlewood BA, GDipEd

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Mr B Lomas GDipEd, BSc, MEd Lead (SE) (Left) Mr H Lydon GDipEd, BMusEd(Hons)Mrs B Lyons BPHE, GDipEd Miss K Manera BEdMrs D Marsh GDipEx AGM, LAGM, AAGM, BEdMrs J Martin-Bàrrell BEd Ms P Martin BA, BEdMrs L Maurice BA, GDipEdMrs B McClintock BEdMr T McNamara BA, DipEdMrs D Melville GCertEd, DipTMr R Messina BA(Ed), BEdMrs B Metcalf BEd Ms C Mills BA(Ed)Mr C Morgan BA, GDipEdMrs R Morrrell BEdMr B Muir BA, GDipEdMrs M Mullins GDipBus, BAppSc, GDipEd Miss C Murphy BEdMs S Murphy BEd Miss K Nanon BEd Mr H Nguyen BEdMiss S Nicholson BA, GDipEdMr P Norwood BSc, GDipEdMrs S Oldfield BCom, GDipEd, GDipB,GCertECMiss K Orso BSc, GDipEdMiss J Parker BEdMiss S Parker BA, GDipEdMrs P Passetti BA(Eng), GDipEdMs C Pattison BA, GDipEdReverend E Pemberton BA, DipTh, GDipEdMr D Penco BEdMs A Perry BA, GDipEd, GDipArts, MAEd (Left)Mr C Pillion BEd, BA(Ed), GCertMr L Puhl DipT, BEd(Hons), MEd Miss T Quinn BEdMrs J Radacic BCom, GDipEd Mrs S Radalj-Rowe BEd(Hons)Miss K Reeson BSc, GDipEd Ms C Richter BA, DipEdMrs R Roberts BSocSc, GDipEdMr B Rocchi BSc, GDipEd Ms S Rowell BCom, GDipEd Mrs W Rusk BSc, PGCertEdMr D Russell BEng(Hons), GDipEdMr D Rybarczyk BA, GDipEd Ms M Scarfo BEdMrs J Seeber BSc(Hons), GDipEdMrs M Sertis BA, BEdMiss M Sertorio BEd (Left) Mr M Shipley BCom, GDipEd Mrs K Smyth BA, GDipEdMrs T Squire BA, BSc Ms D Stacey BA, GDipEdMrs S Steel BA, DipT (Left)Miss A Stepan BEd Mrs J Stewart BEdMiss S Tait BSc, BEdMiss C Thomas BA(D), GDipEd Ms J Tin BA, GDipEdMs S Toh BCom, GDipEdMrs M Tomlinson BEd Ms A Tosi BA(Ed), BA

CHAPLAINCY TEAMThe Rev’d L Durham H.G.P, LL.B, B Theology (left)The Rev’d C Absalom Dip. Business Studies, DipTh The Rev’d E Pemberton B.A., Dip. Theo., GDipEd

ICTMr J Tuson (Systems & Network Administrator) Mr A CollinsMr K McLachlan Miss T Neilsen Mr J Tan (left)

LIBRARY STAFFMrs E DamianidisMrs B Keelan Mrs S Mujic Mrs P Ranson Mrs T Vlahos

SCIENCE TECHNICIANS/ASSISTANTSMs M Gatti Ms G Ghorbanian

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Mrs B Traynor BEdMr D Traynor BPHE, DipEd Mrs D Tuckwell BA, GDipEd Mrs N Tulloch BA(Ed), BEdMs T Uchanski BA, DipEd, BEd, MEd(Hons) Mrs H van Sanden BSc, GDipEdMs D Vettler BEdMs S Wahl DipT, COGE, GCertEd Mrs C Wallis BSc, DipEdMr L Watkins BA, GDipEdMiss M Watson BA, GDipSc, GDipEdMr A Watt BSc, BA(Ed) Mrs D Watt BEdMrs M Weaver BEdMr S Weaver BEd Mrs J Westlake BEd Mrs S White BEdMr S Wicks BA(Hons), PGDipTMrs S Woodcock HND Business (Fin), BEd Mr T Yan BA, DipEdMiss M Zampogna BEd

