Gilroy Catholic College, Castle Hill - ceo-web.parra ... · Gilroy College, as it was then known, opened in 1980 and, in 2008, became Gilroy Catholic College. The college was not

Gilroy Catholic College, Castle Hill17-37 Marie Street, Castle Hill 2154Principal: Ms Cheryl MerryweatherPhone: 02 8853 8200 Fax: 02 8853 8299Email: [email protected]://www.gilroy.catholic.edu.au

mailto: [email protected]

http://www.gilroy.catholic.edu.au

Introduction

About the Annual School ReportGilroy Catholic College is registered by the New South Wales Education Standards Authority,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.

Gilroy Catholic College, Castle Hill Page 1

http://www.comlaw.gov.au/Details/C2008A00153/

http://www.parliament.nsw.gov.au/prod/PARLMENT/NSWBills.nsf/0/024AF2E5E17C7B88CA256E3D0031FC35?Open&shownotes

Key Messages

PrincipalI am proud to present the 2018 Annual School Report for Gilroy Catholic College, Castle Hill. Thecollege is a strong faith community where each person's relationship with Jesus Christ is central.The strength of this belief is highlighted by our college motto, Christ is my Light, and it is thisbelief that frames our college mission and values.

Our community of students, parents and staff fosters a holistic education where we seek todevelop each individual in the name of Christ. Together we seek to learn about self and otherswithin the framework of our seven values: faith, service, community, respect, justice, compassionand forgiveness.

Learning and teaching at the college focuses on diversity in the classroom to ensure that allstudents are engaged in their learning and offered every opportunity to achieve. Learning andteaching includes the integration of technology, having a 1:1 device environment with Years 7 to9 using iPads, and Years 10 to 12 using laptops. Use of technology as a learning tool offers richopportunities to provide students with the skills that they will need when they enter thecommunity. We also offer Science, Technology, Engineering and Mathematics (STEM) to Year7, iSTEM for Stage 5 and Industrial Technology Multimedia in Stage 6 to ensure that our studentshave every opportunity to learn about themselves and the world around them.

Each of our students has an obligation to develop his or her God given talents to the full for thebenefit of self and others. Our ongoing goal is to maintain a learning environment whichencourages independent learning and thinking for the development of personal excellence acrossall fields: academic, sporting, cultural and spiritual. In 2017, each Year group had a college valueas their focus for development. The core college value of faith remains: 'For we live by faith' (2Corinthians 5:7).

ParentParental involvement is a vital part of life at Gilroy Catholic College. We have a very active ParentCouncil which is comprised of nominated parish representatives from our closest parishes: StMichael's, Baulkham Hills, and St Bernadette's, Castle Hill, as well as elected members fromwithin our school community.

In 2018, once a term the Parent Council held a parent forum where guest speakers presented ona range of topics from learning and teaching at the college, to the development of teenagers andproactive parenting.

The Parent Council also provided a welcome evening for all families new to the school at thebeginning of the year as well as offering a sausage sizzle at open evening for prospective parents,and speaking at college events. A fundraising contribution of $75 per family per year haveallowed the Parent Council to make donations to the college that facilitated the provision of:

air conditioning to all classroomsa second-hand school mini busfans for the college hallrefrigerated bubblers for the playground

All communication from the Parent Council was in the college newsletter, The Loop, that wasavailable on the college website once a fortnight.

StudentAs student leaders we are very proud to be part of a dynamic community where every student issupported in a comprehensive learning environment and is part of the Gilroy Catholic Collegefamily.

In 2018 we had a Pastoral program that allowed students from each Year group to embraceothers and understand what caring, compassion and respect is about. Our Pastoral program wasimportant in settling Years 7 and 8 into our community and providing them with a sense of


important in settling Years 7 and 8 into our community and providing them with a sense ofbelonging. Each homeroom in Years 7 and 8 had two college leaders to provide guidance andfriendship. In addition, we had excellent staff who were always approachable and supportive.

