St Pauls Catholic College, GreystanesPO Box 348 , Wentworthville 2145Principal: Mr Peter BroganPhone: 02 8868 3700 Fax: 02 8868 3799Email: stpaulscollege@parra.catholic.edu.auhttp://www.stpaulsgreystanes.catholic.edu.au

Introduction

About the Annual School ReportSt Pauls Catholic College is registered by the New South Wales Education Standards Authority,NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for St Pauls Catholic College,Greystanes. St Pauls Catholic College serves to educate young men so that they live their liveswith integrity and faith, while making the most of their individual gifts.

We encourage our young men to be hardworking, courteous and to respect the rights of others.We call on the teaching of St Paul, our patron, who challenged the early Christians to drawtogether different cultures, gifts and background into one community. Hence our college motto,Many Gifts - One Community, signifies our commitment to developing in young men the strengthand resolve to be humble, gentle, patient and tolerant while growing in faith, courage and hope.

The most striking features of our college is the real sense of community that exists in our school.As a Catholic school community we must be prepared to accept and welcome the outsider. Insuch a community, the mission is to catechise and evangelise young people and adults throughword and action. I am proud to say that St Pauls Catholic College is fulfilling this mission.

ParentThe Parents and Friends (P&F) Association at St Pauls Catholic College met every term and wasextremely active in a range of areas:

organising guest speakers on educational and adolescent issuesproviding help in the college canteenattending school celebrations and events

It was wonderful to take the opportunity to learn about St Pauls Catholic College and what thecollege offered our sons in terms of curriculum. Throughout the year various teaching staff andguest speakers addressed the parent body at P&F meetings on a range of curriculum andadolescent topics.

Each family paid a P&F levy through their school fees. The 2018 P&F presented the college with$46,000 for school-based projects. Part of this was used in improving security in the college for'lock down' situations. Additionally, funds were spent on the upgrade of classrooms with newfurniture and technology.

We hope to see the P&F continue to make a contribution to the success of St Pauls CatholicCollege and we encourage all parents to be involved with the P&F activities and have a positive,proactive role in shaping the college into a community where their sons receive the besteducation possible.

StudentIn 2018 the Student Representative Council (SRC) was comprised of a body of elected students,who served to initiate changes within the school and the broader community. As leaders, theyrepresented their classmates and the college in important social events and were activefacilitators in responding to the voice of their fellow peers.

At the heart of the SRC lay an engagement of living out the college spirit: and integrating theimportance of the faith life of the college and patron saint, St Paul.

The Student Representative Council constituted an integral part of the St Pauls Catholic College'scommunity, with a number of planned initiatives during the academic year.

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Who we are

History of the schoolSt Pauls Catholic College, Greystanes, originally called St Simon Stock Boys' High School, wasfounded in 1962 as the new Catholic boys' high school in the district of Pendle Hill. As it grewaway from its early beginnings, the college took on a new name, Newman High School, and hassince been re-established as St Pauls Catholic College and our motto is just the right advice fortoday: Many Gifts, One Community.

Even though St Pauls Catholic College has only been re-established since 1999, it has nourished aCatholic community that has worked for many years to provide secondary education to youngmen from the parishes of Guildford, Toongabbie, Greystanes, Merrylands, Wentworthville,Granville and East Granville. The challenge to build a community fit for future generations issomething that is in the hearts of everyone associated with St Pauls Catholic College.

Location/drawing areaSt Pauls Catholic College is proudly a Catholic college for boys from Years 7 to 12, located inGreystanes. In 2017, at the August census, there were 788 students enrolled at the college,drawn from a wide range of multicultural backgrounds. The multicultural mix provides a rich andcreative school population that works harmoniously and is proud of the diverse heritage. St PaulsCatholic College provides secondary education to young men from the parishes of Guildford,Toongabbie, Greystanes, Merrylands, Wentworthville, Granville and East Granville. Presently ourenrolment is 820 students.

