Catholic Regional College North Keilor Keilor North 2020

Catholic Regional College North Keilor Keilor North

2020 Annual Report to the School Community

Registered School Number: 1835

Catholic Regional College North Keilor | Keilor North

2020 Annual Report to the School Community 1

Table of Contents

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

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

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

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

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

Education in Faith .......................................................................................................................................... 6

Learning & Teaching ..................................................................................................................................... 7

Student Wellbeing ....................................................................................................................................... 10

Child Safe Standards ................................................................................................................................... 13

Leadership & Management ......................................................................................................................... 14

College Community ..................................................................................................................................... 17

Future Directions ......................................................................................................................................... 18



Contact Details

ADDRESS Santa Monica Drive

Keilor North VIC 3036

PRINCIPAL Tullio Zavattiero

PARISH PRIEST Monsignor Charles Portelli

SCHOOL BOARD CHAIR Fr Maurie Cooney

TELEPHONE 03 9361 5900

EMAIL [email protected]

WEBSITE www.crcnk.com.au

E NUMBER E1327

Minimum Standards Attestation

I, Tullio Zavattiero, attest that Catholic Regional College North Keilor is compliant with:

• All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2017 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA

• Australian Government accountability requirements related to the 2020 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

• The Child Safe Standards prescribed in Ministerial Order No.870 - Child Safe Standards, Managing Risk of Child Abuse in School.

28/06/2021

NOTE: The School’s financial performance information has been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au



Our College Vision In the Hebrew scriptures, to give something a name was to call it into existence, to give it an identity. We call upon this sacred tradition as we seek to define our vision for ourselves and our Catholic school community. We envision an inclusive faith community where:

• We live out the understanding of human dignity and integrity, as modelled by Jesus Christ and taught by the Catholic Church,

• We value and support the learning journey of each person,

• We share responsibility for developing capacity in all individuals through reflective dialogue, empowerment and opportunities for growth,

• We actively respond to the needs of our community and contribute to a culture of collaboration and contemporary practices.

Everything that we do is based on the knowledge and belief that God loves us and gives us hope in a future that is enriched through lifelong learning.



College Overview We were founded in 1982 as a Year 7 to 10 Co-Educational College to educate youth from the surrounding parishes of St Christopher's Airport West / St Augustine's Keilor, St Mary of the Assumption Keilor Downs, St Peter's Keilor East and Emmaus Sydenham.

We take pride in being an inclusive, faith community that welcomes and values all the students, families and staff of our College. With Jesus as our role model, we embrace our core values of Faith, Compassion, Resilience and Respect as constant reminders of the journey we travel on, and the people we are striving to be.

Over the next four years, in accordance with our School Improvement Plan, we intend to build and embed a culture of learning with a focus on student agency, teacher capacity to use data to differentiate teaching and stronger family and community stakeholder partnerships to improve student outcomes.



Principal’s Report The year 2020 was extraordinary due to the global pandemic. The College faced a new reality in moving to online remote learning, and then mid-June came full circle with a return to, albeit modified, onsite face-to-face learning, only to return to lockdown for a further extended period.

Throughout the lockdowns, students followed their timetable, with class content modified to contain about 30 minutes of work, to build in screen breaks. We provided the option of students with additional learning needs, or those who parents/carers are essential workers, the opportunity to undertake remote learning under supervision in our Learning Centre.

I am so thankful we implemented our new learning management system, Schoolbox, in 2019 and extended the use of Microsoft Teams to facilitate a greater sense of connectedness, as well as other apps and software programs used by teachers to create engaging online content. I want to acknowledge the great work of our teachers, Learning Diversity staff, and all other support staff at the College. They worked extremely hard in 2020 and never stopped trying their best for the students.

Our staff were flexible and adaptive with providing alternative mediums for conducting school programs and events when we returned onsite with specific limitations on our activities, e.g. our NADIOC Week program was conducted completely online with some outstanding keynote speakers, including Josh Cubillo, Donna Stolzenberg, Archie Roach and Kutcha Edwards

Leadership was also mindful of supporting the wellbeing of students, staff and families and had a range of support strategies in place, ranging from regular wellbeing checks to some of our staff preparing meals and creating food hampers for families experiencing financial stress. Fee relief was also granted to families who requested it.

Much thought also went into supporting the transition of students and staff back to face-to-face learning from Term 3. We were delighted to be able to conduct a modified Year 10 Graduation Ceremony, Student Academic and Excellence Awards, Year 7 Orientation Day, and Whole School Christmas Liturgy.

In many ways, 2020 was a year for significant growth and renewal of practice. In addition to developing increased levels of resilience, and innovation in delivery of curriculum to ensure the continuation of each student's learning journey under exceptional circumstances, it was pleasing to be able to complete both the Principal and the VRQA School Reviews last year, knowing we could continue developing our strategic vision for the coming years, and to begin initial planning tasks for the move to a Vertical House Model in 2022.