SCHOOL PSYCHOLOGISTMrs M Kuriyan BA(Hons), Dip Couns. Psych, DipEd, MPsych (School Counsellor)


STUDENT INTERNSMr J Bolton Miss E Bryan Mr L CouldridgeMiss E Davis Miss N Grassi Miss T JonesMiss L Palman (left) Miss P Tsapazi Miss C TsoulisMr D Woods

EDUCATION ASSISTANTS/TRAINEESMiss T Battista Mrs J Belladonna Mrs N BerryMrs M Bolin Mrs H BordessaMiss F BromilowMrs J Christovitsis Mrs J Clucas Mrs K Colbert Mrs R Crawford Ms A Devattimo Mrs C DooleyMrs M Dunn Mrs E Fitzgerald Mrs D Gallivan Ms K Hesse Mrs L Hinchliffe Mrs J Hooper Mrs D Huggins Miss T Lapthorne (Left) Mrs T Leckey Mrs R Leone Miss M Leverton - AFL Trainee Mrs K Lloyd Mrs K McCracken Mrs T Nankivell Mrs J Norrish Miss L Patrick Mrs S Phelan Mr J Platts Mrs M Ratcliffe Mrs A Sampatlall Mrs C Sheedy Miss L Smith Mrs S Sturmer Mrs J Taylor Mrs T Wells Mrs K Zeakis

BURSARMrs J Healey Dip. Acc.

ADMINISTRATION STAFFMrs M Belci (Left) Mrs J Butcher Mrs L CampanellaMs A Cavanough Mrs T Dixon Mrs T Glenister (Left)Mrs W Griffin - Office Coordinator Mrs B Hawkins - Principal’s Secretary Ms G Izzo Mrs D Jackson Mrs R Karafil Mrs N McLaurin Ms G Morrison Mrs L Murison Mrs J MurrayMs B Nelson Mrs A Newton Miss R Powell Mrs S Perreau - Assistant Bursar Mrs I Prokopovic Mrs B Rentell - Community Relations OfficerMs A Richardson Mrs L Scott Ms K Smith Mrs T Sturges (Left) Miss B Wilson

CANTEEN/CAFÉMrs V Shelton – Food Services Manager Ms N Cameron Mrs S Crookston Mr P Dean - Chef Ms J D’Souza Mrs D Malecki Mrs D McDowell Mrs Y Kong

GROUNDS AND MAINTENANCEMr G De Ruyscher (Left) Mr A Desilva Ms M Monahan (Left) Mr B Moore (Left) Mr E Pringle Mr J Yates

OUT OF SCHOOL CAREMrs F Bowers Mrs V Devi Miss C Huynh Miss P Kaur Mrs M Korac – OSC Coordinator (Managerial Officer)Miss B Zandvliet

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UNIFORM SHOPMrs M Atkinson (Left) Mrs L Frisina Ms G Morrison – Uniform Shop CoordinatorMrs C Wells

MUSIC TUTORSMiss M Ashley-Emile (Left) Mr B Barz Mr G Cant M R Charleson Miss S Cranfield Miss E Dempsey-Lees Mrs T Denn Ms A Dunlop Miss C FilgueiraMr C Harries Mr B Hardwick Miss R HicksMr G Lee Mr J Leggett Mr T Leggett Mr L Miller Miss M Patridge Mr K Podmore Ms A Sarcich Mr N Schurmann Mr C Swarbrick Ms L Swarbrick Mrs N Talbot Mrs P Tan Mr R Vernon

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2018 School Performance Information Report · Paid Personal (sick) 7091 Unpaid Personal (sick) 399 Bereavement 273 Special 531 Jury Duty 19 Total: 8313 hours of leave Graph 1: Staff

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