Emmaus Catholic College, Kemps Creek Catholic College, Kemps Creek is a co-educational secondary school which is part of the Catholic Education Diocese of Parramatta. Founded in 1988

Emmaus Catholic College, Kemps CreekPO Box 631, St Marys 1790Principal: Mr Robert NastasiPhone: 9670 4588 Fax: 9834 3403Email: [email protected]://www.emmauskempscreek.catholic.edu.au

mailto: [email protected]

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

Introduction

About the Annual School ReportEmmaus 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 2016 and gives informationabout the 2017 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.

Emmaus Catholic College, Kemps Creek 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

PrincipalIt is with great pleasure that I present the 2016 annual report of Emmaus Catholic College, aschool pursuing academic excellence in a caring and pastoral environment.

Emmaus Catholic College, Kemps Creek is a co-educational secondary school which is part of theCatholic Education Diocese of Parramatta. Founded in 1988 the college is enlivened by thecharism of the Mercy tradition and has the motto We Walk With Jesus taken from Luke's Gospel24:13-33, which depicts the narrative of the Emmaus journey.

Emmaus Catholic College has a dual moral purpose of being Catholic in its identity andensuring the best possible learning and teaching outcomes of the whole person as part of a richtradition of Catholic schooling. My hope and prayer for all students who enrol at the college isto develop skills, values and attitudes; to fully utilise and share their individual gifts; to take upthe challenge of academic rigour; and to seek a sense of spiritual growth in which Christ iscentral.The college is blessed with a wonderful semi-rural setting and has outstanding facilitiessupporting 21st century learning. All members of the community are reminded that we arestewards of this majestic place attempting to love, nurture and protect it all times.

In summary the college aims to work in partnership with parents/carers, families and the widercommunity to educate and prepare our students for lives beyond their school days. To do thiswe pride ourselves on using learning experiences that mimic real life situations, ensuring that ourstudents are then able to contribute in meaningful and dignified ways when theybecome members of the broader society.

ParentThe college at all times attempts to work in strong partnership with parents/carers, families andthe wider community to educate and prepare our students for life and for living. Parents play avital role in conjunction with the school in being the first educators of our young adults, stronglysupported at all times by the teaching and support staff of Emmaus Catholic College.

Communication is seen as crucially vital between parents/carers and the staff and to that enddealings are always transparent and focused on the learning needs of the student.

Methods of communication on a daily basis included face to face interviews, communication viaphone, email, SMS, the information management system, Sentral and the student learningplanner. In addition parent/student/teacher interviews occurred twice during the year and eachyear group had an information night to disseminate details to the parents/carers.

A parent advisory board representing each year group was formed to provide a voice for thecommunity and parents/carers and they met once a term with the college principal. In additionregular parent educational sessions/events occurred throughout the year where families wereinvited to attend and gain knowledge and skills that supported the student. Examples includedhomework, writing and wellbeing workshops.

Each year other community events take place such as the Year 7 welcome to Emmausnight, academic and scheduled assemblies, masses/liturgies, awards days, carnivals, feast days,graduations and formals as part of the vibrant life of the college.

An annual survey of parent opinion, both hard copy and online, takes place to allow the collegeto be informed around parent feedback so as to make adjustments that will enhance studentlearning outcomes.

StudentTwo thousand and sixteen once again saw a generosity of spirit amongst the student body ofEmmaus Catholic College with students once again committing to numerous events ranging fromfund-raising activities, social outreach initiatives, performing/creative arts showcases, sportingtournaments and community interaction with the nearby retirement centre, Emmaus Village.

Of significant note was the fact that our students had a strong sense of social justice andcompassion for the broader community support such as the Parramatta Aboriginal Catholic


compassion for the broader community support such as the Parramatta Aboriginal CatholicMission, Project Compassion, St Vincent de Paul Winter and Christmas Appeals, the great wintersleep out and the World’s Greatest Shave for the Cancer Council of NSW.

