Bethany College, Hurstville

Annual School Report to the Community

2018

School Contact Details

Croydon Road, Hurstville 2220

info@bethanyhurstville.catholic.edu.au

http://bethanyhurstville.catholic.edu.au

8566 0711

8566 0722

Principal

Ms Robyn Rodwell

ABOUT THIS REPORT

Bethany College is registered by the NSW Education Standards Authority (NESA), and managedby Sydney Catholic Schools Ltd (SCS) as trustee for the Sydney Catholic Schools Trust, the‘approved authority’ for the Registration System formed under Section 39 of the Education Act1990 (NSW).

The Annual School Report to the Community provides parents and the wider College communitywith fair, reliable and objective information about College performance measures and policies,as determined by the Minister for Education. The Report also outlines information aboutinitiatives and developments of major interest and importance during the year and theachievements arising from the implementation of the College’s Annual Improvement Plan.

The Report demonstrates accountability to regulatory bodies, the College community andSydney Catholic Schools. This Report has been approved by Sydney Catholic Schools inconsultation with the Regional Consultant who monitors that the College has appropriateprocesses in place to ensure compliance with all NSW Education StandardsAuthority requirements for Registration and Accreditation.

This Report complements and is supplementary to College newsletters and other regularcommunications. Further information about the College may be obtained by contacting theCollege or by visiting the College’s website.

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SECTION ON E: MESSAGE FROM KEY GROUP S IN OUR COMMUN ITY

Principal's Message

The Bethany Gospel story continues to inspire a strong commitment to providing outstandingeducation for girls and service to the wider community. The College mission is to "Act withjustice for the benefit of each person locally and globally, love tenderly and accept ourselves andeach other as God loves us and Walk humbly on our journey trusting in God's providence, careand guidance”. This Report provides a summary of the way Bethany College lived out itsChristian Mission in 2018. Our major focus for Teaching and Learning in 2018 was the structureof observed learning outcomes (SOLO) taxonomy which is a model that describes levels ofincreasing complexity in students' understanding of subjects. A whole school approach was usedto ensure that SOLO taxonomy was embedded across each Key Learning Area.

Parent Body Message

2018 has been a memorable year to be part of the Bethany community. Fresh on the back ofexceptional HSC results in 2017, this year the College has gone from strength to strength. As aparent, it is reassuring to know that our girls are in caring hands and that if we have anyconcerns, they are promptly and professionally responded to. Likewise, the staff are extremelyhard-working and the relationship they have with the girls is special.

Opportunities for parents to engage with the College this year included assisting at OpenEvening, Bingo Night, Mother's and Father's Day Masses and awards ceremonies.

At the beginning of each term, we hold a Parents and Friends' (P & F) night which gives parentsan insight into what is happening at the College and the opportunity to voice concerns and hearan update through the Principal’s report as well as hear from various guest speakers.

On behalf of the parent body, I would like to thank the dedicated staff for all that they do tomake Bethany the great school that it is.

Student Body Message

During 2018 our student leadership team was strengthened by the newly created position ofCaptain of Religious Education and Mission. Our Captains were supported by the StudentRepresentative Council (SRC) and Prefects and we focussed on raising awareness around waste,minimising plastic usage across the College and investigating recycling programs in our localAnnual School Report to the Community 2018 Page 2

area. As leaders across the College, we were given opportunities to engage with other studentleaders at forums, deepened our Religious Leadership by meeting with the Archbishop, spoke atassemblies and engaged other students in the prayer life of the College, met guests of theCollege such as returned service people from Bexley RSL and visited State Parliament. We wereproud to have representation on the SMILE Team, a voluntary group in the College who focusseson promoting positive wellbeing. This took the form of raising awareness about speaking outagainst bullying, positive body image and mindfulness. We have felt quite privileged to have ledthe College during 2018.

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SECTION TWO: SCHOOL FEATURES

Bethany College is a Catholic systemic Girls College located in Hurstville.

In 2018, Bethany College had an enrolment of 1008 girls and more than 85 teaching staff, withnumerous support staff assisting in many areas of the College. Bethany College is convenientlylocated in the heart of the St George district of Sydney. It was established in 1993 following theamalgamation of two local schools. Bethany is situated on the site of St Mary’s Star of the SeaHigh School Hurstville which began back in 1895. 2017 saw us complete our twenty-fifth year as aCollege and celebrations continued at our Jubilee Mass in February 2018.