I have no doubt that facing the many challenges the global pandemic provided in 2020 has given us opportunities for growth. We have discovered different talents, skills and found new ways of achieving what is important, and importantly, not to give up.



Education in Faith

Goals & Intended Outcomes 1. Enhancing Liturgy: Continue developing opportunities for staff and students to participate

and lead liturgy and prayer spaces.

2. Indigenous Spirituality: Continue to build and immerse recognition of our First Nations People and their cultural practices into our school's culture and religious practices both in the classroom and beyond.

3. Iconography and communication: Embed new iconography visually around the College, within the curriculum and promoting to our key stakeholders

Achievements 1. Enhancing Liturgy: Able to celebrate Year 10 Graduation with Mass, as well as end of year

staff and student liturgies in a COVID safe manner. Due to COVID, we were unable to progress our goal of increasing numbers of students and staff to learn how to perform altar serving and ministry roles.

2. Indigenous Spirituality: Talks with local indigenous elders and community regarding finding an artist to paint an indigenous mural / create a garden indigenous garden within our Chapel precinct began. We had planned staff and student immersion trips to Cape York (cancelled due to COVID).

3. Iconography and communication: Following a staff consultation process in 2019, where the four College core values and their meaning were explored through the lens of branding iconography and each value now has an icon assigned to it, embedding this visually around the College and within the curriculum.

VALUE ADDED

• Maintain a commitment to the prayer life of the School Community, esp. throughout lockdown periods, e.g. Schoolbox - prayer pages/Homebase prayer and gospel reflections pages

• Staff faith day, combined with RUOK Day (online) - facilitated staff being open to engaging with reflective experiences.

• Continued to support Staff Professional Learning in the area of Faith and RE

• Staff were able to take part in virtual faith PD, led by Dr Marg Carswell

• Student Leaders were involved in a video conference with the Archbishop Peter Comensoli



Learning & Teaching

Goals & Intended Outcomes 1. Literacy Project: Review, plan, co-ordinate and implement a comprehensive school-wide literacy program.

2. Consolidate the implementation of Schoolbox

3. Student Capacity: Enhancing Student Voice, Introduction of Growth Habits, Leadership and Learning Diversity

Achievements 1. Literacy Project: Areas were identified across the curriculum to improve literacy levels in all

subject areas. A wide range of data was utilised to support the development of the road map to implement improvements in this area.

2. Successful implementation and continuous improvement in the use of Schoolbox Learning Management system. Have developed a hub for fluid communication with families, students and staff, as well as streamlined processes.

3. Student Capacity:

• Introduction of new student leadership roles: Learning Captain, and First Nations Ambassadors

• Introduction of Growth Habits Model to provide a framework for staff, students, and parents, focused on supporting and tracking the learning journey of all CRCNK as part of the reporting and assessment process.

• Students from the beginning of Year 7 through to the end of Year 10.

Value added:

• Introduction of Growth Habit Awards as part of the Academic & Excellence Award, providing a means for recognising students who have progressed along the continuum in terms of their personal responsibility, level of engagement with their learning, and persistence

• New Leadership Roles appointed for 2021 to strengthen work in the areas of curriculum and pedagogy, and learning and engagement, resulting in greater clarity in positions of leadership roles: Director - Curriculum & Pedagogy and Leader - Learning & Engagement

• Greater use of Microsoft Teams to promote connectedness, including conducting Parent/Teacher/Student Interviews online.

• In collaboration with our senior campus, CRC Sydenham, offer a wider range of choice in VCE & VET subjects to current Year 10 students (approximately 110 out of 168 students in 2020)

• Adapting practices using technology to respond to remote teaching and learning.

• Greater use of both Formative and Summative assessment

• Mapping the entire College curriculum against the F10 Victorian Curriculum Framework and the General Capabilities Framework



• Engaging activities within and outside the classroom, e.g. Slam Poetry; Audeamus portfolios; NAIDOC Week; Incorporation of indigenous teachings in the curriculum

STUDENT LEARNING OUTCOMES

Greater use of both formative and summative assessment was applied. Introduction of Growth Habits Model to provide a framework for staff, students, and parents, focused on supporting and tracking the learning journey of all CRCNK as part of the reporting and assessment process, is also providing valuable data.



PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2018

%

2019

%

2018 – 2019 Changes

%

2020

%

2019 – 2020 Changes

%

* * YR 07 Grammar & Punctuation

96.2 94.8 -1.4

YR 07 Numeracy 98.1 97.4 -0.7

YR 07 Reading 98.8 97.4 -1.4

YR 07 Spelling 95.0 96.8 1.8

YR 07 Writing 93.1 98.6 5.5

YR 09 Grammar & Punctuation

96.7 93.5 -3.2

YR 09 Numeracy 98.1 99.3 1.2

YR 09 Reading 98.7 95.6 -3.1

YR 09 Spelling 94.7 94.2 -0.5

YR 09 Writing 87.3 87.4 0.1

* There are no NAPLAN results to report in 2020 as the Australian Government decided that due to the COVID-19 pandemic NAPLAN Assessments would not take place. ** Data cannot be reported for this year as the number of students that sat the test was below 5 and the data has been suppressed for privacy reasons in accordance with the ACARA NAPLAN data reporting provisions. *** No students sat the NAPLAN tests in this year level and in one or both of the relevant years.



Student Wellbeing

Goals & Intended Outcomes 1. Investigation, planning and implementation of a Vertical House Structure for 2021

2. Positive Behavioural Support/Expectations: Improve student expectations and accountability for their behaviour

3. Student Leadership and Voice: Provide more opportunities for student input and leading of communication and initiatives

4. Child Safety: Continue to review and update documentation, as well as staff awareness and capacity to meet their obligations

Achievements Vertical House: Preliminary work was undertaken on researching models in place at other Colleges

Student Voice

• Student surveys completed (late Term 2)

• SRC produced videos about COVID safety at school (late Term 2)

• Students involved in the VRQA review (Term 4)

• Student Leaders were involved in a discussion forum with Archbishop Peter Comensoli

Student Leadership

• College Captains / Vice Captains very visible and supportive of students - messages on Schoolbox, screencast messages of support and advice on return

• Weekly Teams meetings with the College captains - discussing student issues / concern during remote learning, communications to student body

• Welcome back students on Day 1 at the chapel

• Visited Homebases to welcome students back

Child Safety

• Comprehensive policy, procedural and documentation review was completed in preparation for the VRQA Review.

• Ongoing staff professional learning on Child Safety, which included Mandatory reporting scenarios and processes, Reportable conduct, and the changes related to information sharing as a result of implementation of CISS and FVIS.

Positive Behavioural Support/Expectations:

During Remote Learning:

• Frequent communications with parents and students

• Wellbeing check-ins with students and their families by Student Wellbeing Coordinators and Homebase teachers

• Support for students to learn at the College - parents who were essential workers



Return to face-to-face learning:

• Communication to students and parents about returning to face-to-face learning - tips for students and parents

• Co-ordinated approach to support for students on their return

• Time for reconnection on first day back

• Counselling support

VALUE ADDED

• College Captains / Vice Captains very visible and supportive of students - messages on Schoolbox, screencast messages of support and advice on return

• Weekly Teams meetings with the College Captains - discussing student issues / concern during remote learning, communications to student body

• Staff welcomed back students on Day 1 at the Chapel

• Staff and College Student Leaders visited Homebases to welcome students back

STUDENT SATISFACTION

Upon their return to face-to-face learning in mid-June, albeit for a short period, students were surveyed on how they found the period of remote learning. The majority of students reflected a very positive way:

That they were able to focus more on their learning

Work at their own pace & complete work more quickly

Use of online resources and lesson logs to refer back to. Specific mention was made of the value of the lesson logs and video screencasts produced by staff. Students also reflected positively on Schoolbox and the ease of use and access to information and news from the school and for their subjects

Able to obtain assistance from staff when they needed it through Schoolbox Discussion Pages as well as via email

Students did miss their friends, the social interaction at school and having the teacher in front of them.

STUDENT ATTENDANCE

Despite being in an extended period of lockdown/remote learning, the following procedure continued to be followed:



Class rolls are marked each lesson electronically to track student attendance over the day.

Office Staff send an SMS at 10am to the primary contact of any student that has been marked absent and where we have not received notification via our absence line or general College phone number.

If there is no response to the 10am SMS, and no response from the primary contact, Office staff will telephone alternative emergency contacts progressively until the whereabouts of the student can be ascertained.

If College staff cannot ascertain the location of the student and has been unable to speak with all registered emergency contacts, police will be notified.

In the case of students with a high number of absences or teacher has concerns about their level of engagement, the Student Wellbeing Coordinator, will make contact initially with the student/family , but can enlist the support of College Counsellors, the Deputy Principal - Student Wellbeing, or Director - Student Services as appropriate to offer assistance and support.

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL

Y07 93.8%

Y08 92.5%

Y09 91.2%

Y10 92.4%

Overall average attendance 92.5%



Child Safe Standards

Goals & Intended Outcomes • To ensure our moral, legal and mission-driven responsibilities are met to create nurturing

school environments where children and young people are respected, they are empowered and their voices are heard, and they are safe and feel safe.

• To comply with Ministerial Order 870 and all other associated standards and legislative requirements.