The student leadership team endeavoured to push the boundaries of what the college hadachieved in our charity work and raising awareness. We were actively engaged in raising moneyor providing goods for a variety of causes including Caritas and St Vincent de Paul. The role of theLeadership Team was to promote each college value and assist students to foster the values ofcompassion, service, community, respect, forgiveness, justice and faith in their daily lives. Thestudent leaders were excellent role models and acted as the communication link between thestudents and senior staff.

Gilroy Catholic College recognised the uniqueness of every student and that each had a differentmeans of achieving goals. The college had many extra-curricular opportunities where studentscould blossom and showcase their talents and abilities. Students were able to express their faithby participating in mass, liturgies, community and social justice initiatives.


Who we are

History of the schoolGilroy College, as it was then known, opened in 1980 and, in 2008, became Gilroy CatholicCollege. The college was not established by a religious order. It was established in response to aneed, identified by parents at the time, for a Catholic secondary school in the Hills. The firstprincipal, however, was a member of the De La Salle Brothers.

The college was founded on the site of St Gabriel's School for Hearing-Impaired Children whichhad occupied the site from 1922. In the first year of operation the college had 137 students witha staff of 11. The college was named after Cardinal Sir Norman Gilroy, the first Australian borncardinal and a significant figure in Catholic education. His motto, Christ is my light, was adoptedby the college and highlighted the importance of Jesus Christ at the centre of college life.

In 2004 close links were re-established with St Gabriel's School for Hearing-Impaired Childrenthrough the establishment of a joint centre for the hearing impaired within the college to assiststudents to make the transition to secondary schooling. This centre no longer exists at thecollege yet the relationship between the two schools remains close through the Design 2 Shineprogram and other initiatives that see Gilroy Catholic College students regularly workingalongside the St Gabriel's School children.

In 2016 the college adopted St Mary of the Cross Mackillop as its patron saint. St Mary of theCross, as an Australian saint, complements the example provided by Cardinal Gilroy, and thecollege community has always worked diligently to assist the wider community, in keeping withSt Mary's aspiration that we 'never see a need without doing something about it'. The values ofSt Mary of the Cross are reflected in our college values and her example is one of inspiration tothe community.

Location/drawing areaGilroy Catholic College is a coeducational Catholic secondary college located in the Hills District,north-west of Sydney. The school has strong relationships with the parishes of St Michael'sPrimary School, Baulkham Hills, and St Bernadette's Primary School, Castle Hill. The majority of itsstudents are drawn from the Catholic primary schools in these and other local parishes.


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

84

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 40

Number of teachers currently undertaking accreditation to teach Religious Education 2

Number of non-teaching staff (includes teachers' aides) 25

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 91

Percentage of 2018 teaching staff who were retained from 2017 96

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesWe focused on strengthening spirit and faith through the celebrations of the Eucharist on AshWednesday, Gilroy Day and the Feast of the Assumption. Whole-school liturgies were celebratedfor opening of the year, Easter, Remembrance Day and Christmas. A Welcome Mass was held forYear 7 students, their parents and new staff members of the Gilroy Catholic College community.A Graduation Mass was celebrated for Year 12 students and their families.

Reflection days for Years 7 to 10 provided students with an opportunity to explore in greaterdepth their relationship with God. Staff and students experienced a strengthening of their faithjourney through the retreat programs for Years 11 and 12. The student leadership retreat had aspecific focus on spirituality. This year we offered morning mass once a week before school forstaff and students on Wednesday mornings. There was a staff mass at the commencement andconclusion of the academic year. Staff formation meetings provided an opportunity to evaluateand improve the Catholic identity of our school.

Prayer was a part of the school week at school assemblies, staff briefings and meetings. TheAngelus was prayed each day.

All classrooms had sacred spaces.

