2015 Secondary Template v1 - Nagle College...• Develop a safe, nurturing and hope-filled community based on Christ’s message of love, justice and service. • Provide innovative,

REGISTERED SCHOOL NUMBER: 1589

NAGLE COLLEGE BAIRNSDALE

ANNUAL REPORT TO THE SCHOOL COMMUNITY

2017

Secondary College

NAGLE COLLEGE, BAIRNSDALE

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................ 2

Minimum Standards Attestation ................................................................................................................ 2

Our College Vision ...................................................................................................................................... 3

College Overview ......................................................................................................................................... 4

Principal’s Report ........................................................................................................................................ 5

Church Authority Report ............................................................................................................................ 7

College Advisory Committee Report ......................................................................................................... 8

Catholic Identity and Religious Education ............................................................................................... 8

Learning & Teaching ................................................................................................................................. 11

College Community & Student Wellbeing ............................................................................................... 18

Child Safe Standards ................................................................................................................................ 11

Leadership & Stewardship ....................................................................................................................... 22

Future Directions ....................................................................................................................................... 27

VRQA Compliance Data ............................................................................................................................ 28



Contact Details

ADDRESS 20 Hope Avenue Bairnsdale VIC 3875

PRINCIPAL Mr Neville Powles

PARISH PRIEST Fr Michael Willemsen

SCHOOL BOARD CHAIR Mr Simon Walsh

TELEPHONE (03) 5152 6122

EMAIL [email protected]

WEBSITE www.nagle.vic.edu.au

ABN 12659477973

E NUMBER E4025

AUSTRALIAN GOVERNMENT EDUCATION ID NUMBER (Formerly known as DEEWR number)

873

Minimum Standards Attestation

I, Neville Powles, attest that Nagle College is compliant with:

• All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA

• Australian Government accountability requirements related to the 2017 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

1 April 2018



Our College Vision

Vision Statement

“I have come that they may have life, and have it to the full” John 10:10

Inspired by the life of Christ, our Presentation Heritage and the Salesian Charism, Nagle College is a Catholic community that welcomes, builds strong relationships, evangelises and prepares young people for life.

Mission Statement

So that all members of the Nagle College community can live out the College Motto “Let Your Light Shine”, we will:

• Develop a safe, nurturing and hope-filled community based on Christ’s message of love, justice and service.

• Provide innovative, inclusive and engaging educational pathways that enable students to develop their potential to become lifelong learners in the 21st century.

• Build a culture that promotes and accepts personal excellence. • Be people of dignity, respect, compassion, resilience and unconditional love. • Be conscientious stewards of the environment. • Continue to build sustainable relationships with faith communities, other educational institutions,

and community organisations and businesses. • Create leadership opportunities and provide formation for all members of the college community. • Celebrate the traditions and rituals of our Catholic Story.



College Overview

• Nagle College is an outstanding Catholic co-educational College situated on the outskirts of

Bairnsdale in Eastern Gippsland. The College was founded in 1958 by the Presentation Sisters and has served the educational needs of the young people of East Gippsland for over fifty years. Nagle College is a diocesan school that aims to support parents in educating their daughters and sons within the Catholic tradition and the spirit of its founders, Nano Nagle and St John Bosco.

• As we teach and work with our young people our philosophy is grounded in the Gospel of Jesus

and the interpretations lived out by Nano Nagle, founder of the Presentation Sisters, and St John Bosco, founder of the Salesian Society. Like our founders we believe that education can be liberating and encourages students to build self-belief and the skills to be productive members of their community and enhance their vocational prospects where they can find a sense of purpose.

• The College has an inclusive enrolment policy. We endeavour to be a low fee school, offering a

broad, holistic curriculum that aims to engage and challenge our students, demanding excellence from them whilst developing their mind, body and spirit. We take pride in our ability to cater for the broad needs of all students. This is highlighted in the wide range of options taken up by Nagle graduates including tertiary and further studies, traineeships and apprenticeships.

• We seek to build upon the foundations laid by past generations who established a clear direction

for the College, recognising the special Catholic culture of Nagle College and the specific influences in this region. We aim to build upon this culture and develop strategies to create an even better school and community as we work to improve the educational opportunities provided for our students.