Our students participated with great spirit in a wide range of college events including, EmmausDay; cross country, swimming and athletics carnivals, clean up schools day, harmony day, mocktrials, public speaking, debating, Captivate and Science, Technology, Engineering andMathematics (STEM) events to showcase their talents. The college student leaders continued ourannual tradition of hosting a Christmas luncheon and evening 'Carols in the Grove' for theresidents of Emmaus Retirement Village.


Who we are

History of the schoolEmmaus Catholic College was established in 1988. The foundation principal was a member of theParramatta Mercy Congregation, and the Mercy charism of compassionate care, especially ofthose who struggle, continues to inform the practices of the school. The college is part of theParramatta Diocesan system of schools and grew steadily with the development of surroundingresidential areas of Mount Vernon, Kemps Creek, Erskine Park, St Clair and St Marys. Ourschool caters for over 1000 students with most year groups hosting seven streams. The site hasbeen developed to provide a well-resourced and multi-faceted curriculum campus. The SisterPatricia Tully Centre accommodates the whole student body for assemblies and college massesand is a valuable all-round facility, as are the basketball courts, cricket nets and ovals, and theindustrial standard vocational education and training facilities.

Location/drawing areaThe school, located in Kemps Creek in south western Sydney, draws its students from theparishes of Our Lady of Rosary, St Marys, and Holy Spirit, St Clair, and serves the youth of thesurrounding suburbs of St Clair, Erskine Park, St Marys, Colyton, Luddenham, Kemps Creek andMt Vernon. Its rural location, five kilometres from the suburbs it serves, is a great blessing andconsidered to be a peaceful oasis by the entire community. The large grounds of more thansixteen hectares are picturesque and covered with native shrubs and trees.

Kangaroos and other native wildlife are regularly seen on the campus and indeed are embeddedinto the teaching and learning that takes place across the Key Learning Areas (KLAs). Whilstallowing for ovals and other recreational and sporting facilities, the spacious site also creates apeaceful ambience and is complemented by our attractive single storey buildings, designed in theshape of a cross to represent the fact that we are Christ centred. Emmaus Catholic College is alsoan inclusive college catering for all and to that end is accessible to wheelchair-bound studentsand community members.


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

74

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 20

Number of teachers currently undertaking accreditation to teach Religious Education 3

Number of non-teaching staff (includes teachers' aides) 28

Percentage of teachers who are indigenous 1

The average teacher attendance for 2016 94.1

Percentage of 2016 teaching staff who were retained from 2015 82

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesEmmaus Catholic College offered regular opportunities for students, staff and parent/carers toparticipate actively in prayer life, masses and liturgical celebrations. Students always began eachlesson with prayer led by both the student and teachers. Mass was celebrated both as a wholecollege, in year groups, as a class, and as voluntary groupings at lunchtime on a Friday. Studentswere organised and trained under the direction of the director of mission to lead prayer and totake part in other ministries such as music, readings and extra-ordinary ministers ofcommunion in all whole-school and year group masses.

A central space was developed and dedicated at the college, named the Mercy chapel and wehad regular visitations from our local Priests. The commissioned altar, ambo and presider's chair,the furniture and the decor make this a beautiful and reflective place where students and staffgather regularly for morning prayer and lunchtime mass on Fridays.

There was also prayer every Friday morning before school and the community stopped at middayeach day to recite the Angelus, led by our senior students, except for the period between Easterand Pentecost, where we prayed the Regina Coeli.

Social JusticeStudents and staff showed a strong commitment to social outreach and social justice, asdemonstrated by active and generous support of Caritas Australia's Lenten program, andcollections for many charities including the St Vincent de Paul Winter and Christmas appeals.Funds were also raised to support the Sisters of Mercy at Mamre House and Christmas presentswere donated to the Parramatta Aboriginal Mission. The College staff and senior students morerecently took up being part of Night Patrol at St Marys to support and care for those homelesspeople in our midst.

School home and parish partnershipsIn 2016 the college enjoyed very supportive and positive relationships with the pastors of thetwo local parishes, Our Lady of the Rosary, St Marys and Holy Spirit, St Clair and with the body ofparents.

Pastors were regularly welcomed to the college for mass and reconciliation, and parentsparticipated in many opportunities for partnership. Parents are the first educators of theirchildren in their faith journey and are supported by the college in developing theirunderstanding of the faith and their relationship with Jesus.

