BTC 2019 Annual Report

Reporting Template – School Annual Report 2019 Independent Schools Queensland Updated April 2019

Annual Report 2019

(Based on 2018 data)

Descriptive Information

P.O. Box 339 Charters Towers QLD 4820 Ph. 0747 875 100 CRICOS No. 00488D

Blackheath & Thornburgh College (BTC) is a co-educational College catering for Boarding and Day students from Pre-Prep – Year 12. Founded on Christian principles, it has been a leading Boarding College in Northern Australian since its establishment in 1919.

The School is in a safe, rural environment on an attractive campus located in the centre of Charters Towers. In 2018 there was a total enrolment of 260 students including 108 Boarding students from around Australia and overseas.

School Sector:

Independent

School’s Address:

55 King Street, Charters Towers 4820

Total Enrolments:

260

Year Levels Offered:

Pre-Prep to Year 12

Co-educational or Single Sex:

Co-educational


Characteristics of the Student Body:

The gender split between boys and girls was approximately 48% female compared with 52% male.

Of the 260 students in P-12, 108 students were boarders – 5 in the Junior School and 103 in the Secondary School. We had 8 international students from PNG. In total, we had 38 indigenous students, all from North Queensland or the Torres Strait.

All students at the College in 2018 were full time students. Eight students at the College were on adjusted education programmes.

Distinctive Curriculum Offerings:

The school is committed to excellence and offers a wide choice of academic subjects, assisting students in gaining entry to university or further study. Students were taught at the College; 22 Year 11 and 12 students studied Certificate courses at the Dalrymple Trade Training Centre.

Core and Extension classes in key subjects such as English and Maths are offered to cater effectively for each individual student. Extensive learning support is available to assist students reach their goals, with a qualified support teacher in the Primary and Secondary sections of the school.

The school has its own observatory and continues to develop curriculum to ensure the facility’s use is maximised.

In September 2014, the College began implementation of the Arrowsmith Program. The Arrowsmith Program is founded on neuroscience research and more than 40 years of experience showing that it is possible for students to strengthen the weak cognitive capacities that affect learning. It has proven effective for students who have difficulty with reading, writing and mathematics, comprehension, logical reasoning, problem solving, visual and auditory memory, non-verbal learning, attention, processing speed and dyslexia.

A second class was established in 2015 for both primary and secondary students, bringing the total enrolments of students in the program to 24.

Extra-curricular Activities:

The College continues to have a strong focus on sport. Students compete in Inter-School competitions in Rugby League, Cricket, Netball, Tennis, Softball, Athletics, Swimming and Cross-Country. The Inter-House sporting competition also embraces these sports as well as soccer and basketball; this helps develop our strong College spirit.

During 2018 the Robotics Club expanded engaging students from both the Junior and Secondary schools. Drones, 3D printers and additional robotic kits were purchased for student use.

Performing Arts – The College provides a tuition program in music and students have opportunities to perform in small musical group and choir. The College offers classroom music; both instrumental and choral. Choirs and small bands practice and perform outside school hours. In 2018 BTC once again competed successfully in the Charters Towers Eisteddfod. Public Speaking (Lions Youth of the Year and Rostrum) as well as Debating is encouraged, with debaters participating at the Junior and senior level in Inter-School competition.


Social Climate:

The College has a strong emphasis on pastoral care. This is reflected in the approach all staff, including non-teaching staff, and displayed when interacting with students, staff and members of the broader School community. There are clear behavior management policies and protocols for students and staff, with the behavior management policy revised at the commencement of the 2018 school year. In addition, a new Cyber-bullying Policy was put in place prior to the commencement of the school year.

In the Junior School, the classroom teacher is best suited to the pastoral care needs of primary children, whilst in the Secondary School this is undertaken by Mentor teachers. These programmes are overseen by the Head of the Junior School and Dean of Students respectively.

There was a Head of Boarding for each of the Boys’ and Girls’ Dorms; support staff including a part time Chaplain, a part time Student Welfare Officer and a full-time nurse. We have a zero - tolerance to bullying; acceptable behaviour is recognised and praised; poor behaviour is dealt with swiftly. We also work closely with the local police who present seminars to students.

Service – The College has an active Interact Club. The Club organises participation in many activities, including Red Cross Blood Collection, Shave for a Cure, and Mothers’ and Fathers’ Day visits to Eventide.