Social JusticeThe Social Justice program allowed students to live their faith in a practical way, throughsupporting causes such as:

Project CompassionSt Vincent de Paul Society appealsstationery drive for Westmead Children's HospitalSt Vincent de Paul Christmas hampers through St Bernadette's Castle Hill Family Groups Diocesan Works Fund AppealSt Vincent de Paul Winter AppealHarmony DayAre You Okay Day? (R U OK?) with Beyond Blue, raising awareness of mental health needsPink Day, supporting breast cancer researchMovember - men's health awareness appeals

Our students also had the opportunity to work with the students at St Gabriel's School forchildren with hearing impairment, and other special needs such as intellectual disability andautism in the mild to moderate range.

School home and parish partnershipsThere were strong links to the parishes through the College Parent Council whose membershipincluded the parish priest from St Michael's, Baulkham Hills, and representatives from thesurrounding parishes. There were also elected parent representatives from the schoolcommunity.

Parish priests presided at our liturgies and students were encouraged to participate fully in allschool liturgical celebrations, as well as those in their local parish. The college Leadership Teammet annually with the parish priests to discuss the liturgical program for the year. The priestsalso played an important role in our enrolment process.

Parents were invited to participate in liturgical celebrations and community days.

Our senior students were involved in diocesan youth events, including Lifted Live.

Religious EducationGilroy Catholic College, Castle Hill Page 6

All students at Gilroy Catholic College were required to take formal classes in ReligiousEducation.

In Years 7 to 10 our students undertook the Sharing Our Story Religious Education program, andin Years 11 and 12 they studied either the The NSW Education Standards Authority (NESA) 1 Unitor 2 Unit Studies of Religion, or Catholic Studies course. The NESA courses were supplementedwith materials derived from Sharing Our Story.

The junior years each had a reflection day that focused on specific issues relevant to their agegroup. Both senior year groups had a three day retreat program that encouraged students toreflect on their relationship with God and their place in the world. There was also a leadershipformation retreat offered to Year 10 college leaders in preparation for their role in Year 11. TheReligious Education curriculum was also used as a means of assisting students to makeconnections with the lived reality of the religious life of the school.

Professional Learning of staff in Religious EducationReligious Education staff received regular professional learning, often supported by the CatholicEducation, Diocese of Parramatta (CEDP) Mission Team.


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 96 92 58 58

Literacy 97 91 60 50

Reading 98 94 65 56

Writing 96 87 54 36

Spelling 96 93 65 59

Numeracy 99 95 65 58

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 96 92 60 49

Literacy 96 88 58 44

Reading 98 94 60 51

Writing 94 80 54 32

Spelling 95 90 61 52

Numeracy 100 96 60 56

Gilroy Catholic College students achieved above the national minimum standards (as shownabove) in all areas of NAPLAN testing in 2018. The college analysed this at a variety of levels: thecollege leadership team, faculty teams and individual class teachers. They all used thisinformation to gain a better understanding of students and their future learning needs. TheGilroy Catholic College, Castle Hill Page 8

information to gain a better understanding of students and their future learning needs. Theinformation we gathered enabled the school to create learning experiences that were targeted tothe needs of each student. All teachers had access to individual student data so they couldascertain what each student in their class required to progress in their learning. Students' literacyand numeracy levels were also tracked via a data wall.

Record of School Achievement (RoSA)In 2018 students who left school prior to the end of their HSC were able to access a RoSA. TheRoSA records indicated student achievement during Stage 5 and Preliminary Stage 6 courses. It isa cumulative credential in that it allows students to accumulate their academic results until theyleave school. During 2018 fourteen students from the college; seven from Year 10, four from Year11 and three from Year 12 requested a RoSA.

Higher School Certificate (HSC)Percentage of students in performance bands 4, 5 and 6 compared to the state.