Our catchment area of Catholic Primary feeder schools total 11. Most of the girls travel by busand several girls catch the train. Bethany College’s curriculum is aimed at accommodating theneeds of the girls, and at preparing them to contribute, indeed to make a difference, to thetwenty-first century. Bethany College is not a school with girls; it is a school specifically for girls.

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SECTION THREE: STUDEN T PROFILE

Student Enrolment

The College caters for students in Year 7 to Year 12. Students attending this College come from avariety of backgrounds and nationalities. The following information describes the student profilefor 2018:

Girls Boys LBOTE* Total Students

1008 0 758 1008

* Language Background Other than English

Student Retention

Of the students who completed Year 10 in 2016, 92% completed Year 12 in 2018.

Enrolment Policy

The Archdiocese of Sydney has established an Enrolment Policy for Systemic CatholicSchools. Sydney Catholic Schools monitor the implementation of this policy. The policy has beendeveloped in the context of government and system requirements. Children from families whoare prepared to support the ethos and values of the Catholic Church may be considered eligiblefor enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levyand local fees and charges. A pastoral approach is adopted for parents experiencing genuinedifficulty with the payment of fees.

Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessedat the Sydney Catholic Schools website.

Student Attendance Rates

The average student attendance rate for 2018 was 93.46%. Attendance rates disaggregated byYear group are shown in the following table.

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Attendance rates by Year group

Year 7 95.00%

Year 8 93.26%

Year 9 92.28%

Year 10 92.85%

Year 11 93.14%

Year 12 94.24%

Managing Student Non-attendance

Regular attendance at school is essential if students are to maximise their potential. TheCollege, in partnership with parents, is responsible for promoting the regular attendance ofstudents. While parents are legally responsible for the regular attendance of their children,College staff, as part of their duty of care, monitor part or whole day absences.

College staff, under the Principal’s leadership, support the regular attendance of students by:

providing a caring teaching and learning environment which fosters students’ sense ofwellbeing and belonging to the College communitymaintaining accurate records of student attendancerecognising and rewarding excellent and improved student attendanceimplementing programs and practices to address attendance issues when they arise.

The Principal is responsible for supporting the regular attendance of students by ensuring that:

parents and students are regularly informed of attendance requirements and theconsequences of unsatisfactory attendanceall cases of unsatisfactory attendance and part or full day absences from school areinvestigated promptly and that appropriate intervention strategies are implementeddocumented plans are developed to address the needs of students whose attendance isidentified as being of concernthe Regional Directors of Sydney Catholic Schools or designated Sydney Catholic Schoolsofficer is provided with regular information about students for whom chronic non-attendance is an issue and for whom College strategies have failed to restore regularattendance.

Senior Secondary Outcomes

The table below sets out the percentages of students undertaking vocational training in theirsenior years as well as those attaining the award of Higher School Certificate (or equivalentvocational education and training qualifications).

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Senior Secondary Outcomes. Year 12 2018

% of students undertaking vocational training or training in a tradeduring the senior years of schooling.

19%

% of students attaining the award of Higher School Certificate orequivalent vocational education and training qualification.

100%

Student Post School Destinations

Each year the College collects destination data relating to the Year 12 student cohort. The tablebelow sets out the percentages of students for the various categories.

Destination Data

Year 12, 2018Graduating Class

University TAFE / Otherinstitutions

Workforce entry Destination notreported

78% 12% 7% 3%

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SECTION FOUR: STAFFIN G PROFILE

The following information describes the staffing profile for 2018:

Total Teaching Staff* Total Non-Teaching Staff Combined Total

80 25 105

* This number includes 67 full-time teachers and 13 part-time teachers.

Percentage of staff who are Indigenous 0%

Professional Learning

The ongoing professional development of each staff member is highly valued. Professionallearning can take many forms including whole school staff days, subject specific in services,meetings and conferences and a range of professional learning programs provided by SydneyCatholic Schools. The College takes responsibility for planning, implementing, evaluating andtracking of its staff professional learning and individual staff members take responsibility fortheir ongoing professional development. All teachers have been involved in professionallearning opportunities during the year related to improving student outcomes.

The College held the equivalent of five staff developments days this year with areas of focus asfollows:

Term 1 SOLO Taxonomy

Term 2 Wellbeing

Term 3 Staff Spirituality Day - The Bethany Story

Term 4 School Wide Pedagogy

In 2018, with the help of Regional Funding, a Creative Writing Project was established whereYear 10 Newman students mentored identified gifted and talented students from Primary feederschools. Professional Learning Opportunities for staff were provided both within and acrossPrimary and Secondary schools with a focus on strategies to teach creative writing.

