Xavier College, LlandiloPO Box 98 , Cranebrook 2749Principal: Mr Michael PatePhone: 02 4777 0900 Fax: 02 4777 0999Email: xavier@parra.catholic.edu.auhttp://www.xavierllandilo.catholic.edu.au

Introduction

About the Annual School ReportXavier 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 2018 and gives informationabout the 2019 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.

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Key Messages

PrincipalIt is a great privilege to present to you the 2018 Annual School Report for Xavier College, Llandilo.

It was another prosperous year for the college in both academic successes and achievements inthe wider community. Our Higher School Certificate (HSC) results reflected the hard work of manyof our students, culminating in our best results in the HSC. There was continued consolidation ofour English achievements resulting in substantial growth in bands 5 and 6 in both levels ofEnglish. A significant number of students in the HSC class attained positions at a variety ofuniversities. Together with university placements, a number of students received successfultraineeships and apprenticeships. In terms of both 'value added' and competitiveness, XavierCollege experienced significant growth in learning and achievement. This growth was shown innumerous domains, especially numeracy and reflected the consistent and whole-school approachthat had been adopted and implemented. Our Dux received an Australian Tertiary AdmissionRank (ATAR) of 98.70. Many students were distinguished achievers and these results were acrossall faculties, including two students that achieved band 6 in all courses studied.

Students were involved in a range of activities including many community events. There wasstrong and committed participation in social justice initiatives such as the 'Vinnies Van',Caritas and St Vincent De Paul Society. On the sporting field, Xavier College continued to excel inachieving successes in a range of sports both at a local, zone and state level, with many studentsreceiving a Parramatta Diocese Sporting Blue award. Several students had competedinternationally in 2018 in a variety of sports.

ParentA strong partnership continued to be maintained between Xavier College and the parentcommunity throughout 2018. Parental involvement was encouraged, with invitations extendedand accepted for a number of events and activities held during the year. This involvementenabled parents to establish a broader understanding and appreciation for the educationprocesses undertaken by students of the college.

A major fundraising initiative was undertaken by a committee of parents to support ourcommitment to World Youth Day in Panama. Other fundraising events organised by the ParentCouncil were well supported by the college. The college and the Parent Council continued towork together towards our collective goal of improving student learning. TheQuarterly newsletter, The Companion, was available to all parents on the college website, or as ahard copy to those who requested it. A Short Message Service (SMS) was used to send remindersto each family about important events such as parent/teacher interviews, excursions,information evenings, bushfire alerts etc. Parents appreciated the timeliness of these remindersand considered them a key method to deliver communication from the college to home.

We encouraged all parents through the Parent Council to participate in the life of Xavier College.For those parents who chose to become involved, it was obvious that there is mutual respectbetween the staff and the parents which is greatly valued by both parties.

StudentAll students were encouraged to contribute positively to the Xavier College community. Studentscontributed generously to social justice initiatives and actively worked to support CaritasAustralia and the St Vincent de Paul Society (Friday evening 'Vinnies Van'). Key leadershipopportunities were available through the Student Representative Council (SRC) which played anintegral role both in the college and in the wider community during 2018. Major events of 2018were student-initiated activities including an X-Ray Youth Club, Home Work Club, and SpaceResearch Team.

The SRC met fortnightly to discuss issues and represent the voice of the student body. As a team,the SRC continued to facilitate the running of regular college assemblies, and also assisted in, orcoordinated, the running of annual events including the Walkathon, Project Compassion, thecollection of Christmas hampers, Xavier Day, the college open night, Harmony Day, the Red ShieldAppeal, the St Vincent de Paul Door Knock Appeal, Winter Appeal, and monthly barbecues forthe school community.

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The college captains also proudly represented the college in events such as the local RotaryANZAC Day service and Londonderry Leadership Forum at Parliament House, Sydney. The annualSRC leadership camp provided vital leadership skills to new members of the SRC.