Principal’s Report 2017 has seen numerous examples of outstanding academic achievement, success in a range of sporting pursuits, as well as blossoming talent in art, music, drama, public speaking, singing, debating, design, craftsmanship and care for the environment. There has been participation in activities with a focus on service to others, the growth of leadership qualities in our young and the opportunities to connect with the environment and Australian outdoors. Parallel with the growth of our young people is the growth of the school itself. We have an evolving sense of identity and culture. We consider ways of expressing what Nagle is and endeavour to be in word, symbol and action through the decisions we make and in the way we go about doing things. What we achieve is a result of co-operative effort; staff, committed to our young people and who generously share their talents, parents individually and in groups (Advisory Board and Canteen) have contributed and students including our leaders (Action Team and Oratory) have explored so many opportunities throughout the year. Each year we have a Salesian theme or Strenna – this year it has been the Year of Family. As part of the Nagle family – this year we have shared sadness – it was less than twelve months ago we farewelled Fr Joe from Bairnsdale as he moved to Melbourne. He struggled with his health and he passed away in August. Fr Joe will long be remembered as a passionate teacher of language and a gentle person and priest. He loved living in East Gippsland and his 20 years at Nagle. We have missed his presence, his smiling face and his quiet counsel. If Fr Joe’s passing wasn’t sad enough we were confronted with the death of Mr Bryan Smith – our English, Art, Media and Visual Communication teacher. He passed away in September only four weeks after feeling unwell and being diagnosed with cancer. He was someone who showed a joy, energy and passion for life. Bryan had been a part of the Nagle community for 15 years. His enthusiasm for life was infectious. He generously committed to Touch Football teams and trips to parts of Asia with World Challenge. Our hearts have ached for our loss. A group of Year 9 students put forward a proposal to create a special memorial space which includes a plaque acknowledging his contributions. This will occur in 2018 and recognise both he and Fr Joe. We thank God for sending both into our lives and the legacy they leave with us. Surely these are signs of family. At the beginning of the year we opened our New Learning Centre – the Nano Nagle Learning Centre. It has not disappointed as a flexible place of learning. Our CORE and language teachers in particular have been very involved in exploring different ways of engaging our students and feedback suggests they are doing this very well. There has been an explicit focus on teachers developing and implementing Visible and Active Learning techniques and strategies. We will expand this approach as we move forward. Based on feedback from staff, parents and students we reviewed our Good Standing procedures which guide student management. This is important work was completed towards the end of the year. The changes reflect a different philosophy and terminology – it is underpinned by the Whole School Approach to Positive Behaviour Support. We finalised our Strategic Plan 2017 – 2020 – a plan that sets out the school future challenges and direction. Whilst we are a good school we aim to become even better. As a student centred school we don’t stand still but rather we are always looking for improved ways to provide Catholic education here in East Gippsland.



Staff initiated the adoption of a new position of leadership structure which will mean the role of the House Coordinator will change from being the main contact person for parents to being the organiser of the major house events such as sporting carnivals. The new positions for Years 7/8, 9/10 and 11/12 School Coordinators will be introduced. There will be two Coordinators for each “sub-school” – six in total. These coordinators will manage pastoral concerns and student behaviour as well as curriculum events. These School Coordinators will become the main contact person for parents. The aim is for there to be a more holistic approach to student coordination and with less staff involved a more streamlined effect. The role of the Pastoral Teacher does not change under this new model. Another change explored this year is in the area of school governance for all schools in the Diocese of Sale, including Nagle. Historically governance has resided with the local parish priest or for secondary colleges the group of parish priests. Commencing in 2018 the governance will reside with the Bishop. He will in turn share this with an Education Board and the Director of Catholic Education. Building has commenced on the new Technology Precinct incorporating wood design rooms, systems room, fabric / textiles room, commercial kitchen and common theory room. Arriving in the car park this time next year will bring a very different view – our students and staff deserve the best facilities we can provide and this will be an improvement for them. You will probably have heard a lot about the government funding of schools over the course of the year. Whilst there is a degree of uncertainty about this for Catholic schools in general – we are confident there will be minimal impact on us here and we are pleased that once again fees increases next year have been contained to 3%. Considerable time and energy were spent on incorporating the new Victorian Curriculum into our learning programs and documenting the same. Towards the end of the year we hosted the Australian Salesian Student Leaders for 2018 Conference. The leaders from the Salesian Colleges in South Australia, Tasmania, New South Wales and Victoria had opportunities to share ideas and learn from each other as they prepare for their year of formal leadership. We are a faith filled community striving for excellence. Classroom learning is our core business so our students come to Nagle to work……. and their work is learning!

Neville Powles Principal



Church Authority Report LIGHT AND LIFE AT NAGLE 2017 will always be remembered as the year that two esteemed members of our school community passed over to eternal life: Fr Joe Pulis and Bryan Smith. As a Catholic College, we marked their passing with great dignity and honour. In times like these, when we are blanketed by grief, our Nagle spirit shines through every member. Ultimately, that light source is Life itself and the Creator of light and life. Our College vision speaks of this light and life. May Fr Joe and Bryan, indeed, have such life to the full (Jn 10:10). I would now like to shed light on two other matters that were of particular significance during the 2017 school year: preparation for the Year of Youth and the changeover in governance of all Catholic Schools in our Diocese. On May 30, at a whole school assembly in Presentation Hall, the Prayer in Preparation for the Year of Youth was launched. Every student received a prayer card at the assembly. The school launch of the prayer was followed a few days later by the Parish launch on Pentecost Sunday. “The Australian Bishops have entrusted the Year of Youth in 2018 to the guidance of the Holy Spirit of this great south land and draw inspiration from St Mary of the Cross MacKillop.” (www.youthfestival.catholic.org.au) The Year of Youth itself was launched at the Catholic Youth Festival in Sydney (Dec 7–9, 2017). This national Year of Youth coincides with the 10 year anniversary of World Youth Day in Sydney. At that event, over 500 young people from across the Sale diocese made the pilgrimage, with chaplains and leaders, to encounter Christ during the week of events, culminating in the Sunday Mass with Pope Benedict XVI at Randwick racecourse with 450,000 other pilgrims. This was a very significant event for the Church in Australia, especially for the young people who participated. My hope is that the Year of Youth will also be of real significance in the lives of our students at Nagle College. The Year of Youth is a direct response from the Australian Bishops to Pope Francis’ decision regarding the next Synod of Bishops, which will be held in Rome during October 2018. He chose the theme: ‘Young people, Faith and Vocational Discernment’. In his Letter to Young People to begin the preparations, Pope Francis invited the young to “hear God’s voice resounding in your heart through the breath of the Holy Spirit.” This invitation is a true reflection of the vision we have at Nagle College for our students, preparing them for life: life to the full. The other significant matter, which also has implications for 2018 and beyond, is the changeover in governance at Nagle College. After years of preparation, Bishop Pat has overseen the move to create an incorporated company (Diocese of Sale Catholic Education Limited), of which the Bishop is the sole member. Those immediately affected are the Parish Priests, who will no longer be the employers of staff members. The company will take on the responsibilities and legal liabilities in the management of schools. The Bishop will delegate the management of each school to the Director of Catholic Education. Also, a Board of Directors will be appointed and assist the Bishop and Director with the oversight of school management. The Parish Priests have welcomed the change, unanimously. Rather than be caught up in management and compliance issues, we can concentrate on the faith formation of staff and students, pastoral matters and spiritual guidance: things more attuned to the state of our vocation. In a year which will always have the pall of Fr Joe and Bryan’s passing over it, light and life continues daily in our College community thanks to every person bearing witness to this light and life and thanks to God, who is the author of this light and life.