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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

70

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 22

Number of teachers currently undertaking accreditation to teach Religious Education 2

Number of non-teaching staff (includes teachers' aides) 23

Percentage of teachers who are indigenous 2

The average teacher attendance for 2018 95

Percentage of 2018 teaching staff who were retained from 2017 94

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesMajor events in prayer, liturgical life and faith experiences of the school included:

Whole-college masses were held for significant celebrations such as the beginning theschool year, Easter, Foundation Day, Year 12 Graduation and end of year.Year group masses were held regularly and were prepared by students from the Yeargroup concerned. These masses were held in conjunction with the parish liturgicalcelebrations reflecting the liturgical calendar, eg Lent, Ash Wednesday, Easter,Assumption Day, and Advent. Year group liturgies and masses allowed for an intimatefaith experience. Religion classes from Years 7 to 10 also participated in class liturgies withlocal parish priests.Daily prayer, distributed through homeroom class, was said with students throughout theday. This took into account the church’s liturgical calendar.Each gathering of staff commenced with prayer.In the months of May and October the Rosary was said during the first half of lunch in theBlessed Sacrament chapel.Senior students were involved in overnight retreat programs.Year group formation days and staff spirituality days were held.Friday morning Corinthian Prayer Group, facilitated by staff, as well as a lunchtimemasses, were continued.Spirituality in the Staffroom was held each semester for staff.A staff pilgrimage to Europe was conducted in 2018.

Social JusticeSocial justice initiatives included:

whole-college involvement in the collection for Christmas hampers and St Vincent de PaulWinter Appeal and the Lenten fundraising through Project Compassion (Caritas), raisingover $10,000 to support the Caritas initiativesparticipating in other broader community social justice events such as Harmony Day,Catholic Missions fundraising, St Vincent De Paul SocietyStudent Representative Council (SRC) - annual visit to the Children’s Hospital, Westmead,to distribute Easter eggs and toyssenior students’ involvement with the 'Vinnies Van' and Blood Bank (Year 11 students)yearly support for school-based charities

The St Pauls Catholic College Works of Mercy Project - initiated in 2016 as a senior outreachprogram for Year 11 and 12 students to engage meaningfully with the community through livingout the Corporal Works of Mercy (as noted in the Gospel of Matthew, Chapter 25) - connectedstudents with Merrylands Aged Care Centre, Canley Vale Youth Off the Streets drop in,Westmead Children’s Hospital and The All Saints of Africa Centre (Blacktown).

School home and parish partnershipsThere were strong historical and present links among the college, home and parish. Theopportunities for the enhancement and continuation of the partnership included:

Each Year group regularly attended Our Lady Queen of Peace parish morning mass.

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There was a student representative on the parish council.Students were involved in parish ministry as altar servers and Extraordinary Ministers ofthe Eucharist.Students were involved in the parish Special Religious Education program in local schools.Students participated in the parish Lighthouse Youth Group, as well as the local YouthChristian Students (YCS) group.The parish priest and local pastors were involved in the Sacramental life of the college,through regular opportunities for the Sacraments of Reconciliation and Eucharist.The parish priest was a regular visitor to the college and attended senior retreats, liturgiesand formation days, making himself available to the staff and the students.Senior students spoke at our feeder parish Sunday masses and also participated in theparish Sacramental program, running workshops for Confirmation and Eucharistpreparation.Junior students visited feeder schools.The Friday Corinthian prayer group and breakfast club worked in conjunction with theparish by providing food in the parish youth room and providing sacred objects like theMt Schoenstatt Shrine for students to take into their homes.The Student Representative Council (SRC) attended the ANZAC Day dawn service andRemembrance Day ceremony at Merrylands Returned and Services League of Australia(RSL).There were curriculum connections between Our Lady Queen of Peace Primary School andSt Pauls Catholic College in the subjects of English and Physical Education.

Religious EducationOur school followed the Parramatta Diocesan Religious Education syllabus, Sharing Our Story. aswell as Catholic Studies and Studies of Religion 1 Unit and 2 Unit in Stage 6. The units of work foreach grade and Stage were organised and developed for use by the students from Year 7 throughto Year 12. Staff members were encouraged to modify the suggested teaching and learningstrategies to cater better for the individual students in their class.