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Who we are

History of the schoolXavier College, Llandilo, was officially opened to serve the Corpus Christi parish on 1 March 1999.The college opened with the cutting of a red ribbon by the inaugural principal, and parish priest.Initially there were 160 students and 13 teachers housed in temporary accommodation. Ourdemountable buildings were located on the same site as the local Catholic primary school,Corpus Christi Primary School, in Andromeda Drive, Cranebrook. Construction commenced on thepresent Ninth Avenue site in 2004, with Xavier College operating for one year from both theAndromeda Drive and Ninth Avenue sites. From 2005 all classes were held at the Ninth Avenuesite and, in 2008, the college was completed with the building of the administration block andnew classrooms. The college has continued to grow and enjoys an excellent reputation in thewider community.

Location/drawing areaXavier College is a co-educational Catholic high school situated in Llandilo, in Sydney’s outerwest. Xavier College serves the parish of Corpus Christi at Cranebrook and mainly draws onstudents from Corpus Christi Primary School, Cranebrook; St Joseph's Primary School, Kingswood;St Nicholas of Myra Primary School, Penrith; and St Mary Mackillop Primary School, SouthPenrith. It also draws on local state primary schools such as Llandilo Primary School, Samuel TerryPrimary School, Henry Fulton Primary School, Werrington Primary School andLondonderry Primary School.

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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

79

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

0

Number of teachers accreditated to teach Religious Education 14

Number of teachers currently undertaking accreditation to teach Religious Education 2

Number of non-teaching staff (includes teachers' aides) 16

Percentage of teachers who are indigenous 1

The average teacher attendance for 2018 94

Percentage of 2018 teaching staff who were retained from 2017 83

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesDuring 2018 all assemblies, tutor groups activities, meetings and information nights commencedwith a prayer with a focus on the Examen. Classes attended mass and Reconciliation during thecourse of the year in our College Chapel. Our parish priest was our celebrant. Individual classprayer was part of every lesson.

Throughout the year the college community celebrated a range of liturgies including those forAsh Wednesday; Holy Week, Easter; Solemnity of the Assumption; and Advent College Feast Day– St Francis Xavier.

Year 12 students participated in liturgies as key experiences during their retreat program. Thesestudents also planned, prepared for, and participated in a Graduation Mass. Reflection days forYears 7 to 10 were based on the theme of Year of Youth with a special focus on 'make the churchseen'.

The XRAY (Xavier Reaching All Youth) Youth Group was launched in 2018 where students engagedin deeper Examen reflections.

Social JusticeIn 2018 there were many social justice initiatives undertaken by the students. Students wereinvolved in various fundraising activities for Catholic Missions, Caritas Australia, St Vincent dePaul Society (local chapter), and the Australian Youth Festival.

Students supported the St Vincent de Paul's 'Vinnies Van' and helped to collect for a number ofcharities and agencies.

Year 10 completed five hours of community service, while Year 11 completed 20 hours ofoutreach service within the local community. Our community service was designed to encourageour students to ‘Strive for the Greater Good’ as they assisted members of our local community.

Year 11 and 12 students attended the Lifted Leader’s Event and discussed with other schoolleaders in the Parramatta diocese what SRC and faith initiatives they were running at theirschools.

School home and parish partnershipsXavier College continued to develop strong relationships with the local parishes. The collegeenjoyed an excellent relationship with the priest from Corpus Christi Parish, who was a regularvisitor to the school during 2018 and who celebrated masses for selected RE classes in Years 7 to10. Our students and teachers supported our local parish by providing over 80 Christmashampers to be distributed through the Cranebook St Vincent de Paul Chapter.

Parents were encouraged to be involved in all aspects of the college. They were invited to attendcollege masses, liturgies, and assemblies, and to be involved in activities such as the canteen,examination supervision, reading assistance and fundraising.

Religious EducationDuring 2018, Xavier College once again provided an authentic experience of Christian life. Ourpart in this was to bring Jesus' word and teaching to life. Liturgy and prayer were an integral partof daily life at Xavier College. Important events on the church calendar were celebrated andcommemorated with a variety of liturgies ranging from home group liturgies to whole-schoolEucharistic celebrations.