Teacher Standards

The following table sets out the number of teachers who fall into each of the four AustralianTeaching Standards categories as accredited by the NSW Education Standards Authority (NESA):

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Australian Teaching Standards Number ofTeachers

1 Provisional or conditionally classified teacher 4

2 Proficient teacher 96

3 Highly Accomplished teacher 0

4 Lead teacher 0

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SECTION F IVE: CATHOLIC L IFE AN D RELIGIOUS EDUCATION

Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholicschools in the Archdiocese of Sydney. In responding to the Charter, the College engages inprocesses to reflect on and revitalise its mission and strengthen the religious life of members ofthe College community.

The College follows the Archdiocesan Religious Education (RE) Curriculum and uses the studenttextbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney.

Bethany College was established in 1993 and the end of 2017 saw the College concluding itstwenty-fifth year, our Jubilee Year. The motto, "Act justly, love tenderly and walk humbly withour God", continues to inspire a strong commitment to providing outstanding education for girlsand developing in them an ethic of service to the wider community. We are committed to thedevelopment of young people who value themselves as women, who are concerned aboutsignificant issues in our world as they relate to justice, peace and the environment, and whovalue prayer and the reality of God in their lives.

Mass is celebrated twice a year for the whole school community by one of our local pastors.Special liturgies are also celebrated throughout the year. 2018 saw the introduction of a Mass ofinvestiture for our Year 11 newly elected leaders as well as deeper involvement with St Michael'sParish by hosting a Youth Mass each month. Students work closely with the College Leader ofReligious Education and Mission to plan and create meaningful liturgical celebrations. TheCollege contributes to the broader life of the Church by providing members of the communityopportunities to be trained as altar servers and Extraordinary Ministers of Holy Communion. In2017, we reviewed our student leadership structure and are proud to have an RE and MissionCaptain from the start of 2018.

Prayer is a focal point of life at Bethany College. Both staff and students have the opportunity toshare in and lead daily communal prayer. Praying the Angelus each day at midday has becomean integral part of the College's prayer life. Students develop their faith through overnightretreats and reflection days. These experiences are invaluable times for students and arefacilitated by staff and senior students of the College.

All members of our community are actively encouraged to support and be involved in justiceand awareness initiatives that are identified by the student body and the wider community.Inspired by Mary Aikenhead and St Mary of the Cross MacKillop, we strive to speak out and actagainst all forms of injustice. The College actively supports the Charitable Works Fund, ProjectCompassion and St Vincent de Paul Society Winter and Christmas appeals.

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Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake theArchdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choicequestions. Results of the test are analysed by teachers and are used to inform teaching andlearning in Religious Education.

Our School's average result (as a mark out of 50)

Year 8 27.68

Further information about the Archdiocesan Religious Education Curriculum and the RE Testsmay be accessed at the Religious Education and Evangelisation site on the Sydney CatholicSchools website.

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SECTION SIX: CURRICULUM

The College follows the NSW Education Standards Authority (NESA) Teaching & EducationalStandards (BOSTES) syllabus for each course offered as required for Registration andAccreditation under the Education Act 1990 (NSW) and implements the curriculum requirementsof Sydney Catholic Schools (SCS). The Sydney Catholic Schools Statement on AuthenticLearning outlines our beliefs about how students learn. It provides a foundation for teachers,school leaders and system leaders as they aspire to enable learning which engages andempowers students to become lifelong learners, who contribute to society, and the wider world,as active and discerning citizens.

Staff members are committed to continuous improvement of teaching and learning in all facetsof the school curriculum. Bethany offers a wide range of courses to support students’ interestsand skills.

Courses are offered in the years as listed below:

Year 7: All mandatory NSW Education Standards Authority (NESA) courses plus ReligiousEducation, sport and Connected Learning Experiences.

Year 8: All mandatory NESA of Studies courses plus Religious Education and sport.

Years 9 and 10: All mandatory NESA courses plus Religious Education, sport, and two electiveschosen from Big History, Big Ideas, Commerce, Dance, Drama, Food Technology, Information andSoftware Technology, Japanese, Italian, Multi Media,Textiles Technology, Music, PhysicalActivities and Sports Studies and Visual Art.