Depending upon the liturgical calendar, staff and students were involved in the preparation ofprayers and liturgies to reflect the Sharing Our Story units. The Religious Education resources tosupport teaching and learning were regularly upgraded. We very consciously integratedelectronic resources into the students' Religious Education curriculum to engage and challengestudents better in the understanding of their faith.

In 2018 the college continued with the informal assessment for learning model with key learningoutcomes designed for each unit of work targeting key development goals for students. Each unitfocused on two key areas of content knowledge and understanding and two areas of literacy.This created some valuable equity and focus on learning and assessment within the ReligiousEducation curriculum.

Professional Learning of staff in Religious EducationStaff professional learning in Religious Edcuation included:

Two teachers underwent study for accreditation to teach Religious Education andtwo teachers engaged in study to complete a Masters in Theology or Religious Education.All staff engaged in professional learning in the area of the college’s Formation Goal for2018 which focused on the contribution of St Paul to sacred Scripture and therelationships he formed within his communities.Two senior Studies of Religion staff undertook professional development by attending the

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Studies of Religion - In Focus seminar and two teachers engaged in Catholic Mission’sprofessional development on Laudato Si, working on implementing learning andassessment strategies based on stewardship and care of the environment.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 92 92 50 58

Literacy 92 91 48 50

Reading 94 94 54 56

Writing 91 87 37 36

Spelling 92 93 58 59

Numeracy 96 95 60 58

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 97 92 60 49

Literacy 94 88 49 44

Reading 99 94 52 51

Writing 87 80 35 32

Spelling 95 90 58 52

Numeracy 99 96 57 56

Years 7 students achieved some very good results with all areas at, or above, the nationalminimum standards. The area of writing, along with reading and comprehension skills, continuedto be a focus across all years in the college. The college has been participating in theParramatta Diocesan English and Mathematics Stage 4 (EM4) project, focused on the professionalSt Pauls Catholic College, Greystanes Page 8

Parramatta Diocesan English and Mathematics Stage 4 (EM4) project, focused on the professionaldevelopment of staff.

All staff have undertaken a program of developing specific writing skills to develop a whole-school approach to improving students' literacy skills in this area. Specific writing skillactivities are incorporated across the curriculum. A dedicated literacy teacher is also working tooversee intervention programs for students in most need, along with an intervention programcalled Extending Mathematical Understanding (EMU) in numeracy.

In 2018 the college had a focus on a literacy goal which has developed the writing skills ofstudents. NAPLAN results for our Years 7 and 9 students indicated significantimprovement, exceeding the national average. The introduction of a school Literacy Team hasalso been an innovation.

Record of School Achievement (RoSA)From the 2018 cohort eight students from Year 10 and four students from Year 11 requested tobe issued with a RoSA. Most of these students took up apprenticeships and continued theirlearning at Technical and Further Education (TAFE).

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

Higher SchoolCer ficate

Percentage of students in top 3 bands

2018

School State

Studies of Religion I 36 70

English Standard 42 51

English Advanced 72 90

Ancient History 88 63

Music 1 100 90

The college continued to perform well in the HSC in many of its subjects. Some are listed aboveand many others are above state averages. DeCourcy trend data indicated that the collegedemonstrated positive learning gain with the cohort achieving above the typical in most subjects.

A large number of students undertook the higher level courses in the area of Mathematics andEnglish and achieved very good results.

Extensive literacy strategies have been developed in response to the college’s past NAPLANresults. Specifically, the college focused on reading comprehension and writing. In senior yearsstudents were encouraged to utilise these skills in extended responses.

School curriculumThe college offered a range of specific curriculum initiatives to meet its student needs. Thesewere in addition to the normal curriculum offered by the college that had either been developedor endorsed by the NSW Education Standards Authority (NESA). Some students studiedVocational Education and Training (VET) courses as part of a cluster school arrangement.