• To continually educate and remind staff of their professional expectations, how to recognise abuse, what their reporting obligations are and how to respond if they believe a child is at risk.

Achievements • Staff professional learning refresher sessions were held during the year about PROTECT and

Disclosure and Reporting to support and empower staff to respond, as well as Record-keeping.

• Implementation of CompliSpace policy and procedures database

• All staff completed online eLearning Mandatory reporting module

• Regular reference to ChildSafe matters at Staff Meetings

• Role descriptions for staff use MACS child safety templates

• Job advertisements include reference to employment requirements of WWCC or VIT registration and national criminal history checks. Also include reference that College is a Child Safe College



Leadership & Management

Goals & Intended Outcomes • Promote effective Communication, Professional Conversations and Professional Learning

• Support uptake of Schoolbox and the Vertical House Model

• Prepare for and pass VRQA Review

Achievements Communication/Professional Conversations/Professional Learning

• Commitment of Leaders to maintain contact and mentor staff through remote phase. Clear and supportive communication.

• All staff have now undertaken an Annual Review Meeting with a member of Leadership to affirm their performance and work towards setting personal professional development goals

• Adapting practices using our learning management system and other technology to respond to remote teaching and learning.

Support uptake of Vertical House Model

New Leadership Roles appointed for 2021 to strengthen work in the areas of curriculum and pedagogy, and learning and engagement, resulting in greater clarity in positions of leadership roles.

VRQA Review

• Attained accreditation for another four years

• Implementation of CompliSpace, Policy Plus and CRC Learning Manager (risk management and compliance tools)

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

Description of Professional Learning undertaken in 2020

Topics ranged from whole school, i.e. first aid training, to individual professional development on Domain or subject-specific areas

A number of staff are also undertaking sponsored study towards a Graduate Certificate in Religious Education.

Number of teachers who participated in PL in 2020 51

Average expenditure per teacher for PL $1359



TEACHER SATISFACTION

Two Staff Feedback Surveys were conducted during the extended period of remote learning. This informed improvements and changes to procedures and practice in the period of extended remote learning from a staff and student support perspective.

Many staff spoke favourably about the use of technology such as Screencast-O-Matic and other video links to supplement their teaching instructions; the value in working collaboratively with Domain staff to develop shared resources.

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 95.6%

ALL STAFF RETENTION RATE

Staff Retention Rate 90.4%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 23.4%

Graduate 38.3%

Graduate Certificate 14.9%

Bachelor Degree 97.9%

Advanced Diploma 19.1%

No Qualifications Listed 0.0%



STAFF COMPOSITION

Principal Class (Headcount) 3.0

Teaching Staff (Headcount) 52.0

Teaching Staff (FTE) 47.9

Non-Teaching Staff (Headcount) 34.0

Non-Teaching Staff (FTE) 24.7

Indigenous Teaching Staff (Headcount) 0.0



College Community

Goals & Intended Outcomes Fully implement SchoolBox and new College website

• Targeted Family Engagement opportunities and Workshops

• Increase student visits to Feeder primary schools

• Introduction of Vertical House Model

Achievements • Restructuring of newsletter format to be more engaging and informative to readers

• Strengthening ties with feeder primary schools through regular contact and visits, where permitted, by School Development Officer

• Adapting our parent information and enrolment application processes to be fully online whilst maintaining a welcoming tone, as well as Year 7 Transition preparation.

• Providing fee relief to families under pressure as a result of the COVID pandemic

• Maintaining strong channels of communication

VALUE ADDED

• Due to sufficient lifting of COVID restrictions were able to run Year 7 Orientation Day onsite, albeit in a modified format

PARENT SATISFACTION

Parent support was well received during extended period of remote learning:

• Tips and support during remote learning on Parent Portal in Schoolbox

• Articles/support about students returning to face to face learning

• Support for individual parents with students with significant wellbeing issues

• Counselling support for students and parents



Future Directions The Leadership Team has updated 'Our Best Hopes' statement for 2021

FAITH, GROWTH, RESPONSIBILITY: We are an inclusive faith community that values the dignity and journey of each person. We are responsible for developing capacity in all individuals through reflective dialogue, empowerment and opportunities for growth. We actively respond to the needs of our community, and we contribute to a culture of collaboration and contemporary practices.

Consultation with our key stakeholders began at the end of 2020 to review and reflect on the recommendations arising from our VRQA External Review. This work was consolidated in the first half of 2021, with our School Improvement Plan (2021 - 2024) and our Annual Action Plan for 2021 developed. We intend to build and embed a culture of learning with a focus on student agency, teacher capacity to use data to differentiate teaching and stronger family and community stakeholder partnerships to improve student outcomes.

Documents

Catholic Regional College North Keilor Keilor North 2020