Year 11 and 12: Studies of Religion I and II, Catholic Studies, English Standard, English Advanced,English Extension 1, Biology, Chemistry, Physics, Senior Science, Business Studies, Economics,Geography, Ancient History, Modern History, Legal Studies, Society and Culture, MathematicsGeneral, Mathematics, Mathematics Extension 1, Italian Continuers, Dance, Drama, Visual Arts,Music I, Information Processes and Technology, Personal Development, Health and PhysicalEducation , Community and Family Studies, Early Education Childhood and Care, BusinessServices, Hospitality, Design and Technology, Food Technology, Textiles and Design, VisualDesign, Technical and Further Education (TAFE) courses, and languages through Open HighSchool and the Saturday School of Community Languages. In Year 12, English Extension 2,Mathematics Extension 2 and History Extension are also available for suitable students.

Bethany College is committed to lifelong learning. The girls are equipped with a variety oflearning strategies, and the staff are provided with ongoing opportunities to develop as learnersAnnual School Report to the Community 2018 Page 12

and as teachers. The College integrates pastoral care that aims to provide a safe environment inwhich girls can develop as global citizens with values that will enrich the world in which they liveand where girls are encouraged to live by the College motto, 'Act Justly, Love Tenderly and WalkHumbly with their God'. Bethany College works to develop self-directed learners and aims tohave each girl involved actively in her learning, striving for personal best. Literacy anddifferentiation of teaching, to cater for students with different learning needs, is the currentpedagogical focus of learning in the College.

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SECTION SEVEN: STUDEN T PERFORMAN CE IN NATION AL AN D STATE-W IDE TESTS

The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessmentfor students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable informationabout student achievements in literacy and numeracy. An analysis of these resultsassists College planning and is used to support teaching and learning programs.

The tables below show the percentages of students who achieved particular skill bands innumeracy and the aspects of literacy. The College results shown are compared to studentsnationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling,Grammar and Punctuation. Numeracy is reported as a single content strand.

NAPLAN RESULTS 2018

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year7

Grammar & Punctuation 39.55% 31.00% 10.73% 17.10%

Reading 36.36% 27.80% 4.55% 17.10%

Writing 33.33% 16.10% 9.04% 29.90%

Spelling 50.85% 34.10% 3.39% 15.70%

Numeracy 27.27% 31.10% 6.82% 14.60%

NAPLAN RESULTS 2018

% of students in the top 2 bands

% of students in the bottom 2 bands

School Australia School Australia

Year9

Grammar & Punctuation 34.84% 20.90% 14.19% 20.30%

Reading 26.45% 21.70% 4.52% 17.90%

Writing 19.35% 14.20% 21.94% 38.90%

Spelling 40.00% 26.40% 5.16% 20.00%

Numeracy 24.03% 28.30% 7.79% 14.50%

Higher School Certificate

The results of the College’s Higher School Certificate (HSC) candidature are reported forparticular subjects. The table provided shows the percentage of students who achieved in thetop two bands and shows comparison with results from previous years.

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Higher SchoolCer ficate

Percentage of students in top 2 bands (Bands 5 and 6)

2016 2017 2018

School State School State School State

Studies of Religion I 69% 49% 70% 50% 67% 37%

English (Standard) 22% 13% 34% 16% 42% 15%

English (Advanced) 75% 61% 77% 64% 76% 63%

Mathematics General 2 BDC 40% 25% 39% 26% 40% 27%

Mathematics 25% 52% 63% 54% 70% 52%

Ancient History 36% 30% 68% 36% 89% 36%

English Extension 1 100% 94% 75% 94% 100% 38%

English Extension 2 100% 79% 100% 78% 100% 17%

Mathematics Extension 1 75% 79% 100% 82% 100% 33%

Mathematics Extension 2 100% 85% 100% 84% 100% 33%

The College experienced further learning growth in 2018 building on the success of the 2017results. The De Courcy Analysis trend data showed all subjects at above or as expected in termsof growth. No courses were stated as below expected growth.

In 2018 the number of students issued with aRoSA without finishing the HSC

4

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SECTION EIGHT: PASTORAL CARE AN D WELLBEIN G

Student Welfare Policy

Bethany College is a community of students, parents, clergy and teachers whose inspiration anddirection is based clearly on the teachings of Jesus. All staff members have a responsibility forthe pastoral care and welfare of students. Pastoral care is a total climate of care that exists inour school and is at the heart of everything we do. The dignity of each person is central to ourcore belief.

