Cerdon College, Merrylandsdev.cerdon.nsw.edu.au/.../06/Annual-School-Report-2016.pdf ·...

Cerdon College, MerrylandsPO Box 277, Merrylands 2160Principal: Mrs Patricia BakerPhone: 8724 7300 Fax: 8724 7399Email: [email protected]://dev.cerdon.nsw.edu.au

mailto: [email protected]

http://dev.cerdon.nsw.edu.au

Introduction

About the Annual School ReportCerdon College is registered by the New South Wales Education Standards Authority, NESA, as amember 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 2016 and gives informationabout the 2017 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.

Cerdon College, Merrylands 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 to you the 2016 Annual School Report for Cerdon College, Merrylands.

Cerdon College hopes to develop in all students a passion for lifelong learning. It is thereforeimportant that our students receive an education that equips them to take their place as citizenswho are committed to continuing their personal education journey beyond their formal schoolyears. This development takes place within a learning environment grounded in the values of theMarist Sisters' charism.

Students at Cerdon College are provided with a diverse range of activities that allow them torealise their potential. These activities include academic, extra-curricular and sporting activitieswhich are supported by committed staff who seek opportunities to extend students' abilities andchallenge students to achieve personal excellence in all endeavours.

Cerdon College students are constantly challenged to achieve academic excellence in positivelearning environments; personal faith development; a strong commitment to social justice and apreparedness to make a real difference as global citizens.

In 2016 Cerdon College continued to develop its facilities with a complete refurbishment of itstwo Food Technology kitchens and preparation room, the development of a Science, Technology,Engineering and Mathematics (STEM) maker space facility and continued provision of airconditioning units to classrooms. Cerdon College also rolled out its Bring Your Own DesignatedDevice (BYODD) program for Year 7 to Year 10 students.

ParentCerdon College encourages the development of strong partnerships between home and school.Parents are kept informed of school activities through newsletters, handbooks and the collegewebsite. Parents are encouraged to attend college information nights, display or performancenights, Parents and Friends meetings and a range of events featuring students from the college.

Parents of students at Cerdon College are fortunate to have their daughters educated in apositive learning environment where it is expected that not only can all students learn but theycan also learn well. Students are supported by a professional, dedicated and committed teachingstaff, who constantly seek to encourage students to realise their potential.

All parents are given opportunities to become involved in the school in a variety of ways, frominvolvement as coaches of sporting teams and canteen helpers; providing general assistancearound the school; and as a reference group for college development processes.

Cerdon College continually draws strength from its grounding in Marist values, which arecommitted to strong family and community ties. The college has a school culture that promotespersonal excellence as the goal for all students. Students are fortunate to be given opportunitiesto develop their skills in an encouraging and supportive environment.

Parents of Cerdon College students acknowledge that their daughters are educated in a caring,positive and supportive environment where each student is challenged to achieve.

StudentCerdon College students always strive for personal excellence. They are challenged to continue togrow in their spiritual, social and academic life in a strongly supportive environment.

The college has a vibrant school climate, with high expectations for student achievement withinan environment which fosters strong relationships between students, teachers and families.

Staff at Cerdon College consistently encourage students to achieve their best in all areas ofendeavour. This includes the classroom, on the sports fields, in Creative and Performing Arts andin all community and social endeavours. Students are strongly encouraged to become involved inall facets of school life.

The college encourages all students to become aware of a variety of global social justice issues. It


The college encourages all students to become aware of a variety of global social justice issues. Ithas a strong, ongoing commitment to social justice issues which are at the forefront of manystudent extra-curricular activities. This is clearly shown by the continuation of an Immersionprogram for senior students to Maumere Flores, Indonesia, and the college's ongoingcommitment to the support of Marist Sisters' Mission initiatives in Fiji and The Philippines.

Students at the college have the opportunity to develop their leadership roles in a variety ofschool and community settings.

Students are aware of the effort that has gone into the development of the college’s facilitiesand improvement of resources available for all students. Students have an active presence and'voice' within the college community.


Who we are

History of the schoolCerdon College is a Catholic secondary school for girls, founded by, and educating in, thetradition of the Marist sisters. Cerdon College was established in 1960.