The local parishes supported the school and parents in nurturing these relationships. Students atEmmaus Catholic College were encouraged to attend weekly mass at the Mercy Chapel and playan instrumental role in developing all aspects of the liturgy life of the college.

Religious EducationReligious Education is at the heart of of the college's curriculum and underpins everything thecollege does. Central to the college's mission as a catholic school are our catholic values of hope,compassion, love, charity and these are implicitly and explicitly taught through all teachingprograms at the college and through the actions and modelling of all our community members.

The college followed the Parramatta Diocese's Religious Education syllabus, Sharing Our Story, inYears 7 to 10 and offered a choice of Catholic Studies or Studies of Religion either as one or twounits in Years 11 and 12, both of which are endorsed by thr NSW Education and StandardsAuthority (NESA).

Professional Learning of staff in Religious EducationAll teaching staff were afforded opportunities to undertake professional learning opportunitiesto support their teaching, including courses facilitated by Catholic Education, Dioceseof Parramatta (CEDP) and via external providers such as the Australian Catholic University (ACU)particularly for Stage 6 teachers. In addition to this, professional learning was factored into the


particularly for Stage 6 teachers. In addition to this, professional learning was factored into thefortnightly Religious Education Key Learning Area (KLA) meeting times and the agenda focused onlearning and teaching, building the capacity of teachers, and developing quality programs.Collaboration was a big component of the professional learning processes at Emmaus CatholicCollege and staff were asked to engage in professional learning conversation (PLC) opportunitiesto inform the learning. A significant part of the collaboration and professional learning wasderived from regular learning walks undertaken by the leadership team, leaders of wellbeing andleaders of learning across all Key Learning Areas (KLAs), where teachers were asked to expresstheir learning intentions and success criteria for each lesson.

In 2016 there were a number of teachers commencing, continuing or completing their ReligiousEducation accreditation at either a certificate, post graduate or Masters level. At the start ofterm four the entire staff took part in a spirituality day as part of their own faith formation andfor the re-visiting of the Mercy tradition, given the school's founding principal was a Mercy sister.Additionally, the staff undertook a workshop in term 4 looking to develop a 'contemporary'mission statement building on the foundations of the historical past of the college, whilstdeveloping five pillars of action and service.


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 2016. 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 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 91 93 42 54

Literacy 94 93 39 50

Reading 94 95 37 54

Writing 88 90 31 41

Spelling 92 93 51 56

Numeracy 93 96 39 59

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 82 91 29 41

Literacy 84 89 26 42

Reading 89 93 32 47

Writing 77 83 19 32

Spelling 85 91 44 49

Numeracy 94 96 23 50

The Commonwealth Government sets minimum benchmark standards for literacy, reading,writing, grammar, punctuation, spelling and Numeracy at particular stages of schooling. Theseare referred to as national minimum standards and the performance of students at EmmausCatholic College are compared to these standards. Once again students in Year 7 and 9 achievedEmmaus Catholic College, Kemps Creek Page 8

Catholic College are compared to these standards. Once again students in Year 7 and 9 achievedcomparable percentage numbers above national minimum benchmarks across all areas ofNAPLAN in 2016. The NAPLAN data was analysed by the directors of learning and pedagogy inconsultation with the leaders of learning in all KLAs drilling down to individual classroomteachers with a view to implementing strategies to support the development of literacy andnumeracy skills across the KLAs. The data was used to inform teaching and learning strategiescatering for individual student needs and the attainment of learning outcomes.

The ultimate aim wass to ensure all students were achieving well above the minimum nationalbenchmarks and working toward the higher bands. Data analysis took a more pointed look atstudent growth or lack of growth in the various areas of literacy and numeracy, with a clear levelof sophistication in writing being a priority area for development across the whole school. In Year7 there was some significant growth with the data showing a trending up in the areas ofpunctuation, grammar and spelling.

Record of School Achievement (RoSA)From 2012, eligible students who leave school before receiving a Higher School Certificate (HSC)will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credentialin that it allows students to accumulate over time their academic results until they leave school.

