Gilroy Catholic College, Castle Hill · School home and parish partnerships ... Gilroy Catholic College, Castle Hill Page 6. ... (NESA) 1 Unit. 2

Gilroy Catholic College, Castle Hill17-37 Marie Street, Castle Hill 2154Principal: Ms Cheryl MerryweatherPhone: 8853 8200 Fax: 8853 8299Email: [email protected]://www.gilroy.catholic.edu.au

mailto: [email protected]

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

Introduction

About the Annual School ReportGilroy 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 2017 and gives informationabout the 2018 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.

Gilroy Catholic College, Castle Hill 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

PrincipalI am proud to present the 2017 Annual School Report for Gilroy Catholic College, Castle Hill. Thecollege is a strong faith community where each person's relationship with Jesus Christ is central.The strength of this belief is highlighted by our college motto, Christ is my Light, and it is thisbelief that frames our college mission and values.

Our community of students, parents and staff fosters a holistic education where we seek todevelop each individual in the name of Christ. Together we seek to learn about self and otherswithin the framework of our seven values: faith, service, community, respect, justice, compassionand forgiveness.

Learning and teaching at the college focuses on diversity in the classroom to ensure that allstudents are engaged in their learning and offered every opportunity to achieve. Learning andteaching includes the integration of technology, having a 1:1 device environment with Years 7 to9 using iPads, and Years 10 to 12 using laptops. Use of technology as a learning tool offers richopportunities to provide students with the skills that they will need when they enter thecommunity. We also offer Science, Technology, Engineering and Mathematics (STEM) to Year7, iSTEM for Stage 5 and Industrial Technology Multimedia in Stage 6 to ensure that our studentshave every opportunity to learn about themselves and the world around them.

Each of our students has an obligation to develop his or her God given talents to the full for thebenefit of self and others. Our ongoing goal is to maintain a learning environment whichencourages independent learning for the development of personal excellence across all fields:academic, sporting, cultural and spiritual. In 2017, each year group had a college value as theirfocus for development. The core college value of faith remains "For we live by faith" (2Corinthians 5:7).

ParentParental involvement is a vital part of life at Gilroy Catholic College. We have a very active ParentCouncil which is comprised of nominated parish representatives from our closest parishes: StMichael's, Baulkham Hills, and St Bernadette's, Castle Hill, as well as elected members fromwithin our school community.

In 2017, once a term the Parent Council held a parent forum where guest speakers presented ona range of topics from learning and teaching at the college, to the development of teenagers andproactive parenting.

The Parent Council also provided a welcome evening for all families new to the school at thebeginning of the year as well as offering a sausage sizzle at open evening for prospective parents,and speaking at college events. A fundraising contribution of $75 per family per year allowed theParent Council to make donations to the college that facilitated the provision of:

air conditioning to all classroomsa second-hand school mini busfans for the college hallrefrigerated bubblers for the playground

All communication from the Parent Council was in the college newsletter, The Loop, that wasavailable on the college website once a fortnight.

StudentAs student leaders we are very proud to be part of a dynamic community where every student issupported in a comprehensive learning environment and is part of the Gilroy Catholic Collegefamily.

In 2017 we had a Pastoral program that allowed students from each Year group to embraceothers and understand what caring, compassion and respect is about. Our Pastoral program wasimportant in settling Years 7 and 8 into our community. Each homeroom in Years 7 and 8 had


important in settling Years 7 and 8 into our community. Each homeroom in Years 7 and 8 hadtwo college leaders to provide guidance and friendship. In addition, we had excellent staff whowere always approachable and supportive.

The student leadership team endeavoured to push the boundaries of what the college hadachieved in our charity work and raising awareness. We were actively engaged for raising moneyor providing goods for a variety of causes including Caritas and St Vincent de Paul. The role of theleadership team was to promote each college value and assist students to foster the values ofcompassion, service, community, respect, forgiveness, justice and faith in their daily lives. Thestudent leaders were excellent role models and acted as the communication link between thestudents and senior staff.

Gilroy Catholic College recognised the uniqueness of every student and that each had a differentmeans of achieving goals. The college had many extra-curricular opportunities where studentscould blossom and showcase their talents and abilities. Students were able to express their faithby participating in mass, liturgies, community and social justice initiatives.