Higher SchoolCer ficate

Percentage of students in top 3 bands

2018

School State

Studies of Religion I 64 70

English Standard 79 51

English Advanced 100 90

Dance 100 84

Software Design and Development 100 66

The Higher School Certificate results continued to be strong with over 100 students being offereda university placement and 13 students achieving Australian Tertiary Admission Ranks (ATARs)above 90. Our top ATAR result was 99.25.

One student was placed on the Top Achievers list, achieving third in the state inHospitality. Three students were placed on the NSW Education Standards Authority (NESA) HSCAll-round Achievers list as they achieved band 6 in 10 or more units

A total of 126 students were engaged in the study of 36 HSC subjects at Gilroy Catholic College,attempting 772 exams. There were 59 band 6s (the highest level) awarded and 218 band 5s.Eighty percent of subjects were above the state average with regard to student performance inbands 4, 5 and 6. One hundred percent of students in English Extension 2, English Extension 1and Entertainment attained results in the top bands.

School curriculumAt Gilroy Catholic College our curriculum was varied and constructed to meet the learning needsof all students. The Years 7 to 10 curriculum included completion of all mandatory subjectstogether with a choice of electives for Stage 5. Electives offered at the college covered a widevariety of subjects and learning experiences to assist students to pursue their talents and areasof interest. Science, Technology, Engineering and Mathematics (STEM), introduced into Year 7 in2017, had its basis in the real world. iSTEM was introduced to Year 9 as an elective for the firsttime in 2018, to assist with the further development of engineering skills for students.

Students in Stage 6 were offered a wide variety of subjects to ensure post-school success. Themajority of our students followed a course of study to prepare them for university or othertertiary study. We also offered, however, three Vocational Education and Training (VET) courseswithin the structure of our timetable: Hospitality, Construction and Entertainment, providing thefoundations required for students to enter into these industry areas post HSC.

In 2018 the college implemented a case management system where case managers worked withstudents and parents to meet the particular learning needs of students. Case managers assistedGilroy Catholic College, Castle Hill Page 9

students and parents to meet the particular learning needs of students. Case managers assistedwith the development of personalised plans in consultation with teaching staff to ensure thatstudents could demonstrate appropriate outcomes for each of their courses.

The college provided a diverse range of co-curricular activities, including participation in HillsZone and Parramatta Diocesan sporting competitions. Students had the opportunity toparticipate in instrumental and choral programs, our biannual musical and otherperformances. Students participated in the Catholic Schools' Debating competition and publicspeaking. A Toastmasters' Course has been conducted each year at the school by the local club.

Initiatives to promote respect and responsibilityStaff have implemented a variety of programs for the development of our young people. This wasevidenced through the whole-school house system; our custom designed Pastoral Care programwhich catered for the changing needs of all students; and the prominence of our community daysof celebration. The horizontal structure of homeroom and pastoral classes for all studentsallowed age specific issues to be addressed.

In addition, the Social Justice group provided another way to reinforce student responsibilityboth in the local community and on a global level.

Restorative justice practices were at the heart of our student management structures. Yearspecific initiatives around topics such as bullying continued to address needs as they arose.

Professional LearningProfessional learning undertaken by staff in 2018 focused on continuing our whole-schoolapproaches to improved pedagogy. Staff worked in faculties during semester 1 to collect data onhow changes to pedagogy impacted on student learning.

The college focused heavily on training staff in the principles of Project Based Learning (PBL), withseveral staff members attending professional learning sessions run by external agencies and thewhole staff focusing on PBL during the second semester staff professional learning sessions.

Staff also experienced training around managing student behaviour, student mentalhealth, Cardiopulmonary Resuscitation (CPR) and other first aid.

Staff spent a day deepening their personal and communal faith journeys and contributing to thePlenary Council 2020.

Data was used to inform staff professional learning, with both NAPLAN and Tell Them From Me(TTFM) data being used to set learning agendas. The Gilroy Catholic College staff alsoparticipated in wider community learning, completing the Onguard Work Health and Safety(WHS) modules and the Understanding the Disability Discrimination Act and Disability Standardsfor Education eLearning modules from the University of Canberra.