In 2016 no student requested a RoSA in Year 10 or 11.

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

2016

School State

Studies of Religion I 39 76

English Standard 52 49

English Advanced 100 90

Personal Dev Health and PE 70 62

Studies of Religion II 88 71

The Higher School Certificate results from 2016 continued to demonstrate learning gain. Ofsignificant note was the 47% increase in combined bands 5 (E3) and 6 (E4) results across allsubjects from 89 in 2015 to 145 in 2016, which was a smaller cohort. In addition the total of band5s across all subjects increased in 2016 by 52, also a significant achievement. The number ofsubjects below or above state average scores remained consistent. There were, however, threesubjects worth noting with statistically significant averages of more than 3% above stateaverage. These were Senior Science, Studies of Religion 2, and Italian Beginners.

The college's highest Australian Tertiary Admission Rank (ATAR) attainment was 97.5 and thisstudent was also named in the premier's merit list of all round students achieving band 6 or E4results in all their subjects.

A trend of sound results in Vocational Education Training (VET) courses above state averagescontinued to be a highlight for the college.

Continued analysis and review of HSC data has taken place between the college leadership team,the leaders of learning and indeed the whole staff with an aim at moving students into thehigher bands, reducing those in the lower bands and developing a culture of 'one more mark',whilst celebrating academic excellence.

School curriculumThe college offered a wide range of curriculum offerings across all stages of learning andEmmaus Catholic College, Kemps Creek Page 9

The college offered a wide range of curriculum offerings across all stages of learning andcontinued to aim to meet the learning needs and interests of the whole student population.Individualised learning programs and plans was part of the fabric of the culture, with staffundertaking ongoing professional development around the differentiation of the learning foreach person.

The college had a comprehensive and dedicated diversity team, including a leader, teachers andteachers aides who took carriage of supporting the learning needs of students in 2016. Thediversity team also coordinated and guided transition programs and Individual Educational Plans(IEPs) for students. Both funded and non funded students identified by the team benefitted fromtheir case management and adjustments made to their learning needs. Members of the diverselearning team also worked closely with the leaders of welfare, careers coordinator and collegecounsellor in developing IEPs, work placements and transition to full-time work on thecompletion of their studies.

Selected students also participated in Technical and Further Education (TAFE) courses and manystage 6 students were also enrolled in Vocational Education and Training (VET) courses includingthe sitting of the Higher School Certificate examination in these courses which then contributedto an ATAR. Year 10 students were also able to begin a HSC VET course and finish this subject inYear 11.

The college offered a peer support leadership program, using trained students in Year 10 tosupport the smooth transition of Year 7 students in their first year of secondary schooling atthe college.

The school was involved in numerous extra-curricular activities and offerings including socialjustice initiatives, drama, Science Technology Engineering and Mathematics (STEM), mock trials,dance, debating, music and various sporting programs.

Initiatives to promote respect and responsibilityThe college's student management policy and student award system were designed to ensurethat students took full responsibility for their actions. In 2016 the college continued to refine andembed these policies. The student management policy drew its direction from restorative justiceapproaches which were modelled by all members of the community.

Student expectations at the college were very high around uniform, grooming and academicstandards with a focus on zero tolerance to issues that jeopardised the respect, integrity andlearning of others. Alongside this, the college and its students took great pride in representing atofficial functions both at school and in the broader community with students constantly beingcommended for this, and also being acknowledged as our best advertisement.

The student leadership model continued to be broadened with various portfolios andresponsibilities implemented not only to the college's house structure but also to areas includingacademic, environmental stewardship, social outreach, community service and sport.

Professional LearningThe entire college staff, including teachers and support staff were encouraged to participate in avariety of professional learning and development opportunities both at the school and systemlevel. Staff professional development occurred at KLA meetings on a fortnightly basis where thefocus was on collaboration and the sharing of teaching and learning ideas.

Additionally as part of our three week learning cycle, staff professional development occurredin our morning Professional Learning Community (PLC) meetings for an hour where there was afocus on our action plan goals - namely around literacy and numeracy, along with otherpedagogical directions put in place to support student learning outcomes. Whole-day staffdevelopment days took place four times in the year with a focus on teaching and learning, adultfaith formation and the maintenance of compliance issues.

Professional development was mostly driven by the staff using an action research approach atthe school level but many learning opportunities were also directed by the Catholic EducationOffice (CEDP), such as engagement in training days around putting faces to the data anddifferentiation, undertaken in 2016 by all members of the leadership team and all middlemanagers at the college. English Mathematics Stage 4 (EM4) training continued from 2015 into2016 focusing on Stage 4 English and Mathematics, again looking at implementing high yieldteaching and learning strategies to improve literacy and numeracy outcomes for students.


We also had a large number of staff undertaking and completing post graduate and masters levelcourses in educational leadership and Religious Education.


School Improvement

Annual school prioritiesPriority 1 To engage students in the practice of Christian meditation across the

school with a specific focus on the Year of Mercy, and to assess thesuccess of the practice through teacher observation and surveyingstudent attitudes

Reason for priority 1 This was to enable students to develop their relationship with Godthrough prayer and meditation, and, further, to allow students tomeditate upon the Year of Mercy and the call that we all have to actwith mercy, justice and compassion towards others, and thus, to trulylive out our gospel values.

Steps taken to achievepriority 1

In 2016 we:introduced Christian meditation across all Year 7 ReligiousEducation (RE) classes during the unit 'Ways People Pray'introduced students to meditate for five minutes during eachlesson by

teaching stillness for short periodsextending the timefollowed by introducing a mantra (maranatha or 'I inyou, you in me')finally beginning the practice of Christian Meditation.

developed an understanding of the Year of Mercy across thecollege through a series of three lessons within RE classes

Status of priority 1 Achieved


Priority 2 To improve students’ writing skills using a consistent approach toteaching writing across Years 7 to 10 enabling all students to performto, or above, the relevant cluster level on the writing continuum and toimprove student engagement with literacy tests [ProgressiveAchievement Tests in Reading (PAT-R) and NAPLAN] to ensure data wasreliable and that students valued the outcome in relation to their ownlearning

Reason for priority 2 In response to a consistent decline in our NAPLAN writing results,particularly in Year 9, we saw there was a need to provide studentswith the tools required to understand that writing is a process.

With data informing our decision making it was critical that there wasconfidence for all parties that the testing process was valued by thestudents and that the results were an accurate reflection of their skills.


These included:initial sampling of writing taken from the students in week 2and each student's cluster determined by teachersconsistent use and understanding of purpose, audience,language, meaning and structurecommon language used across all Key Learning Areas (KLAs)KLAs identifying a particular text type/s to focus on - narrativetexts and/or persuasive texts to be priorityDirector of Learning (DOL) to be informed of chosen text type



Priority 3 To improve students’ ability to use and interpret mathematicalinformation appropriately in a variety of contexts measured throughongoing assessment, Progressive Achievement Tests in Mathematics(PAT-M) and NAPLAN (Years 7 and 9)

Reason for priority 3 Data suggested that students were struggling with this aspect ofnumeracy within NAPLAN testing as well as General Mathematics inStage 6. A concentrated approach across the KLAs, where studentswould be exposed to contextually relevant opportunities to applymathematical thinking, should better prepare the students for thesetypes of questions.


These included:Staff looked at the PAT-M and NAPLAN data for the students,exploring and identifying areas of weakness and strength.Students were exposed to a consistent message on theimportance of being numerate and the place of numeracy in allaspects of learning/lifeDuring Personal Development (PD), staff identified opportunitieswithin their units of work to develop students’ numeracy.KLAs started to teach units of work relating to mathematicalthinking and skills.



Projected school prioritiesPriority 1 To increase student understanding of the Emmaus College faith

identity and to measure this increase through pre and post testingacross Stages 4 and 5 Religious Education

Reason for Priority 1 The understanding of the Emmaus identity which was once a strongfocus of the college’s spirituality, has slowly faded over time. The 2017goal recognises the importance of a renewed understanding of thisidentity.

Steps to be taken toachieve Priority 1

The formation of sacred spaces in all classrooms has beenimplemented along with the development of the new contemporarymission statement/pillars with graphics to accompany the pillars, thatthe whole college community can name.

In term 2 a pre-test was undertaken with all Year 7 students toestablish their knowledge of the Emmaus narrative.

Priority 2 To improve student knowledge, understanding and application ofwriting structures and devices in Year 7 through a whole-school writingcontinuum and the use of Play and Learning Skills (PALS) in all KLAsacross Years 7 to 10 as demonstrated through a combination ofstudent assessment responses and NAPLAN data

Reason for Priority 2 Our NAPLAN data indicates that structure and language choices areareas of concern for our students. Both our Year 9 NAPLAN and Year 12HSC results confirm that if basic writing conventions are not part ofYear 7 students' grounding that it is challenging for them to writesustained pieces of writing that are essential for success.


These will include:the promotion of sophisticated writing strategies across theKLAsoffering parent/carer literacy workshopspromoting the whole-school notion of PALSthe utilisation of writing samples to inform teaching andlearning


Priority 3 For students to move two levels forward on the continuum exhibitingstudent knowledge, understanding and application of number andalgebra in Year 8 and embedding a whole-school (Years 7 to 10) focuson number skills appropriate to each KLA, as demonstrated throughstudent assessment responses and work samples

Reason for Priority 3 Our NAPLAN data indicates that the number strand is an area that ourstudents could develop further. Having a whole-school approach willenable all KLAs to focus on number areas that are relevant to thelearning while Mathematics will focus both on number and algebra asan extension of number skills.


These are:Year 8 pre and post testing around number and algebra hasbeen undertaken along with scope and sequencing in Year 8Mathematics to include algebra.A Mathematics learning of algebra continuum was developedto encourage each KLA to embed number into their learningstrategies and include this in the cycle of Professional LearningCommunities (PLCs).A numeracy data wall is starting to take shape to informteachers of the learning needs around number for all studentsacross Years 7 to 10.

Community Satisfaction


Community Satisfaction

Parent satisfactionDuring 2016, the Catholic Education Diocese of Parramatta engaged Insight SRC to conduct theQuality Catholic Schools (QCS) survey tool to gather feedback from parents, students and staffaround the strengths and areas for development of the school. This survey is conductedannually.

The QCS data that was collected about the school climate indicated a growing satisfaction fromparents and carers around the curriculum and levels of communication between staff andfamilies. Parents expressed an increased awareness of the learning program as observed throughthe ownership students took around their own learning. Parents indicated an appreciation ofsound pastoral care and wellbeing strategies that were in place to support the students, alongwith a greater focus on academic rigour.

Student satisfactionThe QCS data showed that students also expressed an increased expectation of taking ownershipfor their own learning. The students felt a strong sense around learning intentions and successcriteria during all lessons in developing a direction and understanding around their learning.

Students indicated a strong sense of being provided with quality pastoral care and felt that theschool environment was friendly, fair and inclusive of all. Students also appreciated having inputinto many school events.

Teacher satisfactionThe QCS data showed that the teachers at Emmaus Catholic College felt a great sense of pride intheir school and in their work, also indicating that they felt appreciated by the leadership team.Their work was governed by, and directed via, the action plan goals for 2016 and as a result theyhad clear vision about their core business.

The staff felt that the leadership team was approachable, reliable and well versed to deal withsensitive and complex situations that impacted on them. Communication was seen asoutstanding and the staff felt that they had a strong voice in the learning direction of the college.A clear message from the staff was that the best form of pastoral care was evident through theinnovative teaching and learning and thus they felt strongly about their craft and profession.


Student Profile

Enrolment PolicyEmmaus Catholic College follows the Catholic Education Diocese of Parramatta (CEDP) EnrolmentPolicy and Procedures. This document can be obtained from the school office or can be accessedon the CEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2014 465 521 986

2015 484 528 1012

2016 472 500 972

Enrolments at Emmaus Catholic College have remained steady over the past few years, howeveran awareness of smaller numbers in the feeder primary schools has allowed for a greater intakeof enrolments into Year 7 from local state primary schools.

The student population remains very diverse and multi-cultural and there have been growingnumbers of enrolments of students from African and Sudanese backgrounds across all Yeargroups adding another rich dimension to the fabric of the school.

The college has a positive reputation in the community and appointed a substantive principal interm 4 leading to greater confidence in the community and enhanced enrolments.

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

Year 7 93

Year 8 91

Year 9 90.5

Year 10 88

Year 11 90

Year 12 91

School average 90.5

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

Language background other than English (LBOTE) 303

Students with disablities (SWD) 42

Indigenous 18

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inEmmaus Catholic College, Kemps Creek Page 18

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

Regular 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.

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 73%.

The retention rate of students from Year 10 into 11 was around the 83% mark. Whilst moststudents generally continued their education into Stage 6 as per federal governmentrequirements of being in school until the age of 17 or full-time work/training or a combinationof, there are still various factors impacting on students/families continuing their enrolment intoStage 6 at Emmaus. Some of these factors include a large number going into traineeships andapprenticeships and, therefore, Technical and Further Education (TAFE), along with some stillfollowing the tradition of enrolling elsewhere, something we are trying to arrest. Additionally,given the isolated nature of our campus, transport still poses a problem for some families andthus impacts on decisions.

Students and families have commented on the natural location of the college and its beauty asbeing a strong asset and reason for enrolment. In addition the facilities, subject offerings andquality of teaching and learning were seen as being most notable.

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 14

Percentage of Year 12 students who undertook training in a trade while at school 5

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

100

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


Destination of students leaving Year 12 %

University 54

Technical, and Further Education (TAFE) 33

Workforce 10

Other/Unknown 3

Student wellbeing


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe college had a leader of welfare for each Year group designated as the ongoing leader ofmission and pastoral care. Each leader of welfare was responsible to the director of welfare,assistant principal and then the principal with regards to their core work. The studentmanagement and anti-bullying policies, along with the peer support program and a full-timecollege counsellor, supported the pastoral care works at the school.

The student management and anti-bullying policies, along with the student awards and studentleadership structure, continued to be embedded and consolidated by the college and thesepolicies and procedures underpinned the dignity and value of every person in our community.The student award system fostered the belief that all students are capable of success andprovided an affirmation for doing their best at all times

The college's anti-bullying policy was designed to facilitate an immediate response for both thevictim and perpetrator to support all parties around a zero tolerance to such behaviours and,also, to develop restorative, accountability and resilience skills. Counselling and parentinteractions were also a crucial part of any processes around bullying behaviours andstudents perpetrators were held accountable for their actions and thus the need to undertake apositive behaviour plan meeting. Repeat offences around bullying might lead to more significantconsequences as part of the student management policy and levels, and indeed a review of astudent's enrolment might also occur.

The college website has information for parent/carers pertaining to pastoral care guidelines andanti-bullying policies of the school and this information is also communicated to all students viatheir learning planner and through educational sessions with their leaders of welfare.

There has been no change in this policy in 2016

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with those from the Catholic Education Diocese of Parramatta's ComplaintHandling policy.

The college welcomes approaches from parents/carers if there are matters of concern they wishto raise. To be aware of such matters alerts the college to the problem early and enables swiftand preventative action to be taken.

There has been no change in this policy in 2016

Parents can obtain a copy of these policies and procedures from the school's websitewww.emmauskempscreek.catholic.edu.au


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (59.1%)Capital (0%)State (17.5%)Fees (22.8%)Other (0.6%)

Capital (4.1%)Salary (73.1%)Non-Salary (22.8%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$8,389,832

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,492,410

Fees and Private Income 4 $3,243,274

Other Capital Income 5 $79,773

Total Income $14,205,289

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $575,112

Salaries and Related Expenses 7 $10,236,680

Non-Salary Expenses 8 $3,195,447

Total Expenditure $14,007,239

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.

22.8%

17.5%59.1%

■■■■■

22.8%

73.1%

■■■


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


Documents

Emmaus Catholic College, Kemps Creek Catholic College, Kemps Creek is a co-educational secondary school which is part of the Catholic Education Diocese of Parramatta. Founded in 1988