Pastoral care is lived daily through our interaction with others. Justice must be central in allinteractions and an atmosphere of harmony, compassion and mutual respect is fostered by allmembers of the school community. In dealing with each individual, restorative justice is ofparamount importance - the behaviour is always separated from the person and theopportunity for personal growth is always provided.

The Pastoral Care/Student Welfare Policy is to be read in conjunction with the ‘Act Justly’Student Management System’ and the 'Standing Together' Anti-Bullying Policy.

There were no changes made to this policy in 2018.

The full text of the College's Pastoral Care Policy may be accessed on the College's website or atthe administration office.

Discipline Policy

Corporal punishment is expressly prohibited in this College. The College does not sanctionadministration of corporal punishment by College persons and non-College persons, includingparents, to enforce discipline in the College.

It is the belief at Bethany College that each student's worth and self-esteem is valued andfostered by all staff.

To achieve this goal we have developed a system, “Act Justly, Love Tenderly” merit system, thatinvolves students in learning to make good choices about their behaviour and acknowledgingthe consequences that poor choices bring. A student affirmation system is designed to assiststudents to shape their behaviour in a fair and just way and is part of the full text of theCollege’s Student Management Policy may be referred to in the Student Planner.

There were no changes to this policy during 2018.

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The full text of the College's Student Discipline Policy may be accessed on the College's websiteor at the administration office.

Anti-Bullying Policy

The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by ourschool and all systemic schools in the Archdiocese. It provides a framework for schoolcommunities to work together to prevent and address issues of student bullying, in order tobuild respectful relationships that respond effectively and sensitively to the needs of eachperson. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policywas reviewed in August 2016 and no changes were made to the policy this year.

The full text of the Anti-Bullying Policy may be accessed on the School’s website, theadministration office or at the SCS website at this link.

Complaints and Grievances Resolution Policy

The Archdiocese of Sydney has established a Resolution of Complaints Policy which isimplemented by our school and all systemic schools in the Archdiocese. The rationale for thepolicy is that within the reality of the schooling experience, it is recognised that, from time totime, misunderstandings and differences of opinion will occur, and that these need to beresolved satisfactorily. Addressing such matters within a framework of dignity, respect and truthcan provide powerful opportunities to model the love of Christ in the reality of ourcontemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was updated and approved in September 2017.

The full text of the Resolution of Complaints Policy may be accessed on the School’s website, theadministration office or at the SCS website at this link.

Initiatives Promoting Respect and Responsibility

Our mission statement provides the backdrop against which we promote respect andresponsibility. The focus on our school values has provided the opportunity for the school toconsider how everyone within the community can learn and live together respectfully.Restorative practices, where students are taught skills in taking responsibility for their actionsand building respectful relationships, support students’ learning about the importance ofappreciating others. Student leadership, senior leaders and the student representative council,provides the opportunity to learn responsibility and to act accordingly. Respectful andresponsible behaviour is acknowledged through class awards and Bethany Day Awards.

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A significant aspect of promoting rights and responsibility is the awareness of those who do nothave the same opportunity. By raising awareness we engage students in programs to supportothers where possible and appropriate.

Initiatives to promote respect and responsibility during 2018 include:

Each cohort having a College value to focus on for the year.Anti-bullying initiatives are taught as a regular part of the Pastoral Program at all yearlevels. This is to develop a better understanding of how one should be treated by others.The Concert for the Elderly program, aiming to foster active involvement in the life of thelocal community, encourages aged care facilities to bring their clients to our school for aconcert and a meal.An ANZAC Day Service to commemorate the sacrifice of Australians in defence of ournation was held. It is important to engender a sense of respect for those who haveserved.

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SECTION NIN E: SCHOOL REVIEW AN D IMP ROVEMEN T

The College implements the Sydney Catholic Schools' Inquiry and Review Cycle of improvementwhich outlines the processes and benchmarks for creating the culture and practice of continuousimprovement with students as the focus. The School's Strategic Improvement plan and Inquiryand Review cycle is based on the Sydney Catholic Schools Strategic Plan: New Horizons

Each year, the College develops an Annual Improvement Plan indicating the intended keyimprovements for student learning outcomes. The plan is drawn from the College’s StrategicImprovement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. TheCollege engages in an annual evidence-based evaluation of its effectiveness against theseexternal standards in collaboration with the Regional Consultant. A copy of the StrategicImprovement Plan and the Annual Improvement Plan may be obtained from the schooladministrative office.