School Improvement

Annual school prioritiesPriority 1 Our first priority was to improve student knowledge, understanding

and application of writing structures for all students from Years 7 to 10,and to increase the number of students in the top two NAPLAN writingbands.

Reason for priority 1 Our 2017 NAPLAN data demonstrated that structure and languagechoices were areas of improvement for the students. It alsodemonstrated that students in the top bands required more challengeto improve their learning gain. Therefore, in 2018, we continuedto develop our school-based writing continuum to target areasspecifically identified for development for Year 8 students.

Steps taken to achievepriority 1

We have:assisted students to gain an understanding of the writingcontinuum and where they are on the continuumestablished a goal for each semester for each of the threeliteracy domains and engaged in the strategies identified toimprove in those areasfacilitated student reflection on their learning so that they coulddetermine how they could progress into their next yearprovided student-centred skills videos focusing on ‘literacytools’ rather than subject specific tools

Status of priority 1 Ongoing


Priority 2 Our second priority was to improve student knowledge, understandingand application of number and algebra.

Reason for priority 2 NAPLAN 2017 data demonstrated that basic number skills and algebrawere areas that required improvement. We decided to undertake awhole-school approach that would enable faculties to focus on numberareas that were relevant to their learning, while Mathematics wouldfocus on both number and the second area for improvement, algebra.Improvement was to be measured using a data wall.


We have:assisted students to develop an understanding of the numberand algebra descriptors and where they were placed againstthese standards based on NAPLAN resultsassisted students to develop the critical thinking skills foreffective learning assisted students to create strategies to progress against thedescriptors based on where they were at and where they wouldlike to progress toassisted students to self-assess to discern if they were makingprogress against the descriptors



Priority 3 Our third priority was to increase student understanding of our schoolvalues and their relationship to the charism of Saint Mary of the CrossMacKillop, and to see the connection between our beliefs and ouractions of social justice.

Reason for priority 3 We wanted all college values to link to contemporary society by makingeach Year group a value space - with noticeboards and televisionsvisual reminders.

We also wanted to provide a connection between each Yeargroup's value and the charity work they were involved in throughoutthe year by regular reminders in homeroom by the student leaders.This would require greater cohesion between all student leaders(college and class leaders).


We have:assisted students to take responsibility for their Yeargroup's value and to link it to contemporary societyassisted students to identify and develop a connection betweentheir value and charity work they were involved in throughoutthe yearhad each year group chose a Bible verse linked to their Yeargroup's valueprovided a connection (where appropriate and possible)between student learning and the value for the Year groupdeveloped a deep understanding of the charism of MaryMacKillop



Projected school prioritiesPriority 1 Our first priority is to develop assessment capable learners - students

learning, achieving and progressing in literacy.

Reason for Priority 1 We want all our students to be learning, achieving and progressing.This goal provides a whole-school approach across all Key LearningAreas (KLAs) in all Year groups to improve student learning outcomes.Developing assessment capable learners has been shown to have asignificant effect size (1.44) on student learning. Teacher efficacy hasthe highest effect size (1.57) on student learning.

Steps to be taken toachieve Priority 1

We will:plan challenging learning activities based on the collegeTeaching and Learning programfoster collaborative learning spacescontinue to develop learning cycles using an inquiry basedpedagogy facilitating surface, deep and transfer learning inaccord with the Statements of Inquiryensure challenge through multiple entry points for diversestudent ability within experiences of, surface, deep and transferof learningplan for, and implement, professional learning opportunities forstaff

Priority 2 Our second priority is to develop assessment capable learners -students learning achieving and progressing in numeracy.

Reason for Priority 2 We want all our students to be learning, achieving and progressing.This goal provides a whole-school approach across all KLAs in all Yeargroups to improve student learning outcomes. Developing assessmentcapable learners has been shown to have a significant effect size (1.44)on student learning. Teacher efficacy has the highest effect size (1.57)on student learning.


We will:plan challenging learning activities based on the collegeTeaching and Learning programfoster collaborative learning spaces continue to develop learning cycles using an inquiry basedpedagogy facilitating surface, deep and transfer learning inaccord with the Statements of Inquiryensure challenge through multiple entry points for diversestudent ability within experiences of surface, deep and transferof learningplan for, and implement, professional learning opportunities forstaff


Priority 3 Our third priority is for students to demonstrate an enhancedengagement through the new DRAFT Religious Education Curriculum.

Reason for Priority 3 In keeping with the system priority in Religious Education, GilroyCatholic College will be implementing the new Religious EducationCurriculum. Hence we will focus on quality learning and formation inReligious Education.


We will:develop learning cycles using an inquiry based pedagogyfacilitating deep learning in accord with the Statements ofInquiryensure multiple entry points for diverse student ability withinexperiences of surface, deep and transfer of learningdesign learning cycles that carefully consider the key points ofthe tradition: eg We Believe, We Celebrate, We Live and WePray, according to the learning frameworkplan for, and implement, professional learning opportunities forstaff

Community Satisfaction


Community Satisfaction

Parent satisfactionThe data collected from the Tell Them From Me survey indicated that parents were enthusiasticabout supporting their children's learning at home. They valued the college's two waycommunication with parents and also the support the college gave to their child's behaviour andlearning.

Student satisfactionThe data collected from the Tell Them From Me survey indicated that students were positiveabout their school and their learning, with students indicating that they felt a positive sense ofbelonging and that they were able to build positive relationships at school. The majority ofstudents in the college were confident in their skills and felt challenged in their classes. They alsoindicated that they felt that there was a positive learning climate at the college.

Teacher satisfactionThe data collected from the Tell Them From Me survey indicated that college staff felt wellsupported in their teaching practice and that they were often able to express their Catholic faith.The teaching staff expressed that they felt that the college had a positive learning culture; thatthey effectively used data to inform their practice and that the college effectively utilisedtechnology to improve student learning outcomes.


Student Profile

Enrolment PolicyGilroy Catholic College follows the Catholic Education Diocese of Parramatta (CEDP) EnrolmentPolicy and Procedures. The full text or a link to the full text of the school’s enrolment policies,including all prerequisites for continuing enrolment can be obtained from the school office orcan be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures andGuidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 548 595 1143

2017 571 581 1152

2018 576 607 1183

Gilroy Catholic College continued to be a growing learning community with strong enrolments.The college expanded to eight streams in Years 7 and 8 for 2018.

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

Year 7 93

Year 8 92

Year 9 91

Year 10 89

Year 11 93

Year 12 95

School average 92

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

Language background other than English (LBOTE) 401

Students with disablities (SWD) 47

Indigenous 7

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.


https://oscarshare.parra.catholic.edu.au/My Work/SystemPoliciesandProcedures/Enrolment Policy.pdf

https://oscarshare.parra.catholic.edu.au/My Work/SystemPoliciesandProcedures/103701 - Enrolment Procedures.pdf

https://oscarshare.parra.catholic.edu.au/My Work/SystemPoliciesandProcedures/103900 - Enrolment Guidelines.pdf

http://www.parra.catholic.edu.au/policy-central

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 76%.

Gilroy Catholic College maintained high retention rates for students in Stage 6, whilst assistingstudents with a variety of options with regard to career and study pathways to suit eachindividual. The students who left the college between Year 10 in 2016 and Year 12 in2018 enrolled in a range of Technical and Further Education (TAFE) courses, traineeships, otherstudy opportunities or secured full-time employment.

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.

Percentage of Year 12 students who undertook vocational training while at school 22

Percentage of Year 12 students who undertook training in a trade while at school 0

Percentage of Year 12 students who attained a Year 12 (HSC) or equivalent vocationaleducation and training qualification

99

Post school destinationsEach year Gilroy Catholic College collects destination data relating to the Year 12 student cohort. The table below sets out the percentages of students for the various categories.