Fr Michael Willemsen



College Advisory Committee Report Board Chairperson’s Report Some years appear to pass quickly whilst others seem to have no end but really that all depends on your perspective. I would like to thank the tireless work and commitment from my fellow advisory Board Members. Each Board Member has volunteered their time to combine their various skills and knowledge to assist the Principal in his role. As this year draws to a close we take the time to reflect on the achievements of 2017 as well as turning our attention towards next year and beyond. We commenced 2017 by welcoming our new student leadership team and on the same day we celebrated the official opening of the Nano Nagle Learning centre, a wonderful building that will serve the Nagle College community well in to the future. No sooner had construction finished on this large project we see building work commence on the new Technology Precinct with completion expected in the second half of 2018. Whilst we have witnessed three significant infrastructure projects over four years in the back ground the school renewal program continues as school assets are upgraded and replaced. Unfortunately work on the traffic congestion has stalled but we are hoping to be in a position next year to reopen a dialogue with the East Gippsland Shire and VicRoads. Every year the Advisory Board reviews and updates school policies to ensure the policies continue to reflect community standards and expectations. We also dedicate much discussion and consideration to school fees. School fees will always be a sensitive subject and as such demand the time, the discussion and the thoughtful consideration to ensure the school balances its fiscal responsibility and high standard of good governance against the financial position of the wider East Gippsland community. This year, the Business Manager presented a discussion paper regarding the provision of a specific fee concession for those families that hold Health Care cards. The proposal provides a structured concession for these families and was endorsed by the Board with a commitment to undertake a review in twelve months. In addition, this year it was announced that the Bishop was introducing a new Governance Framework and that under the new framework the Bishop would assume the role as Canonical Administrator and appoint a Board of Management across the whole of the Diocese of Sale. The Catholic Education Office and the Diocese continue to work on this matter with January 1st 2018 scheduled to be the commencement date.

Simon Walsh Chairperson



Catholic Identity and Religious Education

Goals & Intended Outcomes • Student Daily Prayer – Pastoral and Daily “Gratitude And Peace” time • Promote and develop an understanding of our Catholic Traditions and Gospel Values • Maintain and further develop links between staff and students at Nagle College and feeder

schools • Develop re-contextualised ways to teach RE • Focus on the Salesian Charism and Yearly Strenna; ‘We are Family’ • Parish Priest speaking to the RE classes

Achievements • ‘We are a family’, our Strenna for 2017 emphasised the importance of our relationships • Continuing to develop the Induction process for new staff to the College

• Prayer is an important component of the Catholic Identity and is a part of every day in pastoral care and Religious Education classes; we continued to develop the usage of prayer across the College

• The Gospel for the coming Sunday was read and reflected upon with staff on Friday staff briefings • Students and staff visited and supported with sporting programs some of the Catholic feeder

Primary schools • College/ Year level and Class prayer experiences with Commencement Mass, Founder’s Day

Liturgy, Class Masses and the Commitment celebrating the Year 12 Graduation. The CYSMA (YME) classes have been foundational in supporting and participating in these liturgies

• Retreat and Reflection Days provided the opportunity in which to challenge the individual students to think more deeply about themselves and their lives

• Justice in Action was evident in Caritas and the Project Compassion during Lent and the Founder’s Day donations for St Vincent de Paul

• Class Masses for students in Year 7-10 • Continued to develop signage around the College to connect with the Catholic Identity - 2017

there was the opening of the Nano Nagle Building for the Year 7 and 8 students • The NEW RE Framework was worked on with RE staff to enhance the Catholic Education of the

students at Nagle College



VALUE ADDED

‘We are a family’, our Strenna for 2017 emphasised the value of our relationships. We should be relating to one another, to be the difference, to step out and help regardless of the situation: in our College, Community and World. As part of the lead-up to the Founder’s Day Liturgy, each of the Pastoral teachers encouraged their students to bring in non-perishable food items and donations for St Vincent de Paul. The CSYMA students organised the College Community to get behind this project to support the Founder’s Day donation of food that was given to St Vincent de Paul. In the weeks prior to the Founder’s Day Mass, the CYSMA students were involved in a Sleep out to experience and raise money for those that are struggling in the community. It became the time to see Faith in Action.

As educators, we are always attempting to find ways for students to engage with the world in a holistic manner, the strenna focus, ‘We are Family’, provided that opportunity, to see all people as family members. The retreats and reflection days provided for a deeper understanding of the context of Nagle College and it’s ethos ‘Let your light shine’. It emphasized the value of taking time to celebrate the person and the sacredness of life.

It isn’t just about the academic at Nagle College, as we aim to educate the whole person within the philosophy of Nagle College based on the values of Don Bosco and Nano Nagle, to be the light leading to positive change.



