st peter’s anglican college annual report · st peter’s anglican college annual report 3 aims...

St Peter’s Anglican College Annual Report

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St Peter’s Anglican College

Annual Report

2017

D McPartland H Walsh

Principal Business Manager

Under the NSW Education Act a registered non government school must have policies and procedures that ensure its participation in

annual reporting to publicly disclose the educational and financial performance measures and policies of the school. St Peter’s Anglican

College complies with this obligation by posting this Annual Report on the school’s website. It is located at

www.stpetersbroulee.nsw.edu.au. The website also contains a full list of existing school policies covering student welfare policies,

discipline policies, complaints and grievances resolution policies. Additional information as evidence of compliance with the Education Act

is included in this Annual Report.


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Background

St Peter’s Anglican College is a Kindergarten to Year 12 co‐educational day school on the Far South

Coast of New South Wales.

In 2017 the College had students in all classes from Kindergarten to Year 12 for the ninth year.

The College opened in 2003 with two permanent buildings and one temporary administration

building. In the first nine years of operation the College has enjoyed steady growth with numbers

increasing to 508 by the beginning of 2013, having started with 46 in its first year.

Developments from Foundation until 2016 have been planned according to need and finance.

A general teaching block comprising four classrooms, two offices, staffroom, toilets and

mezzanine tutorial area for the commencement of 2005.

Growth continued and for 2009 a further two seminar rooms and two additional classroom

blocks (4 classrooms and 2 offices) were added. The oval was also upgraded. An additional

demountable building was brought on site for Term 4 due to the expanding Junior School

roll.

During 2009 plans were drawn for three projects under the Federal Governments Building

Education Revolution. The projects were under the Pride Scheme (an oval), under the

Primary section (a Library) and under the Secondary section (a Languages Centre). All three

applications were approved. The oval was completed in 2009 and the building of the

Language Centre commenced. The Library project started in 2010. All projects were

completed by September 2010. Plans were also discussed for the provision of another block

of 2 classrooms and an office. This was also available by Semester 2, 2010.


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Aims of the College

The aims of St Peter’s Anglican College are specified in section 3.1 of the Diocesan Schools Ordinance

1998, and in the Ethos Statement for Anglican Schools’ prepared by the Diocesan Schools Council of

the Anglican Diocese of Canberra and Goulburn.

The Ethos Statement defines the aims of the College as:

1. To provide a co‐ordinated and integrated approach to education so that Christian spirituality,

values and belief are encouraged throughout life.

2. To provide excellent education, offering a broad curriculum and a wide range of

extracurricular activities.

3. To provide an opportunity for children and their families to relate to the Christian faith,

recognising that many would not have had contact with traditional parish life; and to

develop a significant worship community which demonstrates Christian compassion in caring

for others and which builds and maintains close links with one or more local parish churches.

4. To prepare students within a disciplines school community to be broadly educated,

responsible, confident, empathetic and compassionate contributors to the well‐being of

society.

Educational Philosophy

St Peter’s Anglican College provides families of the Eurobodalla Shire with an independent, Anglican,

low fee and co‐educational school.

The emphasis is on quality and students are given an excellent education that is relevant for the

present whist preparing them to become successful, contributing members of their community for

the future.

The College seeks to enhance each student’s full potential by developing the knowledge, skills,

attitudes and spiritual awareness they need to understand themselves, their relationship with others

in the context of Christian values and the world at large. In 2015 the College updated the following

Vision and Values Statements:


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St Peter’s Visions and Values

The St Peter’s community is focused on achieving one’s best, continuous improvement and

teamwork. This is achieved by forging authentic relationships built on trust, respect and integrity.

Our staff constantly model and reinforce the importance of preparation, effort, honest self‐

reflection and meaningful feedback. The College has three key touchstones: Faith, Courage and

Excellence.

The College Community believes FAITH:

is expressed through our actions, words, thoughts and relations with Christ and others;

reinforces the importance of Pastoral Care and Anglican virtues such as compassion, giving,

sharing and gratitude;

establishes a nurturing community built on trust, acceptance and forgiveness; and

results from a greater understanding of self and the world around them.

The College Community believes COURAGE:

develops resilience, determination and accountability;

allows individuals to set and reach personal goals despite hardship and adversity;

is required to establish socially just communities; and

promotes doing your best, without fear of failure.

The College Community believes EXCELLENCE:

results from high expectations, motivation and endeavour;

is an individual journey where one continuously aspires to do one’s best;

involves the delivery of quality learning practices within collaborative and supportive staff

and student relationships; and

is achieved by learners who are curious, creative and critical thinkers.


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The Curriculum

The College is registered and accredited with the New South Wales Education Standards Authority.

It offers a comprehensive educational programme in the full range of Key Learning Areas from

Kindergarten to Year 12.

The College provides an imaginative, purposeful and enjoyable learning environment, where

student’s individual needs and abilities are encouraged and nurtured.

The College was inspected, registered and accredited by the then NSW Board of Studies during 2013.

Annual STEM Day

Year 9 Design and Technology

Year 10 Design & Technology


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Message from the Chairman of the College Board

It is an honour to endorse the St Peter’s Anglican College Annual Report for 2017. Under the

leadership of Mr Graeme Hincksman and more recently Mr Darren McPartland, the College

continues to offer students a broad range of opportunities and challenges.

The Board has continued to foster an environment that supports students to develop in academic,

spiritual, artistic, practical and sporting domains. Collegiality has been nurtured, along with

leadership skills and service to the community. Students are challenged to take responsibility for

their own decisions and their consequences. St Peter’s Anglican College offers its local community a

challenging curriculum in a safe and supportive learning environment.

The Board continues to develop its understanding of governance in a not‐for‐profit, Anglican school

educational context. The Board is compliant with NESA requirements for Board members of

independent schools.

I commend this report as an outline of the College’s development in a range of areas, which gives

confidence for the future of the College.

Dr Jill Ireland

Board Chair


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From the President of the Parents’ and Friends’ Association

The Parents and Friends Association (P&F) of St Peter’s Anglican College represents an important link between the parents, students, Principal, teaching and administrative staff and our local Eurobodalla community. As a P&F, we are fortunate to have a keen, passionate and enthusiastic team of parents/carers who take a vested interest in all aspects of the College. We are also supported by our Leadership Team who attend the nine meetings each year. The purposes of the P&F are varied. Fundraising for key projects that support and enhance the College learning environment is one of our main objectives. Others include providing a forum for parents and carers to learn and ask questions about the College through presentations by the Leadership team and our College Principal. Also, organising social events for our students that support the College such as special food days, Milo and Muffins morning teas which our students enjoy and we provide a canteen at our school sporting events and family events such as the Carols. In October 2017, the SkyBlaze committee organised the second SkyBlaze; an afternoon of fireworks, rides and entertainment at St Peter’s. It was estimated that over 5,000 people attended from the local area and $39,000 was raised from the event. These funds have been used to provide much needed equipment for the Science Department, air conditioning in the Senior and Junior School, funding for HSIE projects and the Music Department, a commercial fridge for the Food Technology Department, banners, marquees and resuscitation mannequins for PDHPE. Funding for Junior School projects has also been allocated. This event could not take place without the time and effort invested in the event by the SkyBlaze committee (parents/carers of students) and our staff at St Peter’s. It is a testament to our school community that we are able to join together for this event to welcome the Eurobodalla families into our wonderful school. Julie Wilks P&F President


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Educational Report for 2017

1 School performance in state‐wide tests and examinations

1.1 Higher School Certificate

St Peter’s Anglican College had its tenth set of results in the Higher School Certificate.

2012 2013 2014 2015 2016 2017

Number of Candidates 13 30 22 28 36 38

Course levels studied over the ten years of offering HSC

2012 2013 2014 2015 2016 2017

Two Unit 16 21 21 17 20 21

One Unit 2 3 2 0 0 1

Courses studied over the seven years of offering HSC

COURSES 2012

2013 2014 2015 2016 2017

Ancient History 3 5 4 9 8 9

Biology 3 15 4 10 17 16

Business Studies 6 9 4 7 13 19

Chemistry 3 7 7 7 12 8

Design and Technology

4 7 11 0 8 9

English Standard 9 17 11 17 18 18

English Advanced

4 13 11 11 18 18

English Extension 1

2 3 1 0 6 5

English Extension 2

2 1 0 0 0 0

Food Technology

4 5 2 11 7 11

French Continuers

0 0 0 0 2 2

Geography 2 3 6 5 2 0

Industrial Technology

0 0 0 12 0 0

Information Processes and Technology

2 2 7 0 8 6

Japanese Continuers

0 2 0 0 1 0

Legal Studies 0 8 0 0 0 9

Mathematics General

7 15 14 12 22 20


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Mathematics Two Unit

0 4 2 8 8 13

Mathematics Extension 1

0 1 1 0 5 5

Modern History 0 4 0 6 6 7

Music 1 4 4 2 1 4 1

PDHPE 6 12 13 15 12 8

Physics 1 3 6 5 8 6

Retail Services 0 0 0 0 0 1

Screen Media 0 0 0 0 0 1

Studies of Religion II

4 5 0 0 0 0

Technology Life Skills

0 0 0 0 0 1

Textiles and Design

0 5 0 3 0 1

Visual Arts 2 6 6 4 3 5

Comment

At the end of 2017 the College produced the following HSC results:

8 Band sixes;

36 Band fives; and

100 % of all of our student applicants gained entry into University

HSC Trends

St Peter’s continues to offer a high selection of courses, considering its size. We saw a reduction in

the number of Bands 5 and 6, which was in keeping with expectations based on cohort NAPLAN

performance and professional conversations. Many students performed well above personal

expectations.

St Peter’s will continue to monitor individual subject trends in future reports to ensure

accountability of all courses in relation to like schools and state performance.

1.2 Literacy and Numeracy Assessments (NAPLAN) Years 3, 5, 7 & 9

In 2017 Year 3, 5, 7 and 9 students participated in the National Assessment Program Literacy and

Numeracy (NAPLAN) test.

Year 3 ‐ Percentages in Bands

Band 1 Bands 5 & 6

Component SPAC % State % SPAC % State %

Reading 0.0 4.0 26.5 25.5

Writing 0.0 1.6 32.3 26.6


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Spelling 0.0 3.1 32.3 26.3

Grammar & Punctuation 0.0 6.0 35.3 31.0

Numeracy 0.0 2.9 26.45 43.0


Band 3 Bands 7 & 8


Reading 0.0 4.5 20.0 19.8

Writing 0.0 6.5 6.65 9.05

Spelling 3.3 5.0 10.0 19.1


Numeracy 0.0 3.0 16.65 16.25


Band 4 Bands 8 & 9


Reading 0.0 5.2 28.8 15.3

Writing 3.0 8.7 16.65 10.65

Spelling 0.0 4.7 19.7 20.65


Numeracy 0.0 2.4 25.75 17.45


Band 5 Bands 9 & 10


Reading 0.0 5.6 25.8 12.35

Writing 12.9 16.1 9.7 9.0

Spelling 6.5 6.2 17.75 15.55


Numeracy 0.0 1.0 20.0 14.9

2 Teacher Standards

The College is registered and accredited by the New South Wales Board of Studies for the maximum period for Stages 1‐6. All teachers are suitably qualified and have had a number of in‐service opportunities to develop their teaching skills during 2017. Teachers to cease employment: 4 Maternity Leave: 1 2.1 Teaching Standards


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Category Number of Teachers

Teachers who have teaching qualifications from a higher education institution within Australia

31

Teachers who have qualifications from a higher educational institution within Australia but who lack formal teaching qualifications

0

2.2 Professional Development Teachers at St Peter’s have continued to improve their professional knowledge and skills through:

Enrolment in postgraduate courses

Participating in in‐house workshops delivered by visiting speakers/consultants/researches

Attendance at external workshops conducted by providers such as the NSW Association of Independent Schools.

Areas of professional development have included:

School’s Leading Learning project‐facilitated by the AIS

Mental Health and Wellbeing of Young People

AGNSW Art Teachers Symposium K‐6 Physical activity sport and healthy eating conference

Stage 6 Marking & Assessment Workshop

HSC Language Study Day

Programming and the new English Syllabus workshop.

Programming and the new English Syllabus workshop 2

Analysing NAPLAN Data to support Planning, Teaching and Learning

School Self‐Assessment to develop a School Improvement Plan

IPT conference Uplifting Leadership with AIS Leadership Centre: Mrs Jennifer Davies

Familiarisation of Geography syllabus, K‐10

English syllabus K‐6, AIS consultant presenting at SPAC STEM symposium Obligations in identifying and responding to students at risk

Workforce Composition The College employed 36 teaching staff of whom 11 were part‐time. The gender break up was 35% male and 65% female. There were no indigenous members. There were 3 administrative staff.

3 Student Attendance Rates

The rate of attendance for all students is:

2012 2013 2014 2015 2016 2017

All students 90.2% 95.2% 92.14% 93.10% 90.08% 92.10%


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3.1 Attendance

The College has a computer data base (Synergetic) which records attendances electronically.

All homeroom teachers mark the roll electronically in homeroom periods each morning. These are

entered on the data base through the Administration Office.

Absence is to be noted through a note to the teacher upon the return of the child to school.

Applications for Leave are made in writing to the Principal and are approved if circumstances are

such that no other opportunity is available to complete the request.

Continual absence/trends of absence are noted by Homeroom teachers or the Administration Office

and require contact with the home. This includes lateness.

Late arrival/early departure require students to report to the main Office to sign in/out. Notes from

home are expected prior to students leaving the College grounds.

Year Attendance Rate

K 94.45%

1 91.06%

2 91.25%

3 89.36%

4 91.26%

5 90.17%

6 90.21%

7 88.71%

8 87.92%

9 86.30%

10 82.26%

11 87.37%

12 88.35%

3.2 Enrolment Process

In 2017 the College was in its fifteenth year. All students were able to be accepted. The College is

open to all students and their family group who are made well aware of the ethos and foundation of

the College.

3.2.1 Class Structures

The College has the Junior School (Primary) and Senior School (Secondary).

The Junior School includes Kindergarten to Year 6.

The Senior School includes Year 7 to Year 12.

Entry into the College follows application and a personal interview. Entry can be into any

grade/class.


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3.3 Senior Secondary Outcomes

Vocational/Trade Training

2012 2013 2014 2015 2016 2017

Students 0 1 7 7 8 0

HSC Equivalent

2012 2013 2014 2015 2016 2017

Students 100% 100% 100% 100% 100% 100%

In 2017, 100% of our students who attempted the HSC received a Higher School Certificate.

3.4 Post School Destinations

St Peter’s presented 38 candidates for the 2017 Higher School Certificate. This was the tenth cohort

for the College.

Breakdown of Post School Destinations

COURSES 2012 2013 2014 2015 2016 2017

Architecture 1

Arts 1 1 4 2 2

Child Care 2 2

Creative Arts/Photography 2

Business 3 3 4 2

Commerce

Criminology 1 2

Dentistry 1

Equine Science 1

Engineering/Planning 2 2

English/Writing/Journalism 2 1 1

Exercise Science/Sport 1 1 3

Fashion Design 2

Graphics 1 2

Information Technology 1 1 3 1

International Studies 1

Journalism 1

Law 1 1

Marketing/Advertising 1 2 1 1

Medical/Health Science 2 2 1 1

Medicine/Forensics 1 1 1

Medicine 1

Military 1 1 2

Music 1 1

Nursing/Midwifery 1 1 1 1

Overseas 2

Paramedicine/Nursing 1

Performing Arts 1 1


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Policing 1

Psychology 1 2 1 1

Science 1 1 3 3

Social Work 1 1 1

Sport Science 2

TAFE 5

Teaching 1 1 1 1

Veterinary 1 1

Work 4 3 6 9 6 4

Gap year before Uni 5 6 3

Student Performance in the HSC

COURSE 2017 Candidature % in Bands 5,6 or E3, 4 at SPAC

% in Bands 5,6 or E3, 4 in NSW

Ancient History 9 33.33 35.98

Biology 16 37.5 39.28

Business Studies 19 21.05 36.14

Chemistry 8 12.5 42.71

Design & Technology 9 11.11 43.2

English (Advanced) 18 38.88 63.64

English (Standard) 18 0 15.91

English (Extension 1) 5 80 93.27

Food Technology 11 36.36 29.74

French Continuers 2 0 65.75

Information Processes & Technology

6 33.33 29.84

Legal Studies 9 22.22 43.61

Maths (General) 20 15 25.49

Mathematics Two Unit 13 23.07 53.48

Mathematics (Extension 1) 5 40 81.6

Modern History 7 0 38.82

Music 1 1 100 65.22

PDHPE 8 0 30.56

Physics 6 33.33 33.8

Textiles and Design 1 0 50.47

Visual Arts 5 100 54.57

4 Actual Retention Rates in Secondary School

The retention rates for Year 10 to Year 12 show that

Year 10 (2011) ‐ 23 Year 11 (2012) ‐ 32 Year 12 (2013) ‐ 23 Year 10 (2012) ‐ 33 Year 11 (2013) ‐ 26 Year 12 (2014) ‐ 23 Year 10 (2013) ‐ 39 Year 11 (2014) ‐ 32 Year 12 (2015) ‐ 28 Year 10 (2014) ‐ 45 Year 11 (2015) ‐ 36 Year 12 (2016) ‐ 36 Year 10 (2015) ‐ 49 Year 11 (2016) ‐ 40 Year 12 (2017) ‐ 38 Year 10 (2016) ‐ 40 Year 11 (2017) ‐ 37 Year 12 (2018) ‐ 35


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4.1 Characteristics of Student Body

The College is a co‐educational school. The breakdown of students across the College show a good

balance.

Students 2012 2013 2014 2015 2016 2017

Male 239 228 211 204 198 191

Female 257 255 190 174 182 175

Junior School

Students 2012 2013 2014 2015 2016 2017

Male 114 103 94 90 79 82

Female 125 112 74 69 78 65

Senior School

Students 2012 2013 2014 2015 2016 2017

Male 125 128 117 114 119 109

Female 132 140 116 105 104 110

4.1.1

The College draws its students from a wide area. The College is located halfway between Batemans

Bay and Moruya in the seaside village of Broulee. Transport to the College for most students is by

bus or private car. Some walk or ride bikes.

Students travel from Narooma in the South to Durras in the North. Some are from rural areas out

from the townships and villages of the area.

The community is diverse in its employment but the area does have higher than average

unemployment.

Many parents work outside of the area daily. The distance and bus services have had an impact

upon the co‐curricular programme. As a result most co‐curricular occurs during the school day

(lunchtimes etc) or immediately after the school day.

4.1.2 Nature of the Student Population

The majority of the students are Caucasian. 2.5% of students recognise their Aboriginal heritage.

The College was founded as an Anglican School by the Canberra Goulburn Diocese. There is an

expectation that students will accept the Ethos Statement at the time of enrolment. All students are

accepting of this and participate in College events as required.


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5 Policies

Enrolment Policy

The enrolment policy for the College is set by The St Peter’s Anglican College Ordinance (2000) and

Diocesan Schools Ordinance (1998). Included in the Goals and Principles for the operation of

diocesan schools is the statement that “Diocesan Schools…will aim to provide a high quality,

integrated educational experience from a variety of backgrounds…(and) to cater for students with a

wide range of abilities.” In addition “the Diocesan schools…will be accessible schools with a fee

structure affordable by the average family; and have enrolment policies which are non

discriminatory, encourage parents to have sympathy and support the educational philosophy and

ethos of the school; give consideration to students with special needs; and provide for exceptional

circumstances”.

The enrolment practice at the school is in keeping with the policy. All student enrolments are

treated without influence of religion, race or creed. Exceptional circumstances are considered on an

individual basis.

St Peter’s Anglican College maintains a register of enrolments in the school’s administration system (Synergetic). This includes the following information for each student:

name, age and address;

the name and contact telephone number of parent(s)/guardian(s);

date of enrolment and, where appropriate, the date of leaving the school and the student’s destination;

for children older than six (6) years, previous school or pre‐enrolment situation; and

where the destination of a student below seventeen (17) years of age is unknown, evidence that a NSW Department of Education officer with home school liaison responsibilities has been notified of the student’s full name, date of birth, last known address, last date of attendance, parents’ names and contact details, an indication of possible destination, other information that my assist officer to locate the student, and any known work health and safety risks associated with contacting the parents or student.

Student Welfare Policies

Rationale:

The College promotes a healthy, supportive and secure environment for all children and to

raise awareness of what makes students resilient, to develop strategies to reduce

vulnerabilities, to build student/school connectedness, and to increase coping skills.

Aims:

The College is a positive environment in which all teachers assume responsibility for student

welfare, striving to provide successful experiences for all children, where children feel safe

and secure in a supportive environment where a sense of belonging and wellbeing are

strengthened.

Children develop positive social behaviour and problem solving skills.


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The staff are confident, skilled and proactive in the management of student welfare issues.

Communication processes and protocols are clear and well known to ensure the

effectiveness of student welfare support. Procedures related to this policy are contained in

the staff handbook, which is available on the website.

Anti‐Bullying Policy

Bullying is totally against the mission and purpose of St Peter’s Anglican College, and is absolutely

committed to providing an educational environment in which staff and students feel valued and

secure. To achieve this end, the College seeks to create a school culture that:

Allows students to flourish free from discrimination, harassment or any form of bullying;

Does not tolerate, condone or trivialise bullying behaviours;

Is aware of what constitutes bullying behaviour;

Provides support to the victims of bullying; and

Deals firmly with bullies so that they modify their behaviour.

A copy of the College’s Anti‐Bullying Policy can be found on our website

www.stpetersbroulee.nsw.edu.au

Behaviour and Discipline Policies

The purpose of the Behaviour policy is to enhance the development of positive relationships

between students, staff, parents and members of the College community to:

Develop self discipline

Raise self esteem

Increase learning opportunities

Guidelines

All aspects of this behaviour policy are to be communicated clearly to all members of the College

community.

All individuals are to be valued and treated with respect.

The responsibilities and rights of students, staff and parents are to be honoured consistently.

The physical and emotional environment for learning and teaching will be safe, secure and

appropriate for the stage of development of the students.

The College policies and procedures must at all times be fair, logical and applied consistently.

Rights and Responsibilities

All students, staff and parents have a responsibility to ensure that the rights of all are honoured.

This responsibility includes:

Treating all people respectfully

Being safe in all situations


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Taking pride in personal and collective appearance

Learning carefully

Solving problems thoughtfully

The rights of each individual involved at St Peter’s are such that:

Students have a right to learn in a friendly, safe and supportive school.

Staff has a right to teach in a school which is supported by the College community.

Parents have a right to know that their children learn in a friendly, safe and supportive

college.

Discipline within the College is under the oversight of the Principal. Teachers are encouraged to deal

with classroom discipline matters of a minor nature and only refer more serious or repeated

behaviours.

The line of discipline is as follows: Classroom teacher = Coordinator = Deputy Principal = Principal

Procedures related to this policy are contained in the staff handbook.

Complaints and Grievances Resolution Policies

The Complaints and Grievances policy of the College includes processes for raising and responding to

matters of concern identified by students, parents and staff. The principles of procedural fairness

are applied appropriately in all matters related to complaints and grievances.


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6 School Determined Improvement Targets 2017

Goals for 2017

Outcome

1. Maintenance of excellent HSC results

Achieved ‐ maintained

2. Maintenance of improvement in NAPLAN results via evidence based analysis

Achieved

3. Further development of the Leadership capacity

New HR structures put into place

4. Maintenance of the College’s Whole School Teaching and Learning Plan

Achieved in consultation with the NSW AIS

5. Ratification of the College’s five year strategic plan

Successfully implemented


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7 School Determined Improvement Targets 2018

Goals for 2018

Outcome

Maintain excellent HSC results

Maintenance of improvement in NAPLAN results via evidence based analysis

Individualised professional learning plans for all staff

Improving community connections and communication

Consolidate the retention of experienced, proficient and professional staff

Encourage staff to achieve accreditation above current proficient status


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8 Financial Information ‐ 2017 Data

Federal Government

Grants

State Government

Grants

Fees and private income

Recurrent Income

Salaries and related

expenditure

Other Expenditure

Recurrent expenditure


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9 Principal’s Comments

St Peter’s is a co‐educational College offering places from Kindergarten to Year 12. The College

seeks, by adherence to its own mission statement based on the ethos statement for Anglican

Schools, to advance the Mission of the Diocese.

Our aim is that each student should reach their personal and academic potential. We have sought to

provide opportunities for a wide range of activities and interests within the limitations of our

context. For instance, many of our students travel long distances to attend the College reducing the

time available for out of hours activities.

In 2019 the College embarks on adding genuine real‐life learning programs across all stages. Primarily these programs will operate within the environmental, community garden and market garden areas. Building the required facilities will take place towards the end of 2018 and into 2019. Planning is well underway to provide improved facilities in the TAS area. 2018 saw a great improvement with our connection into the wider Eurobodalla community. We plan to increase this further in 2019 with a particular emphasis on community service.

Darren McPartland Principal

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