Key Improvements Achieved in 2018

The following key improvements, outlined in our 2018 Annual Improvement Plan, focussed on

Providing opportunities for students to engage with Year of Youth faithformation successfully involved the creation of a prayer group and opportunities toattend evangelisation events.Participating in Pilot 2 of Newman Selective Schools Program entry into Year 7 in 2019. Asa Sydney Catholic Schools initiative over 50 students self nominated to sit for theNewman Selective Schools Program testing as well as an opportunity to submit aportfolio. This was used together with ability testing to ensure that appropriate studentswere chosen for the Newman stream.Analysis, identification and support of students struggling to meet NSW minimumstandards so that students who were not yet eligible to gain an HSC in 2020 were tutoredto help them achieve minimum standards. All students who attempted HSC MinimumStandards testing were successful.Facilities were further enhanced to meet the changing needs of the curriculum by awoodwork room being refurbished and repurposed as a domestic kitchen.

Priority Key Improvements for 2019

In 2019, the College will focus on the following initiatives:

Significant professional development on strategies to support EAL/D learners withvocabulary and the appropriate use of academic language.Evaluating the curriculum offerings at the College and the timetable structuressupporting this to ensure that we are catering for the needs of current students.

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Introducing Compass as a student management system in line with Sydney CatholicSchools protocols to provide transition of information from Primary to Secondary school.Undertake Inquiry and Review to further inform future directions of the College.Strengthen student voice across the College by training school leaders in their roles.

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SECTION TEN: PAREN T, STUDEN T AN D TEACHER SATISFACTION

The opinions and ideas of parents, students and teachers are valued and sought. Theirsuggestions are incorporated into planning for and achieving improved outcomes for students. This year, the College has used a variety of processes to gain information about the level ofsatisfaction with the College from parents, students and teachers.

Parent Satisfaction

Parents were surveyed as part of a DISA Survey disseminated by the University of SouthernQueensland. Parents overwhelmingly stated their trust and confidence in the College, theirpleasure in outstanding HSC results and satisfaction with the quality of relationships across theschool. Other forums for the provision of feedback which were in existence in 2018, held eachterm, include Parents and Friends Association Meetings and Bethany Advisory Council Meetings.

Student Satisfaction

Students were surveyed as part of the DISA Survey disseminated by the University of SouthernQueensland, Year 7 Transition survey, Year 12 exit survey and all year groups undertook abullying survey. Students affirmed that they felt that their College was a safe learningenvironment and that they too valued relationships with their teachers and other students.They felt that the college provided many opportunities for students to become involved andexcel.

Teacher Satisfaction

Teachers were surveyed as part of the DISA Survey disseminated by the University of SouthernQueensland and informal data was collected in the form of feedback or evaluations for variousactivities or events held in the College. Staff felt that the relationships across the school weregenuine and of a high-quality and that they were happy in their roles. Mindful of the increasinglevel of accountability in the role of a teacher, staff expressed gratitude for wellbeing of staffbeing seen as a priority.

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SECTION ELEVEN: F IN AN CIAL STATEMEN T

This School Financial Information is based on the detailed information provided to theCommonwealth Government in the Commonwealth Financial Questionnaire.School Financial Information for the 2018 year is detailed below:

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants 1

$9,183,313

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,857,434

Fees and Private Income 4 $5,057,475

Other Capital Income 5 $8,443

Total Income $17,106,665

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $590,791

Salaries and Related Expenses 7 $11,627,330

Non-Salary Expenses 8 $4,835,803

Total Expenditure $17,053,924

For the 2018 year the Bethany College received $146,756 as Interest Subsidy.Our school community is appreciative of the support it received from the NSW StateGovernment under the Interest Subsidy Scheme

Notes

1. Commonwealth Recurrent Grants includes recurrent per capita grants and specialpurpose grants.

2. Government Capital Grants includes all capital grants received from the Commonwealthand State Governments.

3. State Recurrent Grants includes recurrent grants per capita, special purpose grants andinterest subsidy grants.

4. Fees and Private Income include Archdiocesan and school based fees, excursions andother private income.

5. Other Capital Income includes building levy fees and capital donations used to fundCapital Expenditure.

6. Capital Expenditure includes expenditure on School Buildings, and Furnitureand Equipment.

7. Salaries and Related Expenditure includes all salaries, allowances and related expensessuch as superannuation and workers compensation insurance.

8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure coveringresources, administration, operational expenses, utilities, repairs and maintenance.

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