ANNUAL R 2008 - Oakhill College · The College has maintained its high standards in the public...

ANNUAL REPORT

2008

OAKHILL COLLEGE

Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Vision Statement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Message From Key School Bodies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

College Performance in National and State-wide Examinations. . . . . . . . . . . . . . . . . . . . . . . . 4

Professional Learning and Teacher Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Teacher Attendance and Retention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Student Attendance and Retention Rates. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Post-School Destinations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Enrolment Policies and Student Profiles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Student Welfare and Discipline Policy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Priority Areas for Improvement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Parent, Student and Teacher Satisfaction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Summary Financial Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

INTRODUCTION

Purpose of Report

The 2008 Annual Report is a special-purpose Report, produced to comply with the requirements of the Education

Act (NSW) of 1990, specifically as outlined in the Registered and Accredited Individual Non-Government Schools

(NSW) Manual (p. 39-42). The Report adopts the headings and guidelines provided in the Manual.

This Report summarises or refers to information which is made available to the College community on the College

Website (www.oakhill.nsw.edu.au) and in documents such as the Annual Yearbook, the Student Record Book and

Weekly Bulletin; and information which is made available to State and Commonwealth statutory bodies under

legislated accountability requirements.

The College

Oakhill College is an independent Catholic Secondary School governed by Oakhill College Ltd, a company limited

by guarantee. The members of the company are the Trustees of the De La Salle Brothers, Province of Australia,

a legal body corporate established under the Roman Catholic Community Lands Act (NSW) of 1942. A Board of

Directors are responsible for policy and governance. Responsibility for the conduct of the College is vested in the

Principal. Students at the College enjoy the benefits of a large site (18.2 hectares) with a wide range of buildings

and facilities.

Historical Background

The College commenced in August 1936 with 4 students, increasing to 30 in 1937 when there were 10 day and 20

boarding students. Primarily a boarding school for boys for many years, the College grew rapidly in the 1960’s and

1970’s as the demand for places for boys as day students increased. The College ceased to offer places for

boarders in 1974 and became co-educational in Years 11 and 12 in 1975. In 2008 enrolments stood at 1,597.

VISION STATEMENT

The College mission is to provide a quality education in the setting of a comprehensive school curriculum.

In particular, the College strives through a planned and carefully considered management of resources, to permit

the realisation of the following goals for each of its students at a level of personal excellence.

• the realisation of one’s potential

• the improvement of one’s character

• a sense of personal well-being

• a commitment to the truth

Central to the achievement of these goals is a school experience drawn from the Lasallian tradition.

2008 Annual Report e 1

MESSAGE FROM KEY SCHOOL BODIES

Message from the Chair of College Board

Two thousand and eight has seen the first year of the operation of the College under the governance of the

incorporated Board. It has been a learning experience for the members of the Board and for the management of

the College.

There is no doubt that the year has been a successful one. The restructure of roles among upper management has

proved to be a division of labour in keeping with the demands of a modern educational institution. The new

appointees have returned the faith of the College Executive in their skills by demonstrating the highest level of

professional competence.

The Federal Government initiative in the form of the Digital Education Revolution has been most timely. The

injection of funds into the College has provided the opportunity for staff and students to acquire the hardware

which underpins the incorporation of technology into the teaching and learning process. Again, senior

management have been careful to ensure that staff are appropriately trained and not left to work it out for

themselves.

The College has maintained its high standards in the public examinations, pastoral support of students grounded

in the Lasallian tradition and the financial resources of the College have been prudently administered. The Parents

and Friends have been particularly active and show strong and ongoing support for the College.

While this report captures a statistical snapshot of the College, its leaves so much unsaid about the cultural and

sporting vitality that those of us closely associated with Oakhill experience on a day to day basis.

I commend all staff and students on their achievements in 2008. The partnership formed between the De La Salle

Brothers and their associates and with the students is a great force with enormous potential for good. This report

records for history the year's achievements.

Brother John Pill fsc

Chair, Oakhill College Board


2008 School Leaders’ Report - Thanks for the memories....

It is difficult to comprehend that we are nearing the end of 2008. And what a fantastic year we have had! It is fair

to say that 2008 has been a year of change. We welcomed our new Deputy Principal, Brother David Miller, and new

Assistant Principals, Mr. Andrew Millar (Pastoral Care) and Mr Keith Murray (Curriculum). They have brought new

directions, fresh skills and new ideas to the College community, our favourite being Brother David's captivating and

impressive slide shows.

As Captains, we have had the privilege of representing the College at various functions. Our first responsibility was

attending a leadership conference with our Vice-Captains, Paul Mittiga and Kate Rose. It was here that we set out

our main goals for 2008 and acquired skills to help us achieve them as part of a leadership team.