The College participates in a number of Community events including: the Anzac Day Commemoration, the Charters Towers Show, the Charters Towers Eisteddfod, Lions’ Youth of the Year and the Premier’s Reading Challenge.

Parental Involvement:

At the College, we encourage and support parent involvement. Parents are active in the Parents and Friends’ Association and also the Boarder Parents’ Group. P&F Meetings are held at the College on the first Tuesday of each month and BPG meetings are held at the College once a term.

These groups together contribute a substantial amount of money each year to fund a broad array of equipment and subsidise the costs incurred by students in representing the College in a variety of activities including school camps, the Year 12 Driver Training Course and the annual Confraternity Sporting Tours.

A Fair and Auction is conducted annually by our Parent Group as part of the Blackthorn Past Students Association Annual Reunion festivities. The annual Carols Night is hosted by the P & F. Many parents also support the College by involvement in support-a-reader in the Junior School, Confraternity Teams, and assisting with sports coaching.

Parent, Teacher and Student Satisfaction with the School

Parent satisfaction at BTC was good with 26 non –Year 12 (2017) students not returning at the commencement of the 2018 school year.

Student enrolments remained constant over the course of the 2018 school year.

There was a 70% teacher retention rate between 2017 and 2018 with an increase in the number of applicants for teaching positions.


Contact Person for Further Information:

The title of a school-based contact person for further information on the school and its policies.

Title: Principal, Nigel Fairbairn

Staffing Information

Staff Composition, Including Indigenous Staff:

Full time staff: 43; part time staff: 32 Total staff: 75

Teaching staff: 27; non-teaching staff: 48

In 2018, there was one indigenous staff member.

Qualifications of all Teachers:

Qualification Either detail the number or the percentage of classroom teachers and school leaders at the school who hold this qualification

Doctorate or higher

Masters 3

Bachelor Degree 22

Diploma 1

Certificate 1

Expenditure on and Teacher Participation in Professional Development: a) Teacher Participation in Professional Development

Description of PD activity Number of teachers participating in activity

Child Protection 27

EpiPen; general first aid 27

School policy training 27

Visible Learning – John Hattie 27

IT and Technology Training 27

Quality teaching and learning 27

Australian Curriculum 27


QCAA training (including Panel membership) 18

Behaviour management 27

Indigenous Education 27

School Marketing 27

Total number of teachers participating in at least one activity in the program year

27

b) Expenditure on Professional Development

Total Number of Teachers

Total expenditure on teacher PD (as recorded in Financial Questionnaire)

Average expenditure on PD per teacher

27 $34,605 $1282

The total funds expended on teacher professional development in 2018

$34,605

The proportion of the teaching staff involved in professional development activities during 2018

100%

Average staff attendance for the school, based on unplanned absences of sick and emergency leave periods of up to 5 days:

Number of Staff Number of School Days

Total Days Staff Absences

Average Staff Attendance Rate

27 4995 858 83%

For permanent and temporary classroom teachers and school leaders the average staff attendance rate was 83 % in 2018

Proportion of teaching staff retained from the previous year:

Number of permanent teaching staff at end of previous year

Number of these staff retained in the following year (the program year)

% retention rate

27 19 70%

From the end of 2017 70% of staff were retained for the entire 2018 school year


Key Student Outcomes

Average student attendance rate (%) for the whole school:

The average attendance rate for the whole school as a percentage in 2018 was 92%

Average student attendance rate for each year level:

Year levels Average attendance rate for each year level as a percentage in 2018

Pre-Prep 89.9 %

Prep 93.7 %

Year 1 92.8 %

Year 2 93.4 %

Year 3 92.6 %

Year 4 94.8 %

Year 5 95.3 %

Year 6 95.5 %

Year 7 91.4 %

Year 8 94 %

Year 9 91.6 %

Year 10 91.2 %

Year 11 89.1 %

Year 12 91.1 %


NAPLAN results for Years 3, 5 and 7 and 9 in 2018

Benchmark Data for Year

Reading

Year Average Score (School)

Average Score (National)