Learning & Teaching

Goals & Intended Outcomes • Review senior timetable blocking and sport • Participation in the Sale Diocese curriculum sharing days: Languages and Arts • Continue focus on Literacy across the curriculum • Continue focus on looking for learning/visible learning: including learning intentions and success

criteria • Implementation of Victorian Curriculum • Adoption and referral to Learning Framework in learning programs • Adoption of 21st century learning pedagogies • Incorporate personalised learning plans/differentiation of curriculum in learning plans – including

focus on extending more able/high achieving achievers • Evident in unit plans by showing above and below standards as per Victorian Curriculum • Reflected in assessment tasks • Vision developed for ICT skills across the curriculum and year levels and develop a team to

implement • Teachers work in teams to build their capacity as educators • Opportunities to set and reflect on learning goals are included in planning and curriculum

documentation

Achievements • Review senior timetable blocking and sport

o This was discussed by the curriculum team and different models were investigated o There was a presentation and stimulus discussion at a staff meeting with a PMI (positive,

minus and interesting) analysis in small groups o The responses by staff were analysed and a team was created to investigate – no meetings

by the end of the year but the team will follow up on this next year

• Participation in the Sale Diocese curriculum sharing days: Languages and Arts o Teachers attended these meetings and brought back actions / feedback to learning teams

• Continue focus on Literacy across the curriculum o A diocesan literacy framework was formulated o We identified strategies based on NAPLAN performances on questions (item analysis) for

Literacy and Numeracy from 2016 and 2017 o We implemented CARS and STARS program in Core and identified a focus area for all

learning areas over the year (eg identify the key point for each paragraph) o ITC (Innovative Teachers Companion: the publication we use for the teacher’s chronicle)

online resources were made available for staff and students o We reviewed our curriculum against the Victorian Curriculum using their Audit documents

and implemented strategies and focus areas as a result of this o Continued focus on HRLTPS (Highly Reliable Literacy Teaching Procedures (Dr Joh Munro)



o Literacy and numeracy discussions are part of all learning team meeting structures o Reading and writing strategy workshops are a regular feature of all literacy team meetings o Bibliography, problem question and instruction words were added to diary o A Literacy section was included in assessment Rubrics across the curriculum – workshops

were run to facilitate this o Glossaries were developed to be included in all learning areas (incorporate into unit plans) o Writing analysis workshop was taken by learning leaders and staff (examples were drawn

from students’ NAPLAN papers and teacher’s assessments were compared to NAPLAN assessments)

• Continue focus on looking for learning/visible learning: including learning intentions and success criteria o This was demonstrated in presentations by staff at meetings – both actual examples of

using learning intentions and success criteria and presenters saying what their learning intentions and success criteria were for the actual presentation

o There were presentations on assessment capable learners at a staff meeting (effective feedback with toolbox of strategies)

o There was a continual focus on learning intentions and success criteria in discussions and reflection at Annual Review Meetings of teachers.

• Implementation of Victorian Curriculum o The implementation of the Victorian Curriculum was included in all learning team

curriculum planning – and strategies for doing this discussed o Unit plan templates were developed and these were consistently used across learning areas

– these included standards above and below the level of the unit o We identified the areas of low coverage areas from the Victorian Curriculum and identified

strategies to respond to these

• Adoption and referral to Learning Framework in learning programs o The learning framework charts were displayed in all classrooms and in the diary o Banners of the learning framework were displayed in the staffroom and around the school o The four pillars of the learning framework were built into the college intranet and strategies

to address / develop these were included o ITC (Innovative Teachers Companion: the publication we use for the teacher’s chronicle)

online resources were made available to support these o Use of “blue” and “yellow” circles were used to identify what the teacher is doing and what

the student is doing to support the learning o A focus on the learning framework was included in discussions and reflections at Annual

Review Meetings and Triennial Review Meetings of teachers o The learning framework was included as part of the basis of our ongoing work with Jo Osler



• Adoption of 21st century learning pedagogies o This was developed as part of the “active learning project” – three phases of

implementation / development were identified: Core project – implemented Middle leaders coaching project – implemented Whole school active learning project / pedagogical change – 2018

o Ongoing meetings took place between Jo Osler and various groups o Planning meetings occurred with DP Curriculum, Learning and Teaching Coordinator,

Principal and Jo Osler o Opportunities were provided for continual sharing of strategies eg collaboration; think, pair

share. Some of these opportunities were at staff meetings o Student journals focussing on how to be a successful learner (as part of an Australian

Catholic University program) were identified and discussed for future implementation o The detention process was reviewed and implemented as learning support o There was a whole school mindfulness Professional Development day which featured

expert input and teacher and student strategies to develop mindfulness o There were scheduled opportunities to share and celebrate active learning projects through

Professional Learning workshops (including whole teaching staff meetings) o The active learning projects of teachers were written up and published (including at

Diocesan level) o Initial development of the Nagle College Planning document with a focus on strategies and

actions to improve learning (Change Process)

• Incorporate personalised learning plans/differentiation of curriculum in learning plans – including focus on extending more able/high achieving achievers o Evident in unit plans by showing above and below standards as per Victorian Curriculum o Reflected in assessment tasks o Unit plan templates were redeveloped to show three levels of standards o Meetings were held to identify and support students with (high) learning needs – and then

to support teachers o The role of the student support coordinator was created to liaise with teachers to develop