An accelerated program in Mathematics was offered to some students to sit the HSC one yearearlier than their cohorts. Courses in both English and Mathematics were offered at the highestlevel, Extension 2.

Post school options covered a range of activities, from obtaining additional qualifications such asConstruction Work Health and Safety (WHS) ‘white card’, preparing resumes and mockinterviews, to participating in part-time work.

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Other activities were also offered such as the Solar Car Challenge, debating, public speaking andSt Vincent de Paul ‘Vinnies Van’.

Initiatives to promote respect and responsibilityThe college aimed to develop in students a sense of justice and compassion, informed byCatholic social teaching. The college conducted a comprehensive Peer Support program for Year 7students, which was facilitated by students from Year 11. As well as the college counsellor,external agencies such as Learning Links, were also accessed to provide added support tostudents.

Students participated in a range of community service activities including the annual LentenProject Compassion Appeal for Caritas, as well as supporting the local St Vincent de Paul Societyduring both their Winter and Christmas Appeals. Students also participated in various projectsrun by the local Rotary and Returned Services League (RSL) clubs. These initiatives furtherpromoted in students a deeper sense of respect and responsibility.

Professional LearningThe ongoing professional development of each staff member was highly valued. Professionallearning took many forms including whole-school staff days, subject specific inservices, meetingsand conferences, and a range of professional learning programs provided by the CatholicEducation Diocese Parramatta (CEDP). The college took responsibility for the planning,implementing, evaluating and tracking of its staff professional learning and individual staffmembers took responsibility for their ongoing professional development. All teachers wereinvolved in professional learning opportunities during the year related to improving studentliteracy as part of the college's Implementation Plan that focused on Stage 4.

All staff were involved in a workshop based model of professional learning three times a term,where they were able to select particular tailored learning modules for their particular needswithin the classroom. Examples of such learning modules throughout 2018 were learning aboutthe Google Suite, digital and flip classrooms, understanding lesson intentions, and teachingliteracy for differentiation.

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School Improvement

Annual school prioritiesPriority 1 To continue to develop student and staff understanding of St Paul and

his contribution to sacred Scripture with a focus on St Paul andrelationships

Reason for priority 1 Our work developing our connection between the work and words of StPaul and our student/teacher relationship program has beendeveloping momentum. We wished to work with staff to develop theirpastoral connection with students, in particular the fringe/at riskstudents. We also wished for students to use the life and works of StPaul as reflective tools to develop their sense of social and personalmorality/responsibility.

Steps taken to achievepriority 1

These included:teachers applying the According to St Paul framework to theirbehaviour management procedureteachers using the According to St Paul framework to supportthe positive actions and behaviours of studentsleaders of learning working with teachers to embed aspects ofthe According to St Paul framework into units of work for eachStage

Status of priority 1 Ongoing

Priority 2 To improve effective and accurate sentence structure when respondingto, and composing texts, in Stage 4

Reason for priority 2 In the past four years, our focus had moved from reading strategies towriting strategies and we have seen significant improvements. In 2018we wanted to blend reading skills with writing skills to reflect ourNAPLAN results and the syllabus requirements across all subjects. Byunderstanding structure, students would be able to construct anddeconstruct sentences and read and write for meaning.

Steps taken to achievepriority 2

Teachers:modelled all sentence typesused mentor textsshowcased student samplesengaged with primary school classes regarding sentencestructure and grammatical featuresdeveloped descriptor feedback appropriate to tasksengaged in peer classroom observationsengaged in case management of specific students

Status of priority 2 Achieved

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Priority 3 To establish multiplicative thinking as a norm within the classroomwith the aim that all Stage 4 students would improve theirmultiplicative thinking skills by a minimum of one growth point

Reason for priority 3 Both NAPLAN and Mathematics Assessment Interview (MAI) datashowed a significant vulnerability in multiplicative thinking thatimpacted on other mathematical learning across all other topic areas.