Shortly after this conference, the Leadership Team attended a camp at the Brothers' House in Avoca, accompanied

by Mr Munday, Mrs Gooding and James Camden. This camp gave us the opportunity to bond and strengthen our

relationships and brought forward the skills and ideas we had learned at our previous conference.

2008 began with another camp, this time at Kincumber, where we spent a week with other De La Salle students

from other parts of Australia, New Zealand, and Papua New Guinea. At this camp, the importance of the Brothers'

mission and the Lasallian influence were truly felt. We realised the Lasallian values of faith, service and community

were to be vital in the success of the 2008 Leadership Team.

We would like to congratulate all of the House Captains, Samantha Glover, David Burrowes, Grace Lamey, Jessica

Brackin, Daniel Witt and Paul Cividin, who brought intense House spirit to the carnivals and lead their respective

Houses successfully throughout the year. Congratulations to Mutien House for their win in the Swimming Carnival,

and to Solomon House in the Athletics Carnival.

We are extremely thankful for the many skills we attained through our participation in and organization of events

and activities such as ANZAC day, the Year 12 Retreat, Remembrance Day, the Year 12 Jerseys, Ash Wednesday,

Charity fundraisers, regular College assemblies and the Year 12 video. It was great to be a part of the 2008

Founders' Day celebration and on behalf of all the leaders, we would like to thank Mr Munday for organising such

a tremendous event, which saw students from Years 7-12 involved in activities ranging from jet-boating to

quad-biking.

2008 also saw World Youth Day come 'down under'. During the week before WYD, we were lucky enough to be

involved in the International Lasallian Youth Gathering in Melbourne where Lasallians came together from all over

the globe, sharing experiences, culture, music, and Lasallian spirituality. This was an experience that we and the

other selected LYL's and leaders will never forget.

Hundreds of pilgrims from the Solomon Islands and Lismore called Oakhill College home the following week. The

atmosphere of Sydney during WYD and our experience of the final mass at Randwick is something we will cherish

for a lifetime.

Oakhill faced many challenges throughout 2008, affecting the College community in different ways. It was truly

amazing to witness all students from Year 7 to Year 12, unite and strengthen with overwhelming school spirit,

especially Year 12 in times of need.

We would like to say a special thank you to Mr Munday for his guidance from the beginning to end, and to Br David

for his constant support and devotion to the College and to the Leadership Team.

We would also like to express our gratitude for the amazing privilege of serving the College and the opportunity

to gain skills and experiences we will never forget. We also thank the rest of the leadership team for their

assistance and contribution to the successes of this year.

To the class of 2008 we say, 'thanks for the memories' and best wishes for the future to all.

Emma Quinlivan and James Limbrey

College Captains


Graph One: Mean Results for male students, State and Oakhill

COLLEGE PERFORMANCE IN NATIONAL AND STATE-WIDE EXAMINATIONS

The following Graphs and Tables present Oakhill College students' results (aggregated), compared with results of

students State-wide, in various tests and examinations.

NAPLAN Test- Literacy (Year 7)

The NSW State-run ELLA and SNAP literacy and numeracy tests have been replaced with a National Assessment

Program for Literacy and Numeracy (NAPLAN). Students are now to be assessed nationally for literacy and

numeracy in Years 3,5,7,and 9. A cohort of 240 Year 7 students sat for the NAPLAN Tests.

Graph One indicates that our students achieved above State average in all aspects of literacy assessed by the

NAPLAN test.


Graph Two compares the literacy band levels achieved by Oakhill students with boys across the State. This shows

that 36% of Oakhill students are in the top two bands for Overall Literacy compared with 24% in the rest of the

State. The data clearly demonstrates that the distribution of bands for Oakhill is skewed upwards relative to State

results for Reading, Writing, Spelling and Grammar and Punctuation. The lower two bands (bands 4 and 5) were

achieved by 4% of Oakhill students compared with 16% across the State. Only 1% of students were below the

National Benchmark (achieving band 4 for Overall Literacy) and these students, together with a broader range of

students identified as in need of extra assistance, are receiving help from the Learning Support Unit at the school.

Graph Two: Results by Literacy Band Level, State and Oakhill


Graph Three: Historic Achievement Levels

Graph Three illustrates historic data from ELLA tests and is included for comparison with the NAPLAN data. The

achievement of Oakhill students in literacy tests has been quite consistent over time, allowing for variations within

cohorts.

NAPLAN Test- Numeracy (Year 7)

A cohort of 240 students (see Graph Four) sat for the NAPLAN Test in 2008, with the College Mean being generally

well above the State Mean for Boys across all components of the Test.