Personalised Learning Programs for students

• Vision developed for ICT skills across the curriculum and year levels and develop a team to implement o RTG (external consultancy group) facilitated focus / working group meeting held with

representative staff group o Executive summary document tabled to leadership and staff – and discussed o Formed an ICT vision and future thinking focus group (met twice in 2018) o Identified SIMON as the learning platform for curriculum and progressive reporting as the

first two focuses for 2018



• Teachers work in teams to build their capacity as educators o Ongoing positive approach – strongly highlighted in Annual Review Meeting summaries o Minutes accurately taken in all learning team meetings and shared with learning and

teaching coordinator o This was a feature of the active learning projects and work with Jo Osler o A number of leaders opted into the Teacher Learning Network development of educational

leadership professional learning program

• Opportunities to set and reflect on learning goals are included in planning and curriculum documentation o Workshop on this at professional learning meeting with teachers o Strategies for implementing and developing this were shared in learning team and literacy

meetings o Development of templates to record and develop this were prepared by teachers o Included as part of Annual Review Meetings and Triennial Review Meetings documentation

by all teaching staff

STUDENT LEARNING OUTCOMES

These comments refer to the Year 7 and 9 NAPLAN results over the 3-year period 2015, 2016 and 2017.

Year 7:

There was some variation in the proportion of Year 7 students meeting the minimum standards over the last three years. Overall the percentage of students meeting the minimum requirements is quite high with the lowest in any area being 94.6%. This was the level for both grammar and punctuation and writing – both these areas have improved from their levels three years ago.

In grammar and punctuation the proportion has improved over the three years with a significant increase in 2016 and a smaller decline in 2017.

The numeracy level remains the highest of all the areas (98.6%) but there was a small decline in each of the last two years.

The reading level improved in each of the previous 2 years and is high at 98%.

In spelling the proportion has improved over the three years with a larger increase in 2016 and a smaller decline in 2017.

The writing proportion of students meeting the minimum standards has increased in each of the last 2 years.



Our region is historically lower than average for Literacy. This is usually evident in the writing. Whilst we do not have a lot of influence on the Year 7 results we are hopeful that our programs and focus on Literacy in recent years is having some form of impact.

Year 9:

There has been some variation when comparing the trends over the three years of students meeting the minimum requirements in the Year 9 NAPLAN tests.

Numeracy is the highest at 98.6% and this has been steady over the 3 years. Spelling is also high and this has achieved modest improvement over the three years. Grammar and punctuation experienced a decline in 2016 and a slight rise in 2017 to be slightly below where the level was in 2015.

Both reading and writing experienced a rise in 2016 and a drop-off in 2017 to be clearly below the level of 2015.

These results are somewhat in line with the level of achievement of the group when they were Year 7 students in 2015 – particularly in the areas of grammar and punctuation, numeracy and spelling. The drop in the minimum standard proportions for reading and writing were disappointing – especially give our focus on literacy and our improvement in these areas prior to the 2017 results. We also focus on “value-adding” to the education of students and results could match our expectations better.

Overall:

The overall results for literacy support the focus at Nagle College and throughout the Sale Diocese on literacy skills. Our Numeracy results have been fairly solid over the years but are in need of a focus.

Nagle College has been an active participant in the Diocesan focus on literacy. We have already had a number of activities with staff including workshops on reading and interpreting NAPLAN data, focusing on literacy in work plans and learning team meetings, a whole staff PD day with Jenny Dove, adoption of the John Munro Highly Reliable Literacy Teaching Practices and modelling of literacy learning activities with teachers at staff meetings. We have a literacy focus team that meets regularly and reports back to all learning teams – this has continued the focus and provided a source of learning activities that teachers can included in their lesson planning and enhance their idea of literacy in their classrooms.

We have included the use of On Demand testing throughout Year 7 to 10 which enables the tracking of student results and the identification of student’s learning needs – and hence programs to address these needs. Teachers are able to view all students NAPLAN and On Demand tests through SPA.



A whole school approach to the various aspects of literacy in report and essay writing has continued to develop. It has been emphasized with curriculum planning with all learning areas including information about literacy as part of our move towards Victorian Curriculum documentation.

We have taken a diagnostic approach to this by engaging teachers in an item analysis of the NAPLAN results. In this approach teachers identify the response rates for questions compared to state averages. The skills students need are identified and action is taken with the implementation of learning and teaching programs that address these skill errors.

In 2017 we extended this so teachers analysed the writing responses that students submitted as part of the NAPLAN writing tests. Teachers assessed the pieces of writing and compared their assessments to the NAPLAN result for that particular student. Reading the writing responses for the students was particularly instructive – and gave a deeper understanding of writing levels to a wider range of teachers and strategies that could be employed to improve this.

Whilst we do not anticipate much impact on our Year 7 NAPLAN results, we are looking forward to some improvement to the Year 9 results (particularly the median scores) into the future.

Comment on Year 12 results:

The Year 12 On Track / destination data results from the 2016 class showed a larger proportion of students going into employment and deferring tertiary study. This meant that there were less students enrolled in university and TAFE. There was a similar rate of uptake in apprenticeships – this has always been relatively high in the 10% to 15% range.

Overall Nagle College has a good track record of students taking the next step once they have finished their Year 12.

The average and median study score (the median study score was 26) for the 2017 Year 12 class was a drop from previous years. There was also a corresponding small drop in the average ATAR score although it was noted that we do not record very many low ATAR scores.

High completion rates for VCE and VCAL remain a feature of student achievement at Nagle College.