Who we are

History of the schoolGilroy College, as it was then known, opened in 1980 and, in 2008, became Gilroy CatholicCollege. The college was not established by a religious order. It was established in response to aneed, identified by parents at the time, for a Catholic secondary school in the Hills. The firstprincipal, however, was a member of the De La Salle Brothers.

The college was founded on the site of St Gabriel's School for Hearing-Impaired Children whichhad occupied the site from 1922. In the first year of operation the college had 137 students witha staff of 11. The college was named after Cardinal Sir Norman Gilroy, the first Australian borncardinal and a significant figure in Catholic education. His motto, Christ is my light, was adoptedby the college and highlighted the importance of Jesus Christ at the centre of college life.

In 2004 close links were re-established with St Gabriel's School for Hearing-Impaired Childrenthrough the establishment of a joint centre for the hearing impaired within the college to assiststudents to make the transition to secondary schooling. This centre no longer exists at thecollege yet the relationship between the two schools remains close through the Design 2 Shineprogram and other initiatives that see Gilroy Catholic College students regularly workingalongside the St Gabriel's School children.

In 2016 the college adopted St Mary of the Cross Mackillop as its patron saint. St Mary of theCross, as an Australian saint, complements the example provided by Cardinal Gilroy, and thecollege community has always worked diligently to assist the wider community, in keeping withSt Mary's aspiration that we 'never see a need without doing something about it'. The values ofSt Mary of the Cross are reflected in our college values and her example is one of inspiration tothe community.

Location/drawing areaGilroy Catholic College is a coeducational Catholic secondary college located in the Hills District,north-west of Sydney. The school has strong relationships with the parishes of St Michael'sPrimary School, Baulkham Hills, and St Bernadette's Primary School, Castle Hill. The majority of itsstudents are drawn from the Catholic primary schools in these and other local parishes.


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

89

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 37

Number of teachers currently undertaking accreditation to teach Religious Education 0

Number of non-teaching staff (includes teachers' aides) 25

Percentage of teachers who are indigenous 0

The average teacher attendance for 2017 92

Percentage of 2017 teaching staff who were retained from 2016 93

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesWe focused on strengthening spirit and faith through the celebrations of the Eucharist on AshWednesday, Gilroy Day and the Feast of the Assumption. Whole-school liturgies were celebratedfor opening the year, Easter, Remembrance Day and Christmas. A Welcome Mass was held forYear 7 students, their parents and new staff members of the Gilroy Catholic College community.A Graduation Mass was celebrated for Year 12 students and their families.

Reflection days for Years 7 to 10 provided students with an opportunity to explore in greaterdepth their relationship with God. Staff and students experienced a strengthening of their faithjourney through the retreat programs for Years 11 and 12. The student leadership retreat had aspecific focus on spirituality. This year we offered morning mass once a week before school forstaff and students on Wednesday mornings. There was a staff mass at the commencement andconclusion of the academic year. Staff formation meetings provided an opportunity to evaluateand improve the Catholic identity of our school.

Prayer was a part of the school week at school assemblies, staff briefings and meetings. TheAngelus was prayed each day. All classrooms had sacred spaces.

Social JusticeThe Social Justice program allowed students to live their faith in a practical way, throughsupporting causes such as:

Project CompassionSt Vincent de Paul appealsstationery drive for Westmead Children's HospitalSt Vincent de Paul Christmas hampers through St Bernadette's Castle Hill Family Groups Diocesan Works Fund AppealSt Vincent de Paul Winter AppealHarmony DayAre You OK Day with Beyond Blue, raising awareness of mental health needsPink Day, supporting breast cancer researchMovember - men's health awareness appeals

Our students were also involved in a program of community service and students had theopportunity to work with the students at St Gabriel's School for children with hearingimpairment, and other special needs such as intellectual disability and autism in the mild tomoderate range.

School home and parish partnershipsThere are strong links to the parishes through the College Parent Council whose membershipincludes the parish priest from St Michael's, Baulkham Hills, and representatives from thesurrounding parishes. There are also elected parent representatives from the school community.

Parish priests presided at our liturgies and students were encouraged to participate fully in allschool liturgical celebrations, as well as those in their local parish. The college leadership teammet annually with the parish priests to discuss the liturgical program for the year. The priestsalso played an important role in our enrolment process.

Parents were invited to participate in liturgical celebrations and community days.

Our senior students were involved in diocesan youth events, including World Youth Day and theAustralian Catholic Youth Festival.

Religious Education


All students at Gilroy Catholic College are required to take formal classes in Religious Education.

In Years 7 to 10 our students undertook the Sharing Our Story Religious Education program, andin Years 11 and 12 they studied either the The NSW Education Standards Authority (NESA) 1 Unitor 2 Unit Studies of Religion, or Catholic Studies course. The NESA courses were supplementedwith materials derived from Sharing Our Story.

The junior years each had a reflection day that focused on specific issues relevant to their agegroup. Both senior year groups had a three day retreat program that encouraged students toreflect on their relationship with God and their place in the world. There was also a leadershipformation retreat offered to Year 10 college leaders in preparation for their role in Year 11. TheReligious Education curriculum was also used as a means of assisting students to makeconnections with the lived reality of the religious life of the school.

Professional Learning of staff in Religious EducationReligious Education staff received regular professional learning, often supported by the CatholicEducation, Diocese of Parramatta (CEDP) Mission Team.


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 2017. 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 2017

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 96 92 68 56

Literacy 99 92 69 52

Reading 99 94 69 58

Writing 98 88 50 40

Spelling 98 93 74 61

Numeracy 100 95 67 61

NAPLAN RESULTS 2017

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 97 89 54 46

Literacy 98 88 58 45

Reading 100 92 61 50

Writing 93 82 52 36

Spelling 97 90 61 50

Numeracy 100 96 64 53

Gilroy Catholic College students achieved above the national minimum standards (as shownabove) in all areas of NAPLAN testing in 2017. The college analysed this at a variety of levels: thecollege leadership team, faculty teams and individual class teachers. They all used thisinformation to gain a better understanding of students and their future learning needs. TheGilroy Catholic College, Castle Hill Page 8

information to gain a better understanding of students and their future learning needs. Theinformation gathered enabled the school to create learning experiences that were targeted tothe needs of each student. All teachers had access to individual student data so they couldascertain what each student in their class required to progress in their learning. Students' literacyand numeracy levels were also tracked via a data wall.

Record of School Achievement (RoSA)In 2017 students who left school prior to the end of their HSC were able to access a RoSA. TheRoSA records indicated student achievement during Stage 5 and Preliminary Stage 6 courses. It isa cumulative credential in that it allows students to accumulate their academic results until theyleave school. During 2017 twenty two students from the college; five from Year 10, fifteen fromYear 11 and two from Year 12 requested a RoSA.

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

2017

School State

Studies of Religion I 80 82

English Standard 83 55

English Advanced 100 92

Construction Exam 100 45

Software Design and Development 100 65

The Higher School Certificate results continued to be strong with over 100 students being offereda university placement and 14 students achieving Australian Tertiary Admission Ranks (ATARs)above 90. Our top ATAR result was 98.95.

Two students were placed on the Top Achievers list, one achieving fourth place in the state inIndustrial Technology and one placed 16th in the state in Mathematics General 2. Three studentswere placed on the NSW Education Standards Authority (NESA) HSC All-round Achievers list asthey achieved band 6 in 10 or more units

A total of 168 students were engaged in the study of 37 HSC subjects at Gilroy Catholic College,attempting 940 exams. There were 73 band 6s (the highest level) awarded and 283 band 5s.Eighty percent of subjects were above state average with regard to student performance in bands4, 5 and 6. One hundred percent of students in English Advanced, English Extension 1 and HistoryExtension attained results in the top bands.

School curriculumAt Gilroy Catholic College our curriculum was varied and constructed to meet the learning needsof all students. The Years 7 to 10 curriculum included completion of all mandatory subjectstogether with a choice of electives for Stage 5. Electives offered at the college covered a widevariety of subjects and learning experiences to assist students to pursue their talents and areasof interest. STEM, introduced into Year 7 in 2017, had its basis in the real world and incorporatedthe learning areas of Mathematics, Science and Technologies.

Students in Stage 6 were offered a wide variety of subjects to ensure post-school success. Themajority of our students followed a course of study to prepare them for university or othertertiary study. However, we also offered three Vocational Education and Training (VET) courseswithin the structure of our timetable: Hospitality, Construction and Entertainment, providing thefoundations required for students to enter into these industry areas post HSC.

The college had a dedicated Learning Enrichment Centre (LEC) which worked with students,parents and staff to meet the particular learning needs of students. The LEC assisted withGilroy Catholic College, Castle Hill Page 9

parents and staff to meet the particular learning needs of students. The LEC assisted withthe development of personalised plans in consultation with teaching staff to ensure thatstudents could demonstrate appropriate outcomes for each of their courses.

The college provided a diverse range of co-curricular activities, including participation in HillsZone and Parramatta Diocesan sporting competitions. Students had the opportunity toparticipate in instrumental and choral programs, our biannual musical and otherperformances. Students participated in the Catholic Schools' Debating competition and publicspeaking. A Toastmasters' course has been conducted each year at the school by the local club.

Initiatives to promote respect and responsibilityStaff have implemented a variety of programs for the development of our young people. This wasevidenced through the whole-school house system; our custom designed Pastoral Care programwhich catered for the changing needs of all students; and the prominence of our community daysof celebration. The horizontal structure of homeroom and pastoral classes for all studentsallowed age specific issues to be addressed.

In addition, the Social Justice group provided another way to reinforce student responsibilityboth in the local community and on a global level.

Restorative justice practices were at the heart of our student management structures. Yearspecific initiatives around topics such as bullying continued to address needs as they arose.

Professional LearningProfessional learning undertaken by staff in 2017 focused on continuing our whole-schoolapproaches to improved pedagogy. Staff looked at the best way to use Google Classroom and theGoogle suite to distribute lessons, collect work samples and provide feedback to students moreefficiently. Whole school pedagogy was examined through professional learning sessions on thecommon grade scale, creating challenging assessment tasks, differentiation and adjustments andembedding challenge into all learning. Staff also experienced training around managing studentbehaviour, student mental health, Cardiopulmonary Resuscitation (CPR) and other first aid. Staffspent a day deepening their personal and communal faith journeys. Data was used to informstaff professional learning, with both NAPLAN and Quality Catholic Schooling (QCS) data beingused to set learning agendas. The Gilroy Catholic College staff also participated in widercommunity learning, completing the Onguard Work Health and Safety (WHS) modules and theUnderstanding the Disability Discrimination Act and Disability Standards for Education eLearningmodules from the University of Canberra.


School Improvement

Annual school prioritiesPriority 1 Our first priority was literacy - specifically to improve knowledge,

understanding and application of writing structures.

Reason for priority 1 NAPLAN data from 2016 once again demonstrated that structure andlanguage choices were areas for improvement for the Year 7cohort. The data indicated that a more specific focus on a school-basedwriting continuum should operate to target areas of challenge forstudents.

Steps taken to achievepriority 1

We:created authentic and challenging writing tasks assisted students with their writing goals and co-createdstrategies to enhance student writing skillsdeveloped an understanding of the different points on thewriting continuum and what students at each of the standardswere able to doprovided students with the language needed to articulate theirlearning and progressassisted students to establish strategies and goals to enhancetheir writing, based on where they were on the continuum

Status of priority 1 Ongoing


Priority 2 Our second priority area was numeracy - specifically improving studentknowledge, understanding and application of algebra and numericalreasoning.

Reason for priority 2 NAPLAN 2016 data demonstrated that basic number skills and algebrawere areas for significant improvement in the Year 7 cohort. A whole-school approach to both skill areas would enable faculties to focus onaspects that were relevant to these areas of learning. Improvement wasto be measured using a data wall.

Year 9 cohort NAPLAN score identified growth for the majority ofstudents at each level of achievement.


We:assisted students to co-create strategies to target areas ofnumber and algebradeveloped an understanding of the different markers in thedescriptors so that teachers could identify what a student coulddo at different levels and what they needed to do to improveprovided students with an understanding of the number andalgebra descriptors and where they were placed against thesestandards, based on NAPLAN resultscontinued use of the English Mathematics Stage 4 (EM4)strategies


Priority 3 To increase student understanding of our school values and therelationship to the charism of Saint Mary of the Cross MacKillop

Reason for priority 3 In 2016 we adopted Saint Mary of the Cross Mackillop as our patronsaint. Our goal here was to embed the charism of St Mary of the CrossMackillop so that students had a clear example of faith in action andwere able to make a difference in the world; and to demonstrate thatour beliefs led to actions and our actions reinforced our beliefs.


We began the process where students were to choose a Bible verserelevant to their Year group's value.

Students chose a Saint (or significant Catholic) with one of their sayingsrelevant to their Year group's value (where possible they would useMary MacKillop).



Projected school prioritiesPriority 1 Our first priority will be to improve student knowledge, understanding

and application of writing structures for all students from Years 7 to 10,and to increase the number of students in the top two NAPLAN writingbands.

Reason for Priority 1 Our 2017 NAPLAN data demonstrated that structure and languagechoices are areas of improvement for the students. It alsodemonstrated that students in the top bands require more challengeto improve their learning gain. Therefore in 2018 we will developour our school-based writing continuum to target areas specificallyidentified for development for Year 8 students.

Steps to be taken toachieve Priority 1

We will:assist students to gain an understanding of the writingcontinuum and where they are on the continuumestablish a goal for each semester for each of the three literacydomains and engage in the strategies identified to improve inthose areasfacilitate student reflection on their learning so that they candetermine how they can progress into their next yearprovide student-centred skills videos focusing on ‘literacy tools’rather than subject specific tools

Priority 2 Our second priority will be to improve student knowledge,understanding and application of number and algebra.

Reason for Priority 2 NAPLAN 2017 data demonstrated that basic number skills and algebrawere areas that required improvement. We are undertaking a whole-school approach that will enable faculties to focus on number areasthat are relevant to their learning while Mathematics will focus on bothnumber and the second area for improvement, algebra. Improvementwill be measured using a data wall.


We will:assist students to develop an understanding of the number andalgebra descriptors and where they are placed against thesestandards based on NAPLAN resultsassist students to develop the critical thinking skills needed foreffective learning assist students to create strategies to progress against thedescriptors based on where they are currently at and wherethey would like to progress toassist students to self-assess to discern if they are makingprogress against the descriptors


Priority 3 Our third priority will be to increase student understanding of ourschool values and their relationship to the charism of Saint Mary of theCross MacKillop and seeing the connection between our beliefs and ouractions of social justice.

Reason for Priority 3 We would like all college values to link to contemporary society bymaking each Year group a value space - with noticeboards andtelevisions visual reminders.

We also want to provide a connection between each Year group's valueand the charity work they are involved in throughout the year byregular reminders in homeroom by the student leaders. This willrequire greater cohesion between all student leaders (college and classleaders)


We will:assist students to take responsibility for their Year group's valueand link it to contemporary societyassist students to identify and develop a connection betweentheir value and the charity work they are involved in throughoutthe yearuse each year a chosen Bible verse that links to their Yeargroup's valueprovide a connection (where appropriate and possible) betweenstudent learning and the value for the Year groupdevelop a deep understanding of the charism of Mary MacKillop

Community Satisfaction


Community Satisfaction

Parent satisfactionThe QCS data collected and reported to our parents, students and staff indicated that parentswere enthusiastic about developing a greater partnership with the college in regard to studentlearning. Parents valued the school’s strong focus on learning and wanted more informationabout the learning agenda and the initiatives currently in place. Parents identified studentsafety, extra-curricular activities and homework as the most positive aspects of the school.

The Tell Them From Me survey trial indicated that our parents were satisfied with the educationprovided by the college but would like more consistent information regarding college events.

Student satisfactionThe QCS data collected and reported to our parents, students and staff showed that studentswere positive about school and their learning. Independent learning strategies such as 4B4Me,Higher Order Thinking Skills (HOTS) and other 'Skills Tool Box' strategies were presenting newchallenges for learning. Students felt motivated to learn in their classes. Student behaviour,however, was identified by some as an area for continuing development.

The Tell Them From Me survey trial indicated that the students in our community were, at times,frustrated with inconsistencies between their classes.

Teacher satisfactionThe QCS data collected and reported to our parents, students and staff showed that the fourpillars of culture were closely aligned, with positive growth in engagement. Staff learning throughopportunities for collaboration, feedback and internal professional development were identifiedas areas of greatest improvement. Staff perception of their work demands did not align withtheir role descriptions. This highlighted a need for clarification of roles and professional learningto build professional capacity. Staff data reflected a positive tone in the school.

The Tell Them From Me survey trial indicated that our staff community indicated there had beenan improvement with communication within the college and that staff felt supported by thecollege leadership.


Student Profile

Enrolment PolicyGilroy 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

2015 528 603 1131

2016 548 595 1143

2017 570 580 1150

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

Year 7 85

Year 8 81

Year 9 74

Year 10 73

Year 11 76

Year 12 88

School average 82

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

Language background other than English (LBOTE) 27

Students with disablities (SWD) 40

Indigenous 5

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.

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,


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

principal 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 80%.

Gilroy Catholic College maintained high retention rates for students in Stage 6 whilst assistingstudents with a variety of options with regard to career and study pathways to suit eachindividual. The students who left the college between Year 10 in 2015 and Year 12 in2017 enrolled in a range of Technical and Further Education (TAFE) courses, traineeships, otherstudy opportunities or secured full-time employment.

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 19

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

99

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

Destination of students leaving Year 12 %

University 83

Technical, and Further Education (TAFE) 12

Workforce 3

Other/Unknown 2


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe college homeroom structure allowed each student to communicate with an assignedmember of staff every day. The wellbeing of each cohort was overseen by a Year coordinator whowas acquainted with the unique needs and situation of each student. Students were furthersupported by the college counsellor who facilitated in-house interviews as well as referrals toexternal practitioners.

Pastoral classes met for 60 minutes once per fortnight to allow teachers and students to get toknow one another and for students to provide mutual support. Student leaders worked withYear 7 and 8 students to aid their transition to high school. During Year 9, students were splitinto gender specific pastoral classes. This provided an opportunity to address specific issuesconcerning adolescent boys and girls.

Reflection days were related to the religious ethos of the school, but were directed towardsparticular issues relevant to the Year group. The college ran special programs that includedseminars on issues such as cybersafety and safe behaviours for young adolescents. This yearongoing education programs for students on the ethical use of technology and the internet havebeen supported by outside agencies.

The student management policies were at the core of the pastoral dimension of the college. Alsofundamental was the offering of positive reinforcement through a merit system. The studentdiary provided a means by which parents could communicate on a daily basis with the college. Anumber of activities were undertaken to promote the wellbeing of all community members. Weaimed to take a proactive and educative approach to bullying, as opposed to a reactive one.

The college Anti-bullying policy sits inside the framework of the Parramatta Diocesan Anti-Bullying (2005) policy. All disciplinary action that may result in any sanction against a student,including suspension, follows processes based on procedural fairness.

Student management operated within the vision and mission of Gilroy Catholic College as aCatholic community and was respectful of the dignity of the individual. The leader of pastoralcare had responsibility for the wellbeing of students and staff. Work continued on improving ourapproach to student management throughout the year. Our policy clearly focused on theimportance of recognising and acknowledging positive behaviours and increasing contact withparents about these behaviours.

Information regarding student management policies can be be found in the student diary,newsletters, handbooks and on the website: http://www.gilroy.catholic.edu.au.

Through the website, parents can view their child's assessment and disciplinary records, as wellas absence records and merit awards.

Hard copies of policy documents can be requested through the school office. �Diocesan policiescan be accessed through the diocesan website: http://www.parra.catholic.edu.au/policy-central.

There were no major changes to our student management/welfare/anti-bullying policy during2017.

Complaints and grievances policyThe school has formal protocols in place to address complaints and grievances. These protocolsare in line with the Complaint Handling policy, 2012, of Catholic Education, Diocese of Parramatta(CEDP). This policy is available from the college office upon request or available on the CEDPwebsite http://www.parra.catholic.edu.au/policy-central. All college and Catholic Education,Diocese of Parramatta policies are reproduced in the staff handbook.

There were no changes to the policy during 2017.


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (56.3%)Capital (0%)State (16.8%)Fees (26%)Other (0.8%)

Capital (0.8%)Salary (73.5%)Non-Salary (25.7%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$9,438,474

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,820,944

Fees and Private Income 4 $4,362,637

Other Capital Income 5 $127,796

Total Income $16,749,851

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $131,784

Salaries and Related Expenses 7 $11,399,235

Non-Salary Expenses 8 $3,984,973

Total Expenditure $15,515,992

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.

26%

16.8%

56.3%

■■■■■

25.7%

73.5%

■■■


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


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Gilroy Catholic College, Castle Hill · School home and parish partnerships ... Gilroy Catholic College, Castle Hill Page 6. ... (NESA) 1 Unit. 2