Students in Year 12 participated in a three-day retreat. Students in Years 7 to 10 participated inreflection days and focused on the patron saint of their tutor groups.

In Stages 4 and 5, Xavier College followed the Sharing Our Story syllabus of the ParramattaDiocese and all units of work were drawn from it. In Stage 6 the NSW Education StandardsAuthority (NESA) Course, Studies of Religion, was offered (both 1 and 2 Unit options). TheParramatta Diocesan course in religion, Catholic Studies, based on the Diocesan syllabus, Sharing

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Parramatta Diocesan course in religion, Catholic Studies, based on the Diocesan syllabus, SharingOur Story, was also offered.

In addition, gospel values were an integral part of all teaching programs across all Key LearningAreas (KLAs).

Professional Learning of staff in Religious EducationTeaching staff were engaged in a spirituality program throughout the year, culminating with aReflection Day in October. The development of the Faith in Action Team (FIAT) provided staffwith insights into contemporary Religious Education and formation. All Religious Educationteachers participated in whole-school curriculum development designed to incorporate Catholicgospels across the curriculum.

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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 2018. 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 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year7

Grammar and Punctuation 91 92 48 58

Literacy 92 91 43 50

Reading 96 94 52 56

Writing 89 87 30 36

Spelling 88 93 47 59

Numeracy 97 95 42 58

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year9

Grammar and Punctuation 93 92 49 49

Literacy 91 88 46 44

Reading 98 94 49 51

Writing 82 80 41 32

Spelling 93 90 48 52

Numeracy 97 96 45 56

The NAPLAN trend data reflected overall improvement across all areas tested for Years 7 and 9.However, Xavier College continued to focus on writing as an area for further growth as thestandards table indicated that the number of students achieving at top three bands remainedbelow the national average in Year 7. Xavier College, Llandilo Page 8

The school Year 9 reading, writing and spelling mean has continued to increase since 2017 andthe Year 9 writing mean was above the national average. The average school growth from Year 7to Year 9 exceeded similar schools in grammar, Numeracy, writing and spelling.

We continued to focus on literacy at a whole-school level as indicated in our Action PlanParramatta 2018. The significance of literacy on student learning cannot be underestimated, evenin areas of numeracy. Analysis of the 2018 NAPLAN data highlighted the strong correlationbetween literacy and numeracy: students need to be literate to be numerate. The analysisshowed that reading, spelling and grammar all had a significant impact on student numeracyachievement.

The NSW Government announcement regarding the minimum requirement of a band 8 inreading, writing and numeracy, or equivalent, as the benchmark for gaining the HSC had furtherheightened the imperative nature of our goals.

Record of School Achievement (RoSA)In 2018, 8 Year 10 students and 16 Year 11 students left the college. Over 90% of these studentsentered Technical and Further Education (TAFE), an apprenticeship or cadetships.

It is college policy to request a Record of Student Achievement (RoSA) from NSW EducationStandards (NESA) for all Year 10 students who leave the college at the end of Year 10 and Year 11students who leave before the completion of the Preliminary HSC course.

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

2018

School State

Studies of Religion I 88 70

English Standard 90 51

English Advanced 100 90

Economics 100 72

Software Design and Development 100 66

The 2018 School versus State indicates that Xavier College results are above the state and haveimproved since 2017. This is a reflection of the quality teaching taking place in the classrooms.Band 6/Extension band 4 results were achieved in 15 courses in 2018. There were 11 courses witha higher percentage of band 5/6 results compared to the state. Five of those courses were 20percentage points or more above the state. Overall 35% of results received by the Xavier studentswere marks of 80 or above. In 2018, there was a decrease in band 1, band 2 and band 3, and forall other bands there was an increase in numbers since 2017.

This success could be attributed to a shift in culture to focus more strongly on learning, and theimpact of the HSC high achievers' data wall on inspiring a growth mind set and collegialconversations between students, as well as the introduction of parent forums for all Year groupsand a more consistent use of the 'N' warning process.

School curriculumThe academic curriculum was constantly under review as we aimed to meet the individuallearning needs and goals of our students. Post-school transitional support was provided by thecareers adviser, the dean of house and, where necessary, the college counsellor and the post-

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careers adviser, the dean of house and, where necessary, the college counsellor and the post-school options team.