Graph Four shows that Oakhill students achieved means well above the State cohort in all numeracy areas

assessed.

Graph Four: Mean Results for Male Students, State and Oakhill

Graph Five: Results by Numeracy Band Levels, State and Oakhill


Graph Six: Historic Achievement Levels 2005 to 2007

As Graph Five indicates, 55% of the College cohort were placed in the top two bands for Numeracy compared with

34% of the State cohort. Oakhill students achieved high numeracy bands for all tested areas- Number, Patterns

and Algebra, Measurement and Data, and Space and Geometry and the distribution of bands is strongly positively

skewed. The lower two bands (bands 4 and 5) were achieved by 3% of Oakhill students compared with 19% across

the State. No students were below the National Benchmark (achieving band 4 for Numeracy) but one student was

below the benchmark for Measurement and Data. This student is part of the targeted group receiving attention

from the Learning Support Unit.

The Historic Data of SNAP results (Graph Six) illustrates the consistently outstanding performance of Year 7

students from year to year in all aspects of Mathematics. This data is included for comparison with NAPLAN

information.


This is the first time literacy and numeracy have been assessed by NAPLAN. Graph Seven shows that Oakhill

students perform above State average in all aspects of literacy assessed.

Graph Seven: Mean results for Male Students, State and Oakhill


Graph Eight compares the literacy band levels achieved by Oakhill students with boys across the state. This shows

that 22% of Oakhill students are in the top two bands for Overall Literacy compared with 21% in the rest of the

State. The data clearly demonstrates that the distribution of bands for Oakhill is skewed upwards relative to State

results in bands 7 and 8 for Reading, Writing, Spelling and Grammar and Punctuation. The lower two bands (bands

4 and 5) were achieved by 9% of Oakhill students compared with 23% across the State. No students were below

the National Benchmark (achieving band 4 for Overall Literacy) but there were some students achieving below

benchmarks on one or more of the specific areas assessed. These students, together with a broader range of

students identified as in need of extra assistance, are receiving help from the Learning Support Unit at the school.

Graph Eight: Results by Literacy Band Level, State and Oakhill


Graph Nine shows that Oakhill students achieved means well above the State cohort in all numeracy areas

assessed.

Graph Nine: Mean Results for Male Students, State and Oakhill

Graph Ten: Results by Numeracy Band Level, State and Oakhill


As Graph Ten indicates, 57% of the College cohort were placed in the top two bands for Numeracy compared with

28% of the State cohort. Oakhill students achieved high numeracy bands for all tested areas- Number, Patterns

and Algebra, Measurement and Data, and Space and Geometry and the distribution of bands is strongly positively

skewed. The lower two bands (bands 4 and 5) were achieved by 3% of Oakhill students compared with 24% across

the State. No students were below the National Benchmark (achieving band 4 for Numeracy) but 2% of students

were below the benchmark for Measurement and Data and 1% were below for Space and geometry. These

students are part of the targeted group receiving attention from the Learning Support Unit.

School Certificate Examinations (Year 10)

The results of each of the external School Certificate examinations are represented in the following graphs. In

respect of the Percentages of Band 6 and Band 5 performance levels, the highest Bands, there is a positive variation

from State percentages in all subjects. Strong results were attained in all subjects, with Science, Mathematics and

Geography being particularly good. In Science, 52% of students achieved Band 6/Band 5 compared with the State

value of 32%. In Mathematics, the Oakhill Band 6/Band 5 levels were 46% compared with the State levels of 25.4%.

In Geography, the Oakhill Band6/Band 5 levels were 45% compared with the State level of 28%. It is also pleasing

to note the strong, positive, overall skew of results in English (55.2%% in Band 6/Band 5) compared with the State

(38.5%), likewise in Australian History (Civics and Citizenship) there was a strong positive variation in the Band

6/Band 5 attainment levels. In Computing Skills 83.5% of Oakhill students attained the Highly Competent level,

compared with a State level of 57.2%.

Graph Eleven: Band Summary School Certificate English - State and Oakhill


Graph Twelve: Band Summary School Certificate Maths - State and Oakhill

Graph Thirteen: Band Summary School Certificate Science - State and Oakhill


Graph Fourteen: Band Summary School Certificate Australian History, Civics and CitizenshipState and Oakhill

Graph Fifteen: Band Summary School Certificate Australian Geography, Civics and CitizenshipState and Oakhill


School Certificate Bands 6 and 5 Results 2003 to 2008

The following table presents an overview of School Certificate results in Band 6 and Band 5 from 2003 to 2008,

enabling our current results to be put in the context of previous years' results. The table demonstrates a

consistently high level of performance across all subject areas, especially when compared with results across the

State. Mathematics, Science and Geography led with the strongest results above the State mean in 2008 and

English had a strong result at band 5 level. English will be working towards moving results more into the Band 6

area for 2009. History results lowered a little from previous years and this is being addressed for 2009

Graph 16: Band Summary School Certificate Computing Skills - State and Oakhill


Higher School Certificate Examination (Year 12)

The 2008 HSC results had a number of highlights to celebrate and continued to demonstrate the excellence

achieved by Oakhill students.. The following statistics are some of the indicators of the achievements of the 2008

cohort:

C 215 Band 6 Achievement Levels, Band 6 describing the highest level of outcomes, across a wide range of

subjects. This was an increase from the 176 Band 6 Levels achieved in 2007.

C Six students in 2008 made the High Achiever list which means they received Band 6 for all their subjects.

This was a substantial increase from the one High Achiever in 2007.

C 24 subjects achieved as many or more Band 6 results than the State cohort. Strong results continued for

English and Mathematics and were supported again with outstanding results in the Sciences, PDHPE,

Geography, Music 1, Visual Arts, Business Studies, Legal Studies and Software Design and Development.

C 27 (out of 36) subjects were above the State Mean, some by a big margin.

C 52 students reported a University Admission Index above 90, with 26 of these being above 95.

C The Dux of the College received a UAI of 99.55and achieved Band Six in all subjects.

Course Means

The subjects in which the College HSC Examination Mean was three marks or more above the State Mean are listed

in the following table. (Any comparison between subjects must always respect, of course, the different academic

abilities represented within each group of students).


University Admission Index

The following table sets out the Highest UAI and the number of students with UAI scores above 90 and 95 since

1999. The level of achievement indicated reflects a continuing level of excellence at the College

Note: UAI data is not provided to the School, reflecting the view that this information should be confidential to

students. However, as in previous years, a letter was sent to all Year 12 Oakhill students, asking them to inform

the School of their UAI so that a profile of the Year Group could be made and School records could be maintained.

Estimated UAI’s were used in those cases where students did not notify the school, except in 1999 when an

estimate could not be established to be reliable.


PROFESSIONAL LEARNING AND TEACHER STANDARDS

In 2008, 128 teachers were engaged at the College with a full-time equivalence of 119.4. The experience of these

teachers is shown in the following table:

Years of Teaching Full-time Part-time (FTE) Total (FTE)

1 year 4 0 4st

2 year 4 0 4nd

3 to 5 year 9 0 9rd th

6 to 10 year 24 2.9 26.9th th

11 to 15 year 26 1.6 27.6th th

16 to 20 year 11 3.7 14.7th th

more than 20 year 29 4.2 33.2th

All teachers are fully qualified and the details of their qualifications are reported in the Annual Yearbook.

Teacher In-Service

During 2008, staff attended a number of professional in-service activities, some as a group and others on an

individual basis. Subjects were diverse and the highlights are shown below.

Whole staff attendance at staff training days included:

C Cardiac Pulmonary Resuscitation;

C Scholaris Training (Oakhill Intranet);

C Cardio Pulmonary Resuscitation Accreditation;

C Child Protection;

C Click View Training;

C Quality Teaching;

C Differentiation Workshop and Students with Disabilities.

A number of small groups attended various In Service days including the following:

C Wonderful WIKI Workshop;

C Scholaris Discussion Board;

C Laptop Orientation Training;

C My Interactive Classroom;

C Photostory and Moviemaker Workshop;

C Scootle Workshop.


In addition to the above, individuals attended In Service training such as:

C IT Wood Industry Study Research;

C Boys With Particular Needs;

C Child Protection Investigation Training;

C Photoshop for Visual Arts;

C A Language Like No Other;

C Teaching Special Needs in the Classroom;

C NSW School Archives Seminar;

C Creating a Quality Assessment Task;

C Lasallian Training;

C National Boys' Education Conference;

C Height Safety Training (Maintenance Staff);

C Differentiating Maths to Two Ends of the Spectrum;

C Enough is Enough Bullying;

C Mindfulness as Therapy for Adolescents;

C Best Practice in Responding to Critical Incidents;

C Graphisoft-Archicad Training;

C Dance Stage 6 New Prescriptions HSC 2010;

C Recruitment & Retention.

TEACHER ATTENDANCE AND RETENTION

Teacher Attendance

Number of FTE

Teachers

Teaching Days per

Teacher

Total Number of

Days Absent

Average Teacher

Attendance Days

Average Teacher

Attendance - %

119.4 193 988.6 185.25 95.98%

Teacher Retention


Total Number of Teachers

Employed at End 2007

Total Number of Teachers who

resigned/retired during 2008Retention Rate - %

123 13 94.6%

STUDENT ATTENDANCE AND RETENTION RATES

Average Student Attendance Rate in 2008

Term Average Attendance

First 97.02%

Second 95.69%

Third 94.24%

Fourth 95.88%

Average for Full Year 95.73%

Student Retention

The chart below shows the actual and apparent retention rates for the following groups of students: boys who

commenced in Year 7 in 2003 and girls who commenced in Year 11 in 2007. Both these groups undertook the

Higher School Certificate in 2008. The College experiences a very high real retention rate for boys from Year 7

through to Year 10 (approx. 89% for the 2008 cohort), somewhat lower from Year 10 through to Year 12 (see Chart)

where, under the guidance of experienced Careers staff, students are supported in taking up options other than

HSC studies.


POST-SCHOOL DESTINATIONS

The reasons for students leaving the College after compulsory years of education during 2008 were:

• Employment 14%;

• TAFE 14%;

• Apprenticeship 72%.

Of the students who completed the Higher School Certificate in 2008, 69% were offered places at a range of

Australian Universities. This represents a 1% increase in the number of university places offered to 2007 graduates.

ENROLMENT POLICIES AND STUDENT PROFILES

Enrolment

Oakhill College is a non-selective secondary school which gives preference to Catholic applicants from some fifty

Primary feeder schools (Catholic, Public and Independent). The College’s enrolment process and the

responsibilities and commitment of parents are detailed on the College’s Application Form. All applicants are


provided with a copy of the College prospectus and fees policy and are directed to the College’s privacy policy at

http://www.oakhill.nsw.edu.au/collegeinfo/policies.html A copy of the Enrolment Application Form is available

on the College website.

Requirements for continuing enrolment from Year 10 to Year 11/12 are outlined in the Year 11 2008 Curriculum

Handbook. Prerequisites are eligibility for the Award of the School Certificate, a satisfactory record of work habits

and application and positive co-operation within the College community.

Student Profiles

At the date of the 2008 Commonwealth Schools Census (1 st August) the College had an enrolment of 1,597 full-

time students. A comparison of enrolments in 2007 and 2008 is shown below.

2007 2008

Year Level Male Female Total Male Female Total

Year 7 240 0 240 240 0 240

Year 8 240 0 240 238 0 238

Year 9 255 0 255 240 0 240

Year 10 235 0 235 249 0 249

Year 11 212 108 320 209 113 322

Year 12 201 80 281 204 104 308

Total: 1,383 188 1,571 1,380 217 1,597

Of the 1,597 students:

• 218 were of a religion other than Catholic (13.65%)

• 66 had a language background other than English (4.13%)

• 35 were in receipt of specialist ESL support (2.19%)

• 2 were full-fee paying overseas students (0.13%)


http://www.oakhill.nsw.edu.au/collegeinfo/policies.html

STUDENT WELFARE AND DISCIPLINE POLICY

Oakhill College is a safe learning environment where all students are valued as unique individuals made in God's

image.

"So God created humankind in his image, in the image of God He created them; male and female He created

them." (Genesis 1:27)

It is in accordance with this guiding principle that all members of the school community are expected to treat each

other with respect, dignity and compassion. We aim to develop happy, confident young people who believe in their

self-worth and are able to reach their potential through positive experiences and interactions with others. A wide

range of curricular and co-curricular opportunities are offered to nurture the talents and gifts of all students.

During 2008 the Pastoral Care Committee (PCC) was established from the group previously known as the Pastoral

Care Team. This committee meets weekly to discuss issues pertaining to student management and welfare. It

comprises of Deans, Student Coordinators and representatives from the Student Support Services. The PCC was

the body responsible for the review of existing policies and the creation of new policies associated with pastoral

care and student management during 2008, under the leadership of the Assistant Principal- Pastoral Care.

Pastoral Care Policy

At Oakhill College the student management policy is grounded in the philosophy of Lasallian pastoral care, whereby

all members of the school community:

C are treated with dignity and justice;

C feel safe and secure;

C are free to be involved in the teaching and learning process unhindered by anti-social behaviour;

C have their rights acknowledged , but are also aware of their responsibilities to themselves and others;

C are aware of the procedures that will be followed in managing inappropriate behaviour;

C are assured that teachers will be fair and consistent in matters of discipline; and

C know that students have been made aware of the consequences of their actions.

Pastoral care at the College operates within a six House system. At their enrolment students are allocated to a

House and students are grouped in vertical pastoral care groups from Years 9 to 12. In this system, the House Dean

and Homeroom teachers are primarily responsible for the care and attendance management of the students. One

House is named after St John Baptist De La Salle himself; whilst the other Houses are named to commemorate

other important De La Salle Brothers.

Pastoral care and student management policy review was undertaken with a view to enhancing the realisation of

the following goals for students at the College:

C The realisation of one's potential;

C The improvement of one's character;

C A sense of personal well-being;

C A commitment to the truth.


Student Management Programme

The student pastoral care programme focuses on recognising and rewarding achievement, effort and excellence,

while ensuring all students have equal opportunity to develop to their potential. The aim of the programme is to

assist students in looking after themselves, each other and their school. To enable this, the management

programme is based on a Level system. During 2008, the PCC reviewed and amended the Level System to make

it more relevant to the particular needs of junior and senior students. Through the Level System, students are

encouraged to actively involve themselves in the faith, service and community dimensions of school life. Students

who promote their way through the levels are regularly acknowledged and celebrated at whole school assemblies.

The details of the Student Level System are found in the Student Diary, the Staff Handbook and on the College

website.

Safe School Policy

Oakhill College is committed to promoting and providing a supportive learning environment for all students, in

accordance with the National Safe Schools Framework developed by the Student Learning and Support Services

Taskforce of the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA)

This policy was developed to outline the various related policies, procedures and practices in the school which are

in place to ensure that Oakhill College is a safe and happy learning environment for all members of the school

community.

This Safe School policy is an umbrella policy that brings together other important pastoral care policies and makes

reference to the existing college documents, including:

C Vision Statement

C Rights and Responsibilities

C Cybersafety Agreement

C ICT Acceptable Use

C Student Driving policy

C Bullying and Harassment policy

C Mobile Phone policy

C Student Management policy

C Student Level system

C Attendance policy

C Emergency Evacuation and Lock Down policy

The Safe School policy comprises a set of Safe School Rules, which are known to parents, students and staff, and

can be found in the Student Diary.

Bullying Policy Review

Oakhill College has an anti-bullying policy which is clearly outlined in the Student Diary. During 2008, a

whole-school survey was undertaken to gather information about the prevalence of bullying in the school. All staff

and students as well as a sample group of parents participated in the survey. An external consultant was employed

to collate the response data and produce a school report for the Principal. The findings and recommendations from

the survey were used to develop an action plan to be implemented in 2009. It is anticipated that amendments to

current anti-bullying policy, procedures and education will occur.


Cyber Safety Agreement

Following attendance at the Catholic Education Commission (CEC) forum on Responsible Use of Digital Materials,

a Cyber Safety Student Agreement was created by the Assistant Principal - Pastoral Care and the IT Manager. This

new agreement was signed by all families to acknowledge its inception. The Cyber Safety Student Agreement

pertains to use of various forms of digital media including the College computer network, intranet and portable

devices carried by students. It will be included in the Student Diary from the commencement of 2009.

Student Safe Driving Policy

The College formulated a new Student Driving Policy which sets out the expectations and conditions for students

who choose to drive their own vehicles to and from school and park on College grounds. The policy, with its

rationale focused on student safety, includes a set of College conditions for all student drivers and their passengers.

Student drivers and their parents must sign the agreement before they commence driving onto College grounds.

Social Emotional Well-Being Survey

All Year 8 students (approximately 240 boys) participated in the Social Emotional Well-Being survey conducted by

the Australian Council for Educational Research (ACER). The survey examines the school, home and community

based influences which contribute to the well-being of students in a school. The survey data showed that over 90%

of Year 8 students at Oakhill College reported to have high or very high levels of social emotional well-being. This

was a most positive item of feedback which affirmed the current pastoral care practices and structures in place

in the school. The report data also provided data which precipitated review and development of some existing

aspects of the College's Pastoral Care Programme. These developments will be borne out in the College's strategic

planning for 2009. It is intended that the same cohort of boys will resit the survey in 2010 to establish longitudinal

data. This approach is consistent with an action research approach to the review and development of pastoral care

policy and practice.

Complaints and Grievances Resolution

Complaints and grievances are resolved according to a range of policies and procedures which guide the operation

of the College and can be found in the College's Policies and Procedures Handbook. Depending on the nature of

the complaint or grievance, any of the following may be involved in the resolution process: a member of staff; a

fellow student; a House Dean; Academic Head; Student Co-ordinator; Assistant Principal, Deputy Principal;

Principal. The principles of subsidiarity and shared responsibility are adopted in the resolution of all complaints

and grievances; in most cases involving students, the College Counsellors become directly involved; peer mediation

may also be of benefit.

In addressing complaints and grievances the College makes reference to two documents (Policy Statements)

published by the Catholic Education Office (Diocese of Parramatta) as sources of guiding principles with respect

to appropriate relationships between staff and students:

C Maintaining Right Relations

Policies, procedures and resources to promote school and office environments free from discrimination,

harassment and bullying

C Protective practices for School Staff in their Relationships with Students


In the case of complaints and grievances which come within the ambit of NSW Child Protection Legislation

(Ombudsman, CCYP), the relevant legislated procedures are followed.

Where complaints and grievances cannot be resolved satisfactorily at the College level, complainants may have

recourse to the Provincial of the De La Salle Brothers.

INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY

The College's Pastoral Care Committee focused on reviewing existing pastoral care initiatives and developing new

interventions to address issues such as: cyber safety; bullying; safe celebrating; positive images of masculinity; and

drug and alcohol education. Federal Government Funding was acquired through the Catholic Education

Commission (CEC) to support some of these programmes.

The College continued to employ the theatrical company Brainstorm Productions to perform to four year groups.

The performances are high quality dramatic and entertaining plays about specific issues such as bullying, risk-taking

behaviours, drug and alcohol issues and dealing with the stress of studying for the HSC.

The Exploring Options programme was again offered to select Year 10 students to assist them in making decisions

about their future. The program is a team initiative run by learning support, careers, and counselling staff as well

as external employment service providers. Each year the programme is evaluated and adjusted to better meet the

needs of the next cohort. The three day programme proved to be very successful again this year. Those students

who participated in the programme and decided to stay on at school to study for the HSC did so with a sound

preparation.

At the time of the release of the College's new Cyber Safety Student Agreement, cyber safety workshops were held

for all students from Years 7-10. An outside presenter was brought in to explain and demonstrate to students the

various traps and pitfalls of internet use. Cyber bullying was clearly defined and examples were used to illustrate

the devastating impact it can have on victims. Strategies were also provided to enable students to use the internet

safely from home.

Following receipt of the ACER SEWB report, a day titled Celebrating Manhood was developed for the Year 8 cohort.

The aim of the day, as its title suggests, was to celebrate all the positive aspects of being a good man. It was a

fantastic success. It consisted of a series of presentations by key men in the school, punctuated by physical

challenges and time for reflection. A panel of men of different ages and from different backgrounds provided the

boys with reflections, stories and priceless wisdom about being a 'good bloke' in our modern world.

Fittingly, the day finished with a father-son sausage sizzle. The dads who attended appreciated the opportunity

to share some time with their sons.

In early December, drug and alcohol education workshops were held for our Year 9 cohort. These were run by the

Life education Unit. The feedback from staff and students was very positive. The PDHPE teachers were also able

to attend the workshops so as to inform and supplement their delivery of curriculum in this area.

A parent drug and alcohol information forum was held in the evening. This was attended by around 20 parents -

a surprisingly small number. The forum consisted of presentations from various experts, including our Local Police

Schools Liaison Officer, who gave the parents good information about the reality of youth weekend activities in

the Hills District. The feedback from the parents in attendance was positive. It is planned to repeat this event every

two years.

Other pastoral care activities and interventions during 2008 included:

C A special programme for Year 10 boys after their School Certificate Examinations which focused on

respect, service and responsible relationships;

C A special programme for Year 11 students which included: the U Turn the Wheel programme, emphasising


the responsibilities associated with safe driving; lessons in study skills; safe partying and Lasallian

leadership;

C The Peer Support programme, running in Terms 2 and 3 and involving Year 10 students as mentors for

Year 7 students;

C The Lasallian Youth Leadership (LYL) programme for Years 11 and 12 students.

PRIORITY AREAS FOR IMPROVEMENT

The development of a Strategic Plan was the first priority for 2008. The Deputy Principal, Br David Miller, led the

staff, administration, parents and the Board, through a series of meetings so that the plan would reflect the

perceived needs of the all the stake holders.

The new administration structure was in place, giving great emphasis on the supervision of curriculum, the

development of a Human Resources officer for the support of new scheme teachers and the development of

documentation to assist staff in the context of their professional employment.

During 2008, our resources were expended in the following areas:

Spiritual

C Breaking new ground in our relationship with local Parishes

C Developing new courses for Religious Instruction Years 7 - 10

C Promoting expertise in Lasallian spirituality

Curriculum

C Integration of ICT across all subject areas

C Using data for analytical approach to classroom success

Pastoral

C Give special emphasis to Anti-Bullying policies

C Gather data for ongoing Year 8 project

Administration

C Monitor development of new Administration team

C Develop better documentation for Occupational Health and Safety

C Development of the Strategic Plan and the Annual Development Plan


PARENT, STUDENT AND TEACHER SATISFACTION

In 2008 the College, through its EOWA committee, engaged an independent expert to undertake an Employee

Opinion Survey to gauge staff satisfaction. The results of this survey were pleasing and indicate a high degree of

satisfaction among staff. More commentary on this survey is detailed below.

Although the College has not undertaken a formal survey of levels of satisfaction among parents and students, it

is possible to identify many primarily qualitative, but also quantitative indicators of very high levels of satisfaction

across the whole College community throughout 2008.

Among these indicators of high satisfaction are the following:

Parents

• The increasing number of applications for enrolment, due almost exclusively to current parent satisfaction

which has led to "word-of-mouth" advertising. The statistics are persuasive: without any formal

advertising, by the end of 2008, 464 applications had been received for the 240 places available in Year

7 in 2009; a further 205 applications had been received for entry into Year 11 2009.

• The high attendance rate of parents at parent-teacher nights and their expressions of satisfaction with

the feedback obtained from teaching staff.

• The extensive support and direct involvement of parents in the co-curricular programme of the College.

• The high level of involvement by parents in the organisation and conduct of Parents and Friends activities

such as the Art and Craft Show, the Gala Day and the Golf day.

• Positive feedback obtained from parents during public occasions such as Parents and Friends meetings,

the College Open day, and welcome evenings..

• Strong endorsement of College policies and practices by the Board.

• The low number of complaints in 2008.

Students

• The number of senior students who volunteered to serve the College through the Lasallian Youth Leaders

programme: a record number of 155 Year 11 students volunteered and were trained to serve the College

community in this programme.

• The large number of senior students who nominated for selection as College leaders for 2009.

• The vibrant spirit within the House groups, illustrated by their enthusiastic participation in Swimming and

Athletics Carnivals.

• A strong sense of students wanting to achieve academically to the best of their ability.

• The large number of students participating in the voluntary co-curricular programmes, including record

levels of participation in sport and auditions for the College Musical.

• Confidence of students in accessing the College counsellors to discuss a wide range of personal, home and

school issues.

• A positive "tone" and a sense of feeling safe within the school.


Staff

As mentioned above, Dr Graeme Russell, an Associate Professor in Psychology at Macquarie University, was

commissioned to undertake an Employee Opinion Survey. Some of the positive results of this survey were:

• 98% of respondents agreed or strongly agreed with the statement “I am proud to be working for Oakhill

College;

• 87% of respondents agreed or strongly agreed with the statement “I feel I am a valued member of staff”;

• 71% of respondents strongly agreed, and 24% agreed (a total of 95%) with the statement “I really care

about the future success of Oakhill College”;

• 90% of respondents agreed or strongly agreed with the statement “I am satisfied in my current job”;

• 71% of respondents agreed or strongly agreed with the statement “Selection processes for new staff

members are fair”;

• 86% of respondents agreed or strongly agreed with the statement “Leave arrangements are sufficiently

flexible to enable me to handle important family/personal issues”;

• 76% of respondents agreed or strongly agreed with the statement “I am fully aware of the conditions of

service for my position in the organisation”;

• 83% of respondents agreed or strongly agreed with the statement “I feel free to give my immediate

supervisor direct and honest feedback”.

Results of the survey which indicated further development is required included:

C 54% of respondents agreed or strongly agreed with the statement “I feel free to give members of the

Executive direct and honest feedback”;

C 51% of respondents agreed or strongly agreed with the statement “The Executive genuinely supports EEO

for women”;

C 32% of respondents agreed or strongly agreed with the statement “Objective criteria and processes are

used to allocate allowances and benefits at Oakhill”;

C 28% of respondents agreed or strongly agreed with the statement “My commitment to Oakhill College

would be questioned if I chose to use flexible work options”;

C 34% of respondents agreed or strongly agreed with the statement “I receive a regular review of my work

performance”.

The Principal has taken a number of steps to address the latter issues. These include:

C the appointment of a Human Resources Manager;

C an expansion of the Executive group;

C making available a range of meeting minutes to all staff.


SUMMARY FINANCIAL INFORMATION

The College is a funding-maintained school under the SES system of Commonwealth grants and attracts State

grants at a comparable level.

The following graphs summarise sources of income and patterns of expenditure for the 2008 Academic Year,

highlighting the significance of Government funding for the continued operation of the College at affordable fee

levels for families.


ANNUAL R 2008 - Oakhill College · The College has maintained its high standards in the public...

Documents

Transcript of ANNUAL R 2008 - Oakhill College · The College has maintained its high standards in the public...