POST-SCHOOL DESTINATIONS

TERTIARY STUDY 20.0%

TAFE / VET 4.0%

APPRENTICESHIP / TRAINEESHIP 10.0%

DEFERRED 25.0%

EMPLOYMENT 41.0%



College Community & Student Wellbeing

Goals & Intended Outcomes • Develop independent, confident, ethical, resilient learners who are engaged in school life • Promote a shared whole school vision and deepen our understanding of contemporary wellbeing

issues to inform policies and practices • Review the student management process • Develop a Pastoral Teachers Handbook • Promote and monitor student wellbeing • Publish additional staff wellbeing resources for staff • Explore further opportunities to involvement in College life

Achievements • Review of the Staged Student Management Process ‘Good Standing” • Development of Positive Behavior Support Model to replace ‘Good Standing” • Commenced implementation of the Whole School Approach to Positive Behavior Support • Introduction of the ICan Program. A mentoring and leadership program for students in the autism

spectrum • Achieved ESafe School accreditation • Introduction of new & improved items of College uniform • Regular Student Support Group Meetings • Formation of Staff Wellbeing Committee • Facilitation of staff first aid and anaphylaxis training • Continued refinement of pastoral documentation including Return to School Plans and Absence

Improvement Plans for at risk students in consultation with health professionals, external agencies and families

• Collaborative work with external agencies as appropriate • Pastoral presentations to students at Senior Assembly including Victoria Police, Vic Roads,

Centrelink and past graduates • Inclusion of National Days of Celebration such as Harmony Day in the College Calendar • Brainstorm Productions anti-bullying presentation ‘The Hurting Game” to all Year 8 students • Motivational Media Presentation “Take the Shot” to all Year 7-11 & VCAL students • Publication of Pastoral Teacher’s Handbook • Publication of increased pastoral resources for staff • Parent Forums – one per semester • Parent Liturgy and Morning Tea for Year 7 parents Each day the College sends an SMS notification to families if their child is marked as absent and the parent has not made contact with the College. Pastoral Teachers are required to follow up all student absences with the child’s family in accordance with the Nagle College Procedures for Managing Student Attendance. Subject teachers are required to notify the student’s pastoral teacher and where appropriate the Senior School Curriculum Leader when a student misses three or more classes. The pastoral teacher will then make contact with the student’s family to seek an explanation for the absences. The subject teacher may also choose to contact the child’s family.



House Coordinators and Deputy Principal Pastoral follow up on any students where absence is an issue; student welfare are developed where appropriate with the assistance of external organisations (where appropriate) and families. Student Attendance Support Groups are formed to assist students and their families with attendance issues.

Deputy Principal Pastoral and counsellors monitor cases where absence is a serious concern. Catholic Education Office notified in specific cases where the College has exhausted all attendance improvement strategies. Where necessary notifications are made to the Department of Education as per our legislative obligations.

VALUE ADDED

• Hosted Salesian College Captain’s Conference

• Regular meetings of the Student Oratory

• College Leaders, House Captains and Year 8 Oratory Representatives Induction Day

• Nagle College Commencement and Acknowledgement Assembly

• Founders Day Mass and house activities

• Major College Liturgy (1 per term)

• Inter-House Talent Night

• Reconciliation Week activities

• Nagle Inter-House Swimming Carnival

• Nagle Inter-House Athletics Carnival

• Nagle College Inter-House Triathlon

• Nagle College Inter-House Cross Country Carnival

• Paynesville Music Festival & Relay for Life

• Catholic Social Justice Fundraising events and activities

• East Gippsland Field Days

• Debutante Ball

• Valedictory Dinner

• Seasons for Growth Program for grief and loss

• Bairnsdale RSL ANZAC Day Ceremony

• Nagle College Remembrance Day Service

• Nagle College ANZAC Day Service

• Rainforest Tree Planting Day

• National Day of Action against Bullying and Violence

• R U Okay day

• Open Night

• Year level camps and retreats



STUDENT SATISFACTION

The 2017 Insight SRC Data indicated general levels of student satisfaction. In particular, students reported continued high levels of satisfaction in relation to student safety.

PARENT SATISFACTION

The 2017 Insight SRC Data indicated general levels of parent satisfaction. In particular, the parents reported higher levels of satisfaction in relation to student safety.

Child Safe Standards Goals and Intended Outcomes

• Nagle College holds the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school. The School regards its child protection responsibilities with the utmost importance and as such, is committed to providing the necessary resources to ensure compliance with all relevant child protection laws and regulations and maintain a child safe culture.

• The College explicitly echoes the commitment of the Catholic Education Commission of Victoria to

promote “the care, safety and wellbeing of young people as a fundamental responsibility of Catholic education” (Catholic Education Commission of Victoria, 2016).

• Nagle College is committed to providing a safe and nurturing culture through a range of strategies

such as making the safety of children the primary focus of care and decision making with particular attention paid to the most vulnerable. This reflects the 3 principles of child safety contained in the Victorian Child Safe Standards. Implement the requirements of Ministerial Order 870 and the Victorian Child Safe Standards.

• Publish Child safe information to the College community.



Achievements

• Child Safety induction for new staff • Child Safety Staff Code of Conduct • Child Safe Code of Conduct and protocol (Visitors) • Child Safety Risk Assessment • All mandated staff complete the Department of Education and Training E learning Mandatory

Reporting Training Module on an annual basis • All staff complete either a National Criminal History Record Check (teaching staff) or Working

With Children Check (Education Support Staff) • Consultation with Student Oratory • Improved dissemination of child safety information to staff including inclusion of relevant

materials each week in the Pastoral Bulletin (which is emailed to all staff) and creation of a Child Safety Folder for staff to access

• Appointment of Child Protection Officers • Victoria Police Parent Forum – The Lifelong Risks of High Risk Online Behaviour • Victoria Police Presentations on student safety including cyber safety to Year 7, 8, 9 • Victoria Police Presentation to Year 12 students on the New Child Protection Laws including

Failure to Disclose and Grooming, cyber safety and drug and alcohol abuse • Information on new Reportable Conduct Scheme disseminated to staff • Student involvement in the formulation of the school-wide expectations of Respect,

Responsibility and Excellence • Inclusion of child safety information in the student diary • Development and implementation of relevant policies and procedures • Child safety information published in a variety of modes including the College website and parent

newsletter • Regular agenda item at Counsellors Meeting. This group acts as the Child Safety Reference Group • ESafe School accreditation • Pastoral presentations for students via assemblies and external presentations • Implementation of reviewed HR practices and procedures • Introduction of CyberHound internet filtering system • E reporting tool for student reporting



Leadership & Stewardship

Goals & Intended Outcomes • Review POL structure and allowances • Enhance staff well-being • Develop a shared understanding of supportive Leadership and opportunities for staff to build

capacities in leadership • Enhance staff capacity in relation to specific areas such as behaviour management

Achievements Based on feedback from staff, parents and students we reviewed our Good Standing procedures which guide student management. This is important work and was completed towards the end of the year. The changes reflect a different philosophy and terminology – it is underpinned by the Whole School Approach to Positive Behaviour Support. We finalised our Strategic Plan 2017 – 2020 – a plan that sets out the school future challenges and direction. Whilst we are a good school we aim to become even better. As a student centred school we don’t stand still but rather we are always looking for improved ways to provide Catholic education here in East Gippsland. Staff initiated the adoption of a new position of leadership structure which will mean the role of the House Coordinator will change from being the main contact person for parents to being the organiser of the major house events such as sporting carnivals. The new positions for Years 7/8, 9/10 and 11/12 School Coordinators will be introduced. There will be two Coordinators for each “sub-school” – six in total. These coordinators will manage pastoral concerns and student behaviour as well as curriculum events. These School Coordinators will become the main contact person for parents. The aim is for there to be a more holistic approach to student coordination and with less staff involved a more streamlined effect. The role of the Pastoral Teacher does not change under this new model. Another change explored this year is in the area of school governance for all schools in the Diocese of Sale, including Nagle. Historically governance has resided with the local parish priest or for secondary colleges the group of parish priests. Commencing in 2018 the governance will reside with the Bishop. He will in turn share this with an Education Board and the Director of Catholic Education.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2017

Deakin Careers Day Safe Minds in Practice Training 2017 Physics Conference VATE Literature Language Conference 2017 FEB 2017 Concussion in Sport MAV Mathematics Workshop VCE Mathematics Workshop English and EAL day VCE Italian Teachers Day VCE H & HD Toolkit New Staff Meeting 2017 Psychology Conference History Conference & Examiners Report VCE Music Teachers Conference Mind Matters Online Modules planning for the new Yr. 12 Literature Leading a Pastoral/welfare team Regional Professional Day 2017 Secondary Graduates Conference Salesian Immersion Day Rock and H2O Diocesan Deputy Principal's Meeting Jo Osler Mentoring - LACs Creating sustainable school libraries in uncertain times Systems Administrators Forum VETis Forum Curriculum Planning Education Support PD Day Food for Thought - Headspace ACU Careers Day Bike Ed Update VET Applied Workshop JLTAV Conference 2017 VATI Congress 2017 Mathematica Pedagogy W703 Leading Instructional Practice Teaching Strategies and Behaviour Support



VATE 2017 English Coordinators Conference Safe Food Handling Presenting - ATIP Conference IEU Rep Council Health and Human Development Tooklit Presenter - Staff Meeting (Collaboration) HHD Implementation Workshop Observation Visit for VCE Drama cluster Diocesan Deputy Principal's Meeting 2017 Vic metro stream aquatic conference Teaching Art Elements and Principles Mindfulness PD Day Workshop Team Leader - Mindfulness PD Supporting provisionally registered teachers seminar ASELL Advancing Science and Engineering Workshop on Laboratory Learning Report Writing - Presenter 2017 Propsych Conference SIMON user group SIMON user group - updates Supporting Student Needs - Mental Health PD HTAV Solving the Crowded Curriculum 7-10 Meaningful Grammar Instruction Community Grants Presentation Nagle Landcare Presentation Working with Challenging adults Effective Literacy and Numeracy Learning Presenting - Enterprise Program School Visit - Sale Catholic College VCAA QA PD 2017 Gippsland VCAL Quality Assurance Presenting - Enterprise Program Presenting - Enterprise Program Mental Health & Wellbeing of Young People Ed Support Staff Meeting Mindfulness PD Online Career Practitioners Day New RE Framework Planning days Textiles - New Curriculum VCE Drama Partnership Moderation Food for Thought - Headspace Mental Health HTAV Conference Step into Jane Austen's World



Understanding and Supporting Behaviour Media New Study Design Performing Arts Documentation Day CEO Perf Arts Curric Doc Day Women in Educational Leadership ACHPER VCE PE Conference Understanding Autism spectrum Disorder Careers Expo Leading a team toward school improvement CECV Pathways and transition seminar Counselling Skills - Leadership focus SSV Gippsland Region Forum IEU Meeting Austswim teacher professional development Elio Capra Staff PD Work Expo Training Session Evacuation Training Language Perfect incursion Multilingual Language Learning Community Language Network Meeting Leading a curriculum team SIMON Network Meeting Prod Design and Tech VCE day Anaphylaxis Briefing VCAA QA IT Network Administrators Forum Tafta Fibre Forum Workshop for Scan N Cut Succeeding with Teens with Autism Introduction to Leadership Awards Ceremony Staff Meeting - Positive Behaviour Management Making it a Success - ASD HTAV Conference Leadership management Building relationships with Colleagues From experienced to expert - developing your team The Seven Steps Workshop - Writing 2017 Kitchen Assistants Conference Professional Leadership Certificate Final module Articles TLN Journal Issue 1 Conducting for Schools Diocesan Deputy Principal's Meeting VCAA Exam Assessor Training



Good standing review National Disability Insurance scheme LABCON 2017 Year 7-8 Maths Teacher PD Workshop Unit 3 and 4 exam review - Biology 2017 SCAP Conference Compnow Technology showcase Kids Conference Youth Ministry Course Development ACHPER Conference Thunderstorm Asthma Community Education Maths Pathway Visit Comview 2017 Timetabling Course IT Administrators Forum Marketspace Applied STEM MAV Conference Microsoft Innovative Educator Trainer HHD - The new study Design

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 74

AVERAGE EXPENDITURE PER TEACHER FOR PL $608

TEACHER SATISFACTION

Staff were given the opportunity to complete the annual SRC/InSight Survey. Fifty-seven staff took up this opportunity.

Feedback indicated that in the area of Teaching and Learning similar results to previous years were achieved.

Staff were actively involved in the exploration and development of new POL positions and structures to be implemented next year.

Similarly staff were involved in the review of the Student Management procedures (Good Standing). The desire to review this area was reflected in the SRC InSight data – Student Management.

Other areas for growth identified were Empowerment and Appraisal and Recognition.



Future Directions • There will be a new governance structure in place in 2018 as the Parish Priest transfers this role to

the Diocese of Sale and the Bishop. The Bishop will have in place a private company to take on the responsibility of governance for all Diocesan owned Catholic schools. Adjustments at the school level will evolve as the year progresses.

. • A new Positions of Leadership structure will be implemented during 2018. • Following a review of Good Standing the changes recommended will be implemented. This includes a

Whole School Approach to Positive Behaviour Support. • The new St Mary’s Op Shop Shed will be operational and involve the VCAL students in a broad range

of learning activities. This will be another opportunity to connect with the wider community and particularly the Parish.

• We will celebrate the Year of Youth as nominated by the Australian Bishops. • We will continue to expand our involvement with Active/ Visible Learning as teachers explore

contemporary ways of engaging students. Learning Teams will feature in this process. Jo Osler from the CEO is supporting this initiative.

• The recommendations provided through the ICT review conducted by external company RTG will be

implemented during this year. • The Technology Precinct – involving new Wood, Systems, Textiles, Food Tech will be completed

during the year. We will also explore the possibility of expanding the project to include a new formal entry to the Hall (facing the car park), PDHPE Staff room, PE theory room and change rooms.

• We will celebrate our 60th Year. • Teachers with funded students will document a Personalised Learning Plan for each student specific

to each subject. • Implement the new RE Framework, embedded with the re-contextualised approach. • The teacher ARM process will be reviewed.



VRQA Compliance Data

E4025 Nagle College, Bairnsdale

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015

%

2016

%

2015 - 2016 Changes

%

2017

%

2016 - 2017 Changes

%

YR 07 Grammar & Punctuation 90.8 96.9 6.1 94.6 -2.3

YR 07 Numeracy 99.3 99.2 -0.1 98.6 -0.6

YR 07 Reading 97.4 97.6 0.2 98.0 0.4

YR 07 Spelling 94.1 96.2 2.1 95.3 -0.9

YR 07 Writing 88.9 93.0 4.1 94.6 1.6

YR 09 Grammar & Punctuation 93.1 88.5 -4.6 90.7 2.2

YR 09 Numeracy 98.6 97.9 -0.7 98.6 0.7

YR 09 Reading 96.5 97.3 0.8 85.8 -11.5

YR 09 Spelling 92.4 92.6 0.2 93.6 1.0

YR 09 Writing 82.5 93.2 10.7 73.6 -19.6



YEARS 9 - 12 STUDENT RETENTION RATE

Years 9–12 Student Retention Rate 71.18%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y7 92.02

Y8 90.21

Y9 89.08

Y10 88.44

Overall average attendance 89.94

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 85.85%

STAFF RETENTION RATE

Staff Retention Rate 87.84%



TEACHER QUALIFICATIONS

Doctorate 1.39%

Masters 11.11%

Graduate 51.39%

Certificate Graduate 5.56%

Degree Bachelor 65.28%

Diploma Advanced 20.83%

No Qualifications Listed 15.28%

STAFF COMPOSITION

Principal Class 3

Teaching Staff (Head Count)

88

FTE Teaching Staff

74.820

Non-Teaching Staff (Head Count)

50

FTE Non-Teaching Staff

41.696

Indigenous Teaching Staff

1

MEDIAN NAPLAN RESULTS FOR YEAR 9

Year 9 Reading 555.10

Year 9 Writing 546.20

Year 9 Spelling 579.30



Year 9 Grammar & Punctuation 571.50

Year 9 Numeracy 568.70

SENIOR SECONDARY OUTCOMES

VCE Median Score 26

VCE Completion Rate

99%

VCAL Completion Rate

90%

Documents

2015 Secondary Template v1 - Nagle College...• Develop a safe, nurturing and hope-filled community based on Christ’s message of love, justice and service. • Provide innovative,