Steps taken to achievepriority 3

We:integrated band 8 and higher questions from NAPLAN with theaim of achieving a target of greater than 40% of students in thetop two bandsused a variety of strategies including the bar model method tobe established as classroom normsdeveloped and implemented warm-up activities based onNAPLAN style activitiesfacilitated peer feedback of learning tasksensured that the language and literacy demands of the unitwere addressed through explicit teaching and learning activities.

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 To improve knowledge on the historical St Paul and his contribution to

sacred Scripture, with a focus on the life of St Paul and relationships

Reason for Priority 1 Relationships between teachers and students had been raised as anarea of development for both groups through student interviews andour Tell Them From Me data. It was suggested that, based on theletters of St Paul to his communities, common expectations andlanguage for all classrooms should be developed.

Steps to be taken toachieve Priority 1

These will include:teacher development of According to St Paul statement -expectations based on key passages from St Paul's epistlesdevelopment of support documents for staff and studentsteachers' engagement in the language of the document and theorigin of the expectations coming from St Paul's epistlesteacher reflections on the Staff Spirituality Day

Priority 2 To improve writing skills in Stage 4 by consolidating the focus onaudience, purpose and ideas

Reason for Priority 2 The need to consolidate existing practices had been raised amongststaff in their professional learning evaluations and feedback. Theliteracy continuum, analysis of NAPLAN data, explicit strategies for theteaching of writing 2017/2018 data and staff professional developmentwill all be used to further develop the writing skills of Stage 4 students.

Steps to be taken toachieve Priority 2

These will include:Teachers will write clear learning intentions and success criteriafor lessons that are linked to the Literacy Action Plan - Writing.Professional development of staff will focus on analysing theSCOUT data and HSC analysis.Teachers will attend school developed professional learningsessions to build capacity and confidence in explicit teaching ofwriting skills for audience, purpose and ideas.

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Priority 3 For teachers to use examplar texts and the gradual release ofresponsibility model to teach writing skills

Reason for Priority 3 During MAI interviews and NAPLAN data analysis there was significantvulnerability in multiplicative thinking that impacted on othermathematical learning across all other topic areas.

Steps to be taken toachieve Priority 3

These will include:teachers making concrete materials accessible to students attheir point of need, teaching a variety of mental and problemsolving strategies, including the Bar Model problem solvingmethodteachers developing and using activities as a warm up for lessonstarters that emphasise the need for multiplicative thinkingregular use of enabling and extending prompts to cater for thediverse learning needs of the students in their classes

Community Satisfaction

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Community Satisfaction

Parent satisfactionThe Tell Them From Me (TTFM) data collected annually is the college's prime source ofinformation regarding parental satisfaction.

Parents generally considered staff to be easily approachable and trusted so that any concernsand issues would be dealt with in a prompt and efficient manner. Parents indicated that theywere generally pleased with the standard of learning. Parents indicated that their children had apositive relationship with their peers, as well as a close teaching and learning relationship withtheir teachers.

The college identified that there was further opportunity for encouraging parental and collegeinteraction via parish and school events such as the Parents and Friends meetings. An emphasison promoting these opportunities in the college newsletter has been made.

Parents who responded to the survey indicated that their children felt connected to the learningtaking place, and the college looks towards opportunities to promote these learning experiencesthrough social media accounts.

Student satisfactionThe TTFM data reported that students felt positive about their ability to learn and felt motivatedto do well. Their connectedness to the learning activities of the school has been rising year uponyear. A particular strength for the college was the opportunity the students felt was offered tothem in terms of participation in liturgical gatherings and extra-curricular pursuits in areas suchas art and study. There was an increase in satisfaction across all of the key areas throughout2018, including morale, connectedness to peers and teachers, as well as the support they felt wasoffered by their teachers.

The college continued in its focus on meaningful classroom practice in relation to developingstudents' literacy and numeracy abilities and saw a rise in the learning confidence of its studentsas a result. The college also instituted a plan to centre its students' behavioural managementstrategies around the teachings and word of St Paul, the college patron.