Location/drawing areaThe school is located in Merrylands and draws on students from Merrylands, Granville, EastGranville, Guildford and Greystanes feeder schools and parishes.

There are 1097 students enrolled at Cerdon College with 40 home room classes from Years 7 to12.


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

86

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

1

Number of teachers accreditated to teach Religious Education 36

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 21

Percentage of teachers who are indigenous 0

The average teacher attendance for 2016 95.92

Percentage of 2016 teaching staff who were retained from 2015 97

Catholic Identity and Religious Education


Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesSchool masses were celebrated three times a year, supplemented by liturgies throughout theyear, as well as prayers and liturgies held in class and at assemblies. Ceremonies commemoratedliturgical and other events such as Ash Wednesday, Lent, Easter, Christmas, Pentecost, theAssumption, ANZAC Day and Remembrance Day.

Students from Years 7 to 10 took part in reflection days, while senior students participated inretreats. Year 11 students undertook small group reflection days led by the Marist Sisters, whileYear 12 students were all involved in a two day retreat, led by the Youth Mission Team.

Prayer was an element of all school events. Staff also undertook small group reflection daysknown as the Liveable Spirit program which focused on the Marist charism and a series offormation lectures and experiences.

Social JusticeA strong sense of social justice is evident in the school and is strongly expressed as part of theschool's philosophy.

Support of charities was a feature of school life, particularly Marist charities which were the focusof Chavoin Day. Social justice was a strong element of the Religious Education program, withstudents in Year 11 undertaking voluntary community service in each year, and support oforganisations such as the St Vincent de Paul Society through its Christmas drive and the WinterAppeal.

Cerdon College sought to involve the wider school community actively. Parish priests from ourfeeder parishes were welcomed to the school and invited to celebrate the school masses. Afeature of the Religious Education program was an active involvement with local parishes.

School home and parish partnershipsThe school has a strong Marian focus in its prayer life, culminating in its Chavoin Daycelebrations. This Marian focus is linked to the prayer and liturgical life of the school. Majorevents in the church calendar are celebrated through prayer and liturgy with Chavoin Day beingheld to acknowledge Cerdon College's Marist heritage.

Strong links were established with all of our local parishes and local clergy were often involved ina variety of college liturgical and community activities.

Parents were kept well-informed of school life through the fortnightly school newsletter andmany other publications sent home. Parents received invitations to the many school events, andattended parent information nights and parent/teacher meetings. The Parents and FriendsAssociation was a strong group within the school. Parents always played a part in developingimportant school documents, such as the Annual Development Plan 2016, the college's 2016 DataPlan as well as advising on the expenditure of community funds.

Religious EducationThe Religious Education program at Cerdon College provided opportunities for students to learnand grow in their faith, and participate in building an inclusive community encouraging activecommitment to church and school. The college encouraged student involvement in a range ofsocial justice initiatives.

The college followed the Sharing Our Story Religious Education program of the ParramattaDiocese. Religious Education was the core of the school's curriculum, with students in Years 11and 12 having the option of studying Catholic Studies or the Board of Studies developed, Studiesof Religion, course.

Religious Education was not confined to Religious Education classes. Students led the school inprayer for assemblies and in homeroom classes. Students also led the college in praying theAngelus in May and October. Values education was an integral feature of programs in all KeyLearning Areas.Cerdon College, Merrylands Page 6

Enhancing the spiritual life of our school was a key focus area for the 2016 Annual DevelopmentPlan.

The Cerdon College community continues to work to develop strategies to nurture a communitywhich is Christ-centred; endeavours to deepen our understanding of our Marist charism andenhances spirituality within our Catholic tradition.