% at or above National minimum standard

Year 3 (2018) 454 434 80%

Year 5 (2018) 439 509 22.3%

Year 7 (2018) 514 542 46%

Year 9 (2018) 550 584 55%

Writing




Year 3 (2018) 381 407 20%

Year 5 (2018) 396 465 37.5%

Year 7 (2018) 434 505 40%

Year 9 (2018) 469 542 35%

Spelling




Year 3 (2018) 411 418 40%

Year 5 (2018) 427 502 22.3%

Year 7 (2018) 518 545 59%

Year 9 (2018) 535 583 41%

Grammar and Punctuation




Year 3 (2018) 375 432 20%

Year 5 (2018) 421 504 0%


Year 7 (2018) 493 544 40%

Year 9 (2018) 541 581 55%

Numeracy




Year 3 (2018) 390 408 40%

Year 5 (2018) 421 494 0%

Year 7 (2018) 521 548 35%

Year 9 (2018) 556 596 48%

Apparent Retention Rate Year 10 to 12:

Year 12 student enrolment as a percentage of the Year 10 cohort is 86.2%.

Year 12 Outcomes:

Outcomes for our Year 12 cohort 2018

Number of students awarded a Senior Education Profile 1

Number of students awarded a Queensland Certificate of Individual Achievement 1

Number of students who received an Overall Position (OP) 10

Number of students or are completing or completed a School-based Apprenticeship or Traineeship (SAT)

2

Number of students awarded one or more Vocational Education and Training (VET) qualifications

20

Number of students awarded a Queensland Certificate of Education at the end of Year 12

23

Number of students awarded an International Baccalaureate Diploma (IBD) 0

Percentage of Year 12 students who received an OP1-15 or an IBD 100%

Percentage of Year 12 students who are completing or completed a SAT or were awarded one or more of the following: QCE, IBD, VET qualification

96%

Percentage of Queensland Tertiary Admissions Centre (QTAC) applicants receiving a tertiary offer

100%

Next Step2019 Year 12 completers survey

Blackheath and Thornburgh College

Post-school destinations of Year 12 completers from 2018

Find out moreFor more information on the survey, including regional and statewide reports, visit the Next Step website www.qld.gov.au/nextstep. Regional and statewide reports will be available from October 2019.

This report is to inform the community about Year 12 completers’ transitions into further education, training and employment.

This information is useful for: reviewing programs and services, such as subject offerings, career advice and links with employers and

tertiary institutions reporting to parents through newsletters, annual reports and the school website.

The results are from the Department of Education’s Next Step — Year 12 Completers survey. The survey is conducted six months after the end of each school year when students will have accepted tertiary education places. Students who completed Year 12 in 2018 at a State, Catholic or Independent school, or TAFE secondary college in Queensland are included.

Post-school destinations are influenced by the transitioning environment, which can limit the options available to young people. Low response rates may not give an accurate summary of the cohort’s destinations.

Introduction

48.0% (12 out of 25 Year 12 completers)

Survey response rate

Decreased by 22.0 percentage points since 2015.

Due to the low response rate, care should be taken interpreting these results.

Response rate over time School's response rate compared with SA4 region and state

2 of 122019 Year 12 Completers Survey: Blackheath and Thornburgh College (5800)

http://www.qld.gov.au/nextstep

Post-school engagement

Year 12 completers from Blackheath and Thornburgh College have been categorised by their engagement in education and training, or employment. Survey respondents who are both working and studying are included in education and training. Apprentices and trainees are required to undertake a study component to their qualification so are also considered to be in education and training.

Engagement in education, training or employment

91.7% engaged in education, training or employment

66.7%in education or training

25.0%in employment

8.3% not in education, training or employment

Of the 12 respondents, eight continued in some recognised form of education and training. The most common study destinations were apprenticeship and traineeship.

Engagement in education, training or employment over time

How does your school compare?

Decreased by 8.3 percentage points since 2015

A further three respondents transitioned directly into paid employment and no further study.

There was one respondent not in the labour force, education or training.

In educationor training In employment

Not in education,training or employment


Main Destination

Post-school destinations of survey respondents from Blackheath and Thornburgh College in 2019.

All Year 12 completers were assigned to a main destination. This categorisation system prioritises education-related destinations over other destinations. For example, Year 12 completers who were both studying and working are reported as studying for their main destination.

8.3% of respondents deferred a tertiary offer and are reported in their current post-school destination in this report.

Main Destination

Main Destination Total

number

Bachelor Degree 2

VET Certificate IV+ 0

VET Certificate III 0

VET Certificate I–II/other 0

Apprenticeship 3

Traineeship 3

Full-time employment 1

Part-time employment 2

Seeking work 0

NILFET 1

Total 12


Main Destinations over time

Main Destination 2015 2016 2017 2018 2019

no. % no. % no. % no. % no. %

Bachelor Degree 3 21.4 2 20.0 1 7.1 6 25.0 2 16.7

VET Certificate IV+ 1 7.1 0 0.0 0 0.0 2 8.3 0 0.0

VET Certificate III 1 7.1 0 0.0 2 14.3 0 0.0 0 0.0

VET Certificate I–II/other 0 0.0 0 0.0 1 7.1 0 0.0 0 0.0

Apprenticeship 1 7.1 0 0.0 1 7.1 3 12.5 3 25.0

Traineeship 1 7.1 0 0.0 0 0.0 1 4.2 3 25.0

Full-time employment 6 42.9 3 30.0 5 35.7 5 20.8 1 8.3

Part-time employment 1 7.1 4 40.0 1 7.1 7 29.2 2 16.7

Seeking work 0 0.0 1 10.0 3 21.4 0 0.0 0 0.0

NILFET 0 0.0 0 0.0 0 0.0 0 0.0 1 8.3

Total 14 100.0 10 100.0 14 100.0 24 100.0 12 100.0


Main Destinations of subgroups

Main Destination for students who completed a VET qualification in school (VETiS)There were 11 respondents who completed a VETiS.Data withheld for this subgroup to protect the confidentiality of individuals.

Main Destination for students who participated in a school-based apprenticeship or traineeship (SAT)There was one respondent who participated in a SAT.Data withheld for this subgroup to protect the confidentiality of individuals.

Main Destination for students who received an OP or IBDThere were 4 respondents who received an OP or IBD.

Main Destination OP or IBD Not OP or IBD Total

number number number

Bachelor Degree 2 0 2

VET Certificate IV+ 0 0 0

VET Certificate III 0 0 0

VET Certificate I–II/other 0 0 0

Apprenticeship 0 3 3

Traineeship 1 2 3

Full-time employment 0 1 1

Part-time employment 1 1 2

Seeking work 0 0 0

NILFET 0 1 1

Total 4 8 12

Main Destination for Aboriginal and Torres Strait Islander studentsThere was one respondent who identified as Aboriginal and Torres Straight Islander.Data withheld for this subgroup to protect the confidentiality of individuals.


Education and Training

66.7% 8 out of 12 Year 12 completers from Blackheath and Thornburgh College continued in education or training in 2019.

This section examines the education and training destinations and includes Bachelor Degree, VET Certificate IV+, VET Certificate III, VET Certificate I-II/other, Apprenticeship and Traineeship main destinations.

What are they studying?Study field (broad) by sex

Male Female Total

Study Field* number number number

Engineering And Related Technologies 2 0 2

Health 0 2 2

Agriculture, Environmental And Related Studies 1 0 1

Architecture And Building 1 0 1

Management And Commerce 1 0 1

Other 1 1 2

Total (students) 6 **2 **8

Field of study categories based on the Australian Standard Classification of Education.*Both Fields of study have been included for 1 student enrolled in a double degree.**Total number of students is less than combined total of all study fields.

8.3% 1 Year 12 completer from Blackheath and Thornburgh College was enrolled in a double degree, combining two bachelor degrees into a single course of study.

Study field (broad) by level of studyBachelor

DegreeOther Total


Engineering And Related Technologies 0 2 2

Health 2 0 2

Agriculture, Environmental And Related Studies 0 1 1

Architecture And Building 0 1 1

Management And Commerce 1 0 1

Other 0 2 2

Total (students) **2 6 **8

Field of study categories based on the Australian Standard Classification of Education.Bachelor Degree includes Bachelor Degree, Bachelor (Honours) Degree, Master Degree and Doctoral Degree, in addition to apprentices and trainees who said they were studying at one of these levels of study.Other includes Associate Degree, Advanced Diploma, Diploma, VET Certificate levels I - IV and unknown level of study.*Both Fields of study have been included for 1 student enrolled in a double degree.**Total number of students is less than combined total of all study fields.


Study field (narrow) by sex

Male Female Total


Automotive Engineering and Technology 2 0 2

Nursing 0 2 2

Agriculture 1 0 1

Banking, Finance and Related Fields 1 0 1

Building 1 0 1

Other 1 1 2

Total (students) 6 **2 **8

Field of study categories based on the Australian Standard Classification of Education.*Both Fields of study have been included for 1 student enrolled in a double degree.**Total number of students is less than combined total of all study fields.

Study field (narrow) by level of studyBachelor

DegreeOther Total


Automotive Engineering and Technology 0 2 2

Nursing 2 0 2

Agriculture 0 1 1

Banking, Finance and Related Fields 1 0 1

Building 0 1 1

Other 0 2 2

Total (students) **2 6 **8

Field of study categories based on the Australian Standard Classification of Education.Bachelor Degree includes Bachelor Degree, Bachelor (Honours) Degree, Master Degree and Doctoral Degree, in addition to apprentices and trainees who said they were studying at one of these levels of study.Other includes Associate Degree, Advanced Diploma, Diploma, VET Certificate levels I - IV and unknown level of study.*Both Fields of study have been included for 1 student enrolled in a double degree.**Total number of students is less than combined total of all study fields.


How are they studying?

Not in Education or TrainingThere were 4 respondents not participating in further education or training at the time of the survey.

Where are they studying?

Study institutionTotal

Institution Name number

TAFE Queensland North Queensland 2

Interstate university 1

MEGT 1

Secondary School 1

TAFE Queensland Far North Queensland 1

James Cook University 1

Other/Unspecified Queensland TAFE 1

Total 8

50.0%studying through

TAFE Queensland

87.5%studying

part-time

87.5%combining study with

paid employment


Employment

10 out of 12 Year 12 completers were in paid employment in 2019. This figure includes 3 who were only working and 7 who were both working and studying.83.3%

What jobs are they doing?Occupation

Total

Occupational unit group number

Checkout Operators and Office Cashiers 2

Motor Mechanics 2

Carpenters and Joiners 1

Housekeepers 1

Livestock Farm Workers 1

Other Cleaners 1

Science Technicians 1

Purchasing and Supply Logistics Clerks 1

Total 10

Occupation category based on the Australian and New Zealand Standard Classification of Occupations.

This section examines the labour market outcomes for Year 12 completers from Blackheath and Thornburgh College.


IndustryTotal

Industry number

Accommodation & Food Services 2

Manufacturing 2

Agriculture, Forestry & Fishing 1

Construction 1

Education & Training 1

Other Services 1

Retail Trade 1

Wholesale Trade 1

Total 10

Industry categories are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC).

How are they working?

What industry are they working in?

Not in EmploymentThere were 2 respondents not in paid employment at the time of the survey.

70.0% combining work

with further study

60.0%working

full-time

30.0%employed on a

casual basis


Abbreviations

Appendix

Explanatory NotesMain destinationA structured hierarchy of study and labour force destinations for Year 12 completers, who were assigned to categories as follows:

students were assigned to the relevant Higher Education or VET category, even if they were also employed

apprentices and trainees were assigned to their respective category and classified as Education and Training since their training involves study

those assigned to a labour force category (employed or seeking work) were not also undertaking study those who were not studying and not in the labour force (not employed and not seeking work) were

categorised as NILFET.

Main destination categories

Education and Training – Higher Education

Bachelor Degree* Studying at Bachelor Degree level (including Honours), or higher.

Education and Training – VET categories

VET Certificate IV+* Studying at Certificate IV, Diploma, Advanced Diploma or Associate Degree level (excluding apprentices and trainees).

VET Certificate III* Studying at Certificate III level (excluding apprentices and trainees).

VET Certificate I–II/other* Studying at Certificate I or II level (excluding apprentices and trainees). This category also includes students in an unspecified VET course, other basic course (e.g. short course) and unknown course level.

Apprenticeship* Employment-based apprenticeship.

Traineeship* Employment-based traineeship.

Labour force

Full-time employment Working full-time (35 hours or more per week) and not in an education or training category. This includes people with multiple part-time or casual jobs that total 35 hours or more.

Part-time employment Working part-time or casual (fewer than 35 hours per week) and not in an education or training category.

Seeking work Looking for work and not in an education or training category.

Not in the Labour Force, Education or Training

NILFET Not in education or training, not working and not seeking work.

*Some respondents may also be in the labour force.

DW Data withheldIBD International Baccalaureate DiplomaNA Not applicableNILFET Not in the labour force, education or trainingOP Overall PositionSAT School-based apprenticeships and traineeshipsTAFE Technical and further educationVET Vocational Education and Training

More informationFor more information about terms and categorisations used in this report, view the Research method section of the Next Step website www.qld.gov.au/nextstep


http://www.qld.gov.au/nextstep

Documents

BTC 2019 Annual Report