Teacher satisfactionData from the TTFM survey showed that teachers' satisfaction for engaging in professionaldevelopment as colleagues and delivered by peers was maintained as a strength.

The way in which the staff at the college worked together to manage student behaviourconsistently by reflecting upon pedagogical practice continued to be a focus. Work began onplanning an approach which used a dialogue with students based on the teachings of StPaul: specifically how resolution could be achieved through reflection of his teachings. Thiswas systemically rolled out to students and teachers from the beginning of 2017 and continuedinto 2018.

New professional development workshops enabled staff to be able to act on new pedagogicalapproaches and fine-tune new skills. The learning/doing/reflecting and fine-tuning approachsaw a gradual change in some areas of classroom pedagogy, particularly engagement and respectindicators, throughout the year.

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Student Profile

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

Current and previous years' student enrolmentYear Boys Girls Total

2016 781 0 781

2017 790 0 790

2018 820 0 820

Enrolments at St Pauls have fluctuated over the past few years. There has been an increaserecently which has resulted from an increased presence in the community through advertisingand working with our local primary schools on specific projects.

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

Year 7 95

Year 8 94

Year 9 94

Year 10 92

Year 11 94

Year 12 95

School average 94

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

Language background other than English (LBOTE) 395

Students with disablities (SWD) 23

Indigenous 4

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.St Pauls Catholic College, Greystanes Page 16

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 85%.

Of the students who left in Year 10 and obtained a RoSA, most went to apprenticeships or otherschools.

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 25

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

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

100

Post school destinationsEach year St Pauls 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 75

Technical, and Further Education (TAFE) 20

Workforce 5

Other/Unknown 0

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careStudents at St Pauls Catholic College are very well aware of the expectations that the college setsdown in respect to behavioural issues.

All college rules and practices were published in the student diary and reinforced at Yearinformation evenings and Year/college assemblies. Student management at St Pauls CatholicCollege aimed to:

develop a sense of fairness and natural justiceteach the students respect, tolerance, self worth and pridefoster and enhance positive attitudes towards learningdevelop effective communication skills

It incorporated:a well-controlled and organised environmenta tangible spirit of care, welcome and hospitalityhigh expectationsquality involvementthe Peer Support program (which incorporated the Student Induction program)social justice initiativesthe house systemYear group's scope and sequence plans, under the guidance of the Year coordinatorsBoys' Education Best Practice guidelinesa developmental camp/retreat programcollege awards system

In 2018 the college continued with the merit/demerit system in Student Management for Years 7to 10.

Communication with parents has always been very high on our agenda. We provided avenues forour parents to involve themselves in their sons' education and daily lives. Our diary and thecollege newsletters were the main source of communication with parents. The diary was alsowhere the Student Organisation Plan, the Detention policy and Hands Off policy were published.

Our college realises that the problem of bullying is faced by every school. One of the beststrategies for dealing with bullying is the proactive awareness and education of what bullying isabout. To this end the college always endeavoured to take a proactive stance in buildingresilience to bullying by running appropriate educational programs through Year groups, peersupport and our pastoral care initiatives.

Our student welfare policies are based on the principles of natural justice and proceduralfairness. Corporal punishment is expressly forbidden at the school. The full text of studentmanagement/welfare and discipline policies, including bullying, can be obtained through the StPauls Catholic College office and is published on the college website,http://www.stpaulsgreystanes.catholic.edu.au/, and in the student diary.

All policies remained the same during 2018.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

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There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (59.6%)Capital (0%)State (17.5%)Fees (21.8%)Other (1.1%)

Capital (3.6%)Salary (73.4%)Non-Salary (23%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$7,887,925

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,319,940

Fees and Private Income 4 $2,887,491

Other Capital Income 5 $141,189

Total Income $13,236,545

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $460,044

Salaries and Related Expenses 7 $9,345,623

Non-Salary Expenses 8 $2,934,993

Total Expenditure $12,740,660

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.

21.8%

17.5%59.6%

■■■■■

23%

73.4%

■■■

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

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