Professional Learning of staff in Religious EducationAs a means of fulfilling the formation goal for Cerdon College staff were providedwith many opportunities in which they could place Christ at the centre of their lives. Theseformation opportunities included:

curriculum developmentongoing opportunities for development of content knowledge of the ReligiousEducation curriculum

Sacramental/liturgical opportunities:Staff Mass to commence the school year - continuing to enhance our link to localparishes weekly Sacramental opportunitiesfull school masses including Opening Mass, Foundation Day (Chavoin Day) and theYear 12 Farewell MassAdvent MassAsh Wednesday liturgyHoly Week liturgiesprayer - a focal point of all meetings and gatherings at Cerdon College and staffalso leading students in prayer during homeroom and lessons

Marist Spirituality:Each year the Liveable Spirit program is available to staff to enhance theirunderstanding of Marist Spirituality that underpins all that happens at CerdonCollege.Staff Spirituality Day - a day devoted to either deepening staff understanding ofMarist Spirituality or focused on different aspects of the Catholic churchspirituality in the staff room - an initiative whereby guest speakers or staffmembers share their spiritual journey

Staff PilgrimageA staff pilgrimage was organised and offered as an attempt to deepen staff faithand understanding outside of the school environment. In 2016 the pilgrimage wasto Spain and Ireland.Staff and students were supported to participate in World Youth Day inKrackow Poland and the Australian Catholic Youth Festival in Adelaide.Executive staff were provided with the opportunity to attend the FIDES pilgrimage.

Staff OutreachProject Compassion raising funds for Caritasinvolvement in the breakfast service on a Saturday morning to help feed thehomeless at St Patrick’s, Church Hillsupport for the House of WelcomeSt Vincent de Paul fundraising for the Winter and Christmas appeals


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 2016. 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 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 98 93 67 54

Literacy 100 93 60 50

Reading 97 95 49 54

Writing 98 90 56 41

Spelling 100 93 71 56

Numeracy 98 96 58 59

NAPLAN RESULTS 2016

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 92 91 43 41

Literacy 96 89 46 42

Reading 96 93 46 47

Writing 91 83 43 32

Spelling 96 91 61 49

Numeracy 97 96 45 50

In 2016 students in Year 7 achieved above the national averages for Literacy skills in reading,writing, spelling, grammar and punctuation. In Numeracy, Year 7 students recorded aboveaverage results in Numeracy but the results indicate a need for the college to continue to growstudent results in the top three bands for Numeracy.Cerdon College, Merrylands Page 8

Cerdon College continues to implement specific plans to improve student reading and numeracyskills, especially in Year 7 and 8. Special attention has also been focused on continuing todevelop student skills in persuasive writing and use of formal educational English.

Year 9 NAPLAN results indicated a need to continue to improve student skills in reading andNumeracy, particularly in relation to the numbers of students achieving in the top three bands.

Record of School Achievement (RoSA)Two Year 12 students, two Year 11 students and ten Year 10 student applied to the Board ofStudies - Teaching and Education Standards (BOSTES) for a Record of School Achievement in2016. Cerdon College continued to retain a majority of students to completion of the HigherSchool Certificate.

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

2016

School State

Studies of Religion I 82 76

English Standard 91 49

English Advanced 97 90

Hospitality Examination (Kitchen Operations andCookery)

88 59

Music 1 89 89

In 2016 Year 12 students of Cerdon College received 91 band 6 results in the HSC (9% of allresults), 432 band 5 results (42.6% of all results), 331 band 4 results (32.6% of all results) and133 band 3 results (16.1% of all results). Only 28 band 1 or 2 results (2.7% of all results) wererecorded.

Two students were acknowledged on the All Round Achievers list for students who recorded aband 6 result in 10 or more of the units they studied. One student came third in the state inSpanish Extension, and one student came first in the state in 2 Unit Vocational Education andTraining (VET) Entertainment.

Eleven subjects recorded marks that were five or more marks above the state average for thesubject and 27 subjects recorded marks above the state average.

All students studying Music 1, Physics, Studies of Religion 2 Unit, Senior Science, Visual Arts, VETHospitality (Food and Beverage) and VET Entertainment recorded band 4, 5 or 6 results.

School curriculumMany programs were offered to assist students reach their potential. The learning support teamoffered assistance with literacy and numeracy, working with students with identified disabilitieswithin the classroom. They offered academic and pastoral support to new arrivals and refugees.A special needs committee, drawn from a wide range of staff, worked with students on a one-to-one basis to address a range of needs. Gifted and talented students were catered for throughenrichment programs in Mathematics and Science; various competitions and activities such asthe Tournament of Minds; debating; public speaking; Youth Parliament; ConstitutionalConvention; and acceleration programs in Mathematics.

Year 6 students who entered the school took part in an orientation day in the previous year.They attended school one day before the rest of the school in their first year, when they wereCerdon College, Merrylands Page 9

They attended school one day before the rest of the school in their first year, when they werethoroughly immersed in the school organisation and culture. Year 10 students undertook aprogram which prepared them for the demands of senior school. All Year 10 and senior studentsworked with the careers adviser and guidance coordinators to prepare them for work or furtherstudy. A small number of Year 10 students had the opportunity to be involved in the LighthouseTransition to Work program.

All students at risk undertook transition meetings with the learning support teachers, schoolcounsellor, careers teacher, guidance coordinator and parents to help best determine theirfutures.

The school was involved in many extra-curricular activities including an active environment anddance club. Debating and public speaking continued to grow. Students represented CerdonCollege in the Parramatta Diocese Secondary Schools Sports Council (PDSSSC) and NSWCCC (NSWCombined Catholic Colleges), the Model United Nations Assembly (MUNA), the NSWConstitutional Convention, and the Kids Literature Competition.

Community service, part of the Marist tradition, was important.

Initiatives to promote respect and responsibilityCerdon College as a Catholic school, is a place of belonging, respect, hope, justice, celebrationand a place of quality learning and teaching. Relationships are based on the dignity of the wholeperson and provide witness to gospel values as a means of living daily life.

These values are central to both the Parramatta Diocesan's and the college's pastoral carepolicies. The school-based policy provided information on programs to support students andfamilies, approaches to discipline and the creation of a safe school environment.

Programs such as Peer Support, St Vincent de Paul, and Social Justice resulted in increasedstudent awareness of a variety of social and global economic issues.

Another service available to the college community was through the identification andfacilitation for students who required specific professional assistance through the collegecounsellor.

Students from Cerdon College were actively involved in a number of community based initiativessuch as the college's Immersion program to Flores in Indonesia and programs to support specificMarist charities. A number of Year 11 students acted as voluntary assistants at local Catholicprimary schools for a week.

Students had opportunities to develop their leadership skills through the activities of theStudent Leadership Team and as mission promoters. Students fed back issues they discussedthrough the college Student Leadership Team which met regularly with the college executive.Peer support leaders from Year 10 worked with Year 7 students, particularly during the transitioninto high school during term 1 of Year 7. Senior students took leadership roles as captains, vicecaptains, sports captains, house captains and senior prefect team, while students had a strongStudent Leadership Team which acted on, and developed, student leadership initiatives. Seniorstudents continued to support social justice through the Marist social justice group.

Professional LearningProfessional learning opportunities for the Cerdon College staff in 2016 included opportunities tocomplete:

numeracy skill development to increase students' understanding of mathematicalconceptstraining of staff to improve student literacy skillsfirst aid training, including Cardiopulmonary Resuscitation (CPR) and anaphylaxis trainingWork Health and Safety (WHS) trainingchild protection trainingiPad training and training in Google Appstraining on the Australian teaching standardsgovernance training for the college executive


School Improvement

Annual school prioritiesPriority 1 For Cerdon College to continue to focus attention on the improvement

of student literacy skills, in increasing student ability to draw inferencesfrom a variety of written texts

Reason for priority 1 Careful data analysis of NAPLAN and school-based tests continued toshow that a significant number of students had difficulty drawinginferences from texts and linking multiple examples of factual detail todraw appropriate conclusions. Making linkages of content across topicareas remained a strong focus for improving student results.

Steps taken to achievepriority 1

These included:development of a whole-school literacy planwide reading program to incorporate a variety of text typesreview of whole-school 'reading for meaning' strategiesprofessional learning opportunities for staff to review strategiesfor extending students' abilities to draw conclusions fromdiffering text types and encourage students to draw inferencesfrom contentreinforcement of writing strategies in all Key Learning Areas(KLA)development of a whole-school writing continuum

Status of priority 1 Ongoing


Priority 2 For the college to continue to improve student skills in solving word-based problems in Mathematics

Reason for priority 2 Analysis of NAPLAN results and HSC data analysis showed that studentscontinued to experience difficulty in understanding word-basedMathematical problems and they lacked confidence in undertakingword-based problems and open-ended numerical tasks.


In 2016 we:continued use of Extending Mathematical Understanding (EMU)strategiesensured exposure to whole-school numeracy vocabulary used Newman's prompts as a strategy for breaking downquestion contenttargeted improving student ability to use problem solvingstrategies by engaging students in a variety of open-ended tasksprovided professional learning opportunities for staff in usingthe Singapore Bar method of problem solving


Priority 3 Further embedding of the college's Marist charism within the collegeculture

Reason for priority 3 Cerdon College is a Catholic school with a Marist charism.


We focused on:social justice initiatives in all areas of the schoolimplementation of an immersion experiences for studentsin Flores Indonesiawhole-school activities to continue to build a distinctive Maristculturevisual display of icons of Marist tradition



Projected school prioritiesPriority 1 To implement the writing continuum that addresses narrative and

persuasive writing in order to improve clarity, consistency and improveskills, using language forms and features and to support this throughthe development of literacy dense classrooms

Reason for Priority 1 The writing continuum is a multifaceted tool for the classroom. It actsas a success criteria and as a means of modelling responses forstudents to self-edit and critique their work. It assists with theimplementation of formative assessment as teachers can use it as ameans of processing work and plotting student growth.

Steps to be taken toachieve Priority 1

These include:continued implementation of a Guided Reading programextension of writing structures such as Topic, Explanation,Evidence, Link (TEEL)continuing to skill staff to use high yield strategies to fosterstudents' literacy skillsusing strategies such as the writing continuum, peer editing,descriptive feedback, co-constructed success criteria andaccountable talk to improve student literacy skills


Priority 2 To develop the problem solving ability of all students in Stages 4 and 5

Reason for Priority 2 With the increased demands upon students’ results in Mathematics,eg band 8 in Numeracy in Year 9 NAPLAN to be awarded an HSC andprerequisite of a minimum band 4 in Mathematics in the HSC forstudents to do approximately 70 courses at University of Sydney,improving students’ problem solving ability will enable students toattempt, and hopefully successfully complete, a greater number ofapplication style questions.


These will include:having a problem solving lesson in one half of every doublelessonusing open tasks as the main strategy to improve problemsolving strategieslearning and using Singapore Bar Model Method as one tool tosolve open tasksimproving computational thinking, thereby bringing clarity towhat the open task is asking as well as determining thereasonableness of a solution and encoursging students to focuson the problem rather than the complex calculation

Priority 3 To continue to work for Cerdon College to remain authenticallyCatholic and distinctively Marist

Reason for Priority 3 Cerdon College is a Catholic school in a Marist tradition. As such, itswork supports the aims and traditions of the universal Catholic churchand it focuses particular attention on remaining faithful to the charismof the Marist Sisters.


These will include:involvement of students in the St Patrick's Church Hill Breakfastprogramsupport of Australian Catholic Religious Against Trafficking inHumans (ACRATH)support for House of Welcome programs for refugeesmaintaining our strong relationship with local clergy in order tocontinue provision of the Sacraments for studentsstrong focus on Religious Education instruction in the classroom

Community Satisfaction


Community Satisfaction

Parent satisfactionDuring 2016, the Catholic Education Diocese of Parramatta engaged Insight SRC to conduct theQuality Catholic Schooling (QCS) survey to provide feedback from parents, students and staffabout our school. This survey will be conducted annually.

The QCS data collected and reported, showed that parents' perceptions were that CerdonCollege was a positive environment, where students were motivated to achieve personalexcellence in a safe, supportive environment.

Parents would have still liked further opportunities to engage with the college community. Someparents would have liked to see students engaged more in the classroom and improved personalbehaviours.

Parents appreciated that their daughters were motivated to do well and had developed soundsocial relationships with their peers in an environment where they were provided with manyopportunities to excel.

Student satisfactionThe QCS data showed that students were motivated to achieve well within a safe, supportedenvironment. Students acknowledged that they were well-connected with their peers. Studentswould have liked to see the classroom environment become even more stimulating, while theywould have liked teachers to continue to build positive relationships with them in a safe,supportive classroom.

Students were aware that their behaviour needed to continue to grow if they were to improvetheir learning outcomes further. Students also clearly identified that they took their studiesseriously and worked hard to achieve their personal best in assessment tasks. Students believedthey had high personal expectations for achievement.

Teacher satisfactionThe QCS data showed that teachers would have liked student motivation and engagement to begreater.

Teachers felt they had ownership of the college agenda and felt that students were generallywell-behaved both within classrooms and the school environment. Teachers continued to feel aneed for greater feedback on their performance and recognition of their work within a busysecondary school environment. Teachers felt they continued to require greater professionallearning experiences to continue to build student achievement and to sharpen the focus ofproblem solving as a way to improve student learning outcomes.


Student Profile

Enrolment PolicyCerdon College follows the Catholic Education Diocese of Parramatta (CEDP) Enrolment Policy andProcedures. This document can be obtained from the school office or can be accessed on theCEDP website http://www.parra.catholic.edu.au/policy-central

Current and previous years' student enrolmentYear Boys Girls Total

2014 0 1089 1089

2015 0 1081 1081

2016 0 1093 1093

As our school is in a growing area, our Year 7 applications for enrolment have been increasing asnew families move into the area. It is projected that this trend will continue over the next years.

Student retention from Year 11 to Year 12 continues to be high.

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

Year 7 93

Year 8 91

Year 9 92

Year 10 88

Year 11 93

Year 12 92

School average 92

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

Language background other than English (LBOTE) 898

Students with disablities (SWD) 16

Indigenous 3

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.


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

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

Student retention ratesThe retention rate of students for Year 10 to Year 12 was 98%.

At Cerdon College the retention of students from Year 10 to Year 12 continued to be high.Two Year 10 students took up enrolment for the Higher School Certificate at Trade TrainingCentres run by the Parramatta Diocese.

Cerdon College continued to have a high rate of student retention to the completion of theHigher School Certificate.

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 32

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

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

100

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

Destination of students leaving Year 12 %

University 83

Technical, and Further Education (TAFE) 10

Workforce 3

Other/Unknown 4

Student wellbeing


Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe school's Student Welfare policy and Student Welfare: Consequences Statement werepublished in the student handbook issued to every student and therefore available to allparents. It contains a list of rights and responsibilities for students, staff and parents. The fivemajor student responsibilities are:

1. to treat others justly and to value them as individuals

2. to contribute to a safe and secure school that is free from discrimination and intimidation

3. to work together to maintain an environment that is clean and safe

4. to have a positive and responsible attitude towards learning and to respect the rights of allstudents to learn

5. to promote and enhance a positive image of the school by observing all school rules

Cerdon College's Student Welfare policy clearly highlighted the rights and responsibilities of everystudent in the school.

The school also took a very strong stance on anti-bullying, and records showed a minimalamount of bullying in the school. All allegations of bullying were thoroughly investigated andaddressed.

The care of Cerdon College students was the primary responsibility of the college's pastoralteams, led by a guidance coordinator and assistant principal (Mission). Counselling was part ofthe student welfare processes. A full-time counsellor was available to work with individualstudents. Students could also be referred to external counselling services.

The college's Student Welfare policy is evaluated and reviewed as part of our annual review of allcollege policies. No changes were made to the Student Welfare policy in 2016.

The full text of the 2016 student management/welfare and discipline policies can be obtainedthrough the college's website at http://dev.cerdon.nsw.edu.au/

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

There were no changes to the policy in 2016.


Section Eleven: Financial Statement

Income Expenditure

Commonwealth (56.2%)Capital (0%)State (17.1%)Fees (24.8%)Other (1.9%)

Capital (10.4%)Salary (69.2%)Non-Salary (20.4%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$8,454,645

Government Capital Grants 2 $0

State Recurrent Grants 3 $2,579,079

Fees and Private Income 4 $3,731,599

Other Capital Income 5 $285,274

Total Income $15,050,597

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $1,641,966

Salaries and Related Expenses 7 $10,970,388

Non-Salary Expenses 8 $3,235,916

Total Expenditure $15,848,270

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.

24.8%

17.1%

56.2%

■■■■■

10.4%20.4%

69.2%

■■■


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


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