Destination of students leaving Year 12 %

University 82

Technical, and Further Education (TAFE) 13

Workforce 3

Other/Unknown 2


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe college homeroom structure allowed each student to communicate with an assignedmember of staff every day. The wellbeing of each cohort was overseen by a Year coordinator whowas acquainted with the unique needs and situation of each student. Students were furthersupported by the college counsellor who facilitated in-house interviews as well as liaising withexternal practitioners.

Pastoral classes met for 60 minutes once per fortnight to allow teachers and students to get toknow one another and for students to provide mutual support. Student leaders worked withYear 7 and 8 students to aid their transition to high school. During Year 9, students were splitinto gender specific pastoral classes. This provided an opportunity to address specific issuesconcerning adolescent boys and girls.

Reflection days were related to the religious ethos of the school, but were directed towardsparticular issues relevant to the Year group. The college ran special programs that includedseminars on issues such as cybersafety and safe behaviours for young adolescents. This yearongoing education programs for students on the ethical use of technology and the internet weresupported by outside agencies.

The student management policies were at the core of the pastoral dimension of the college. Alsofundamental was the offering of positive reinforcement through a merit system. The studentdiary provided a means by which parents could communicate on a daily basis with the college. Anumber of activities were undertaken to promote the wellbeing of all community members. Weaimed to take a proactive and educative approach to bullying, as opposed to a reactive one.

The college Anti-bullying policy sits inside the framework of the Parramatta Diocesan Anti-Bullying (2017) procedures. All disciplinary action that might result in any sanction against astudent, including suspension, followed processes based on procedural fairness and naturaljustice. Corporal punishment is expressly forbidden at the college.

Student management operated within the vision and mission of Gilroy Catholic College as aCatholic community and was respectful of the dignity of the individual. The leader of pastoralcare had responsibility for the wellbeing of students and staff. We continued to improve ourapproach to student management throughout the year. Our policy clearly focused on theimportance of recognising and acknowledging positive behaviours and increasing contact withparents about these behaviours.

Information regarding student management policies can be be found in the student diary,newsletters, handbooks and on the website: http://www.gilroy.catholic.edu.au.

Through the website, parents can view their child's assessment and disciplinary records, as wellas absence records and merit awards.

Hard copies of policy documents can be requested through the school office. �Diocesan policiescan be accessed through the diocesan website: http://www.parra.catholic.edu.au/policy-central

There were no major changes to our student management/welfare/anti-bullyingprocedures during 2018.

Complaints and grievances policyThe school has formal protocols in place to address complaints and grievances. These protocolsare in line with the Complaint Handling policy and procedurs, 2012, of Catholic Education, Dioceseof Parramatta (CEDP). This policy is available from the college office upon request or available onthe CEDP website http://www.parra.catholic.edu.au/policy-central.

All college and Catholic Education, Diocese of Parramatta policies are reproduced in thestaff handbook.

There were no changes to the policy during 2018.


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (55%)Capital (0%)State (16.1%)Fees (25%)Other (3.9%)

Capital (15.5%)Salary (63.1%)Non-Salary (21.4%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$10,148,131

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,968,872

Fees and Private Income 4 $4,615,165

Other Capital Income 5 $714,163

Total Income $18,446,331

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $3,040,079

Salaries and Related Expenses 7 $12,370,235

Non-Salary Expenses 8 $4,201,790

Total Expenditure $19,612,104

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.

25%

16.1%

55%

■■■■■

15.5%21.4%

63.1%

■■■


8. Non-Salary refers to all other Non-Salary Recurrent Expenses.


Gilroy Catholic College, Castle Hill - ceo-web.parra ... · Gilroy College, as it was then known, opened in 1980 and, in 2008, became Gilroy Catholic College. The college was not

Documents