The Ignatian Centre and Xavier Centre, which are open learning spaces, was utilised by Stage4 Human Society and Its Environment (HSIE), Stage 6 Catholic Studies of Religion and Stage 4English, to develop flexible, adaptable learners who were able to work collaboratively and thinklogically, creatively, critically and independently.

In 2018 the virtual learning site, Modular Object-Oriented Dynamic Learning Environment(MOODLE), utilised by the majority of teaching staff to provide online courses, and created byteachers, incorporated the flipped classroom and assessment tasks into their pedagogicalpractice. Google Classroom was also widely used. We continued the Bring Your Own Device(BYOD) policy that was introduced in 2013.

Diversity:

Of particular note was the Marion Learning Centre room, where students from both mainstreamand special education were offered additional assistance with assessments and homework.Diversity teachers and aides also provided support in classes. In addition, students withsignificantly low literacy levels were targeted to complete a writing program. Further to this, theReframing Readers Resourcefully (R3) program was introduced during 2017, and continued in2018 assisting a number of Year 8 and Year 7 students with reading and comprehension.

Senior Extension Programs:

In addition to the extensive range of courses offered to our students, selected students were alsoinvolved in the Australian Catholic University, and the Western Sydney University (WSU)Exceptional Merit program in Agriculture.

Initiatives to promote respect and responsibilityA culture of respect and responsibility is integral to the ethos of the Xavier College community.These values are intrinsic to our Vision Statement and the responsibilities of students.

To promote this respect and responsibility, all Year 11 students kept a community servicelog totalling at least twelve hours.

In 2018, our Evangelisation goal focused on the Ignatian prayer - The Examen and, inparticular, Welcoming the Stranger. Students were exposed to the stories of refugees, which notonly raised students' awareness but shifted their attitudes positively.

The SRC enhanced student leadership and responsibility within the college. In tutor group seniorstudents were also encouraged to mentor the junior students and forge strong relationships. Thetutor group model was integral in developing the values of respect and responsibility. Tutorgroup teachers were supported by their dean of house and the members of the collegeleadership team in fostering student respect and responsibility.

Our strong Anti-bullying policy, including cyber-bullying, was based on the values of respect andregard for others as was the code of conduct that was set out as an exemplar for correct andappropriate behaviour for all members of the college community.

Professional LearningIn 2018 Teacher Observation and Reflective Practice (TORP) was continued into its third year, asway of embedding a practice of teacher reflection that would ultimately result in best practiceteaching. There continued to be professional learning focused on literacy and numeracy forMathematics teachers.

Other areas of professional learning that supported the Xavier Focus 2020 strategies included:understanding and using the Xavier College Literacy Plandeveloping whole-school compliance documents - staff given professional learning andtime to implement the changesXavier Inquiry Learning (XIL)

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Teaching staff also engaged in faculty based professional learning on programming and commongrade standards.

In 2018, staff attended first aid training which included anaphylaxis training, and completed theonline child protection training, Self Administered Legal Training (SALT).

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School Improvement

Annual school prioritiesPriority 1 That by 2020 students and staff would have an opportunity to reflect

on the bishop's Statement on Refugees to focus on refugees throughIgnatian Spirituality, namely the Examen

Reason for priority 1 This was selected because Ignatian spirituality is:world affirmingassists in the total formation of each individual within ourcommunityincludes the religious dimension that permeates our Xaviercommunitypromotes a dialogue between members of our XavierCommunity that continues to welcome the refugee.

Steps taken to achievepriority 1

These steps included the following:The Examen formed part of reflection days, retreats, the StaffSpirituality Day, staff prayer, parent meetings prayer and dailyprayer.Students completed the Examen daily/weekly pendingtimetabled RE lessons.Exercises explained Ignatian spirituality.Student were involved in social justice initiatives and projects.

Status of priority 1 On-going

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Priority 2 That, in 2018, Year 8 students would achieve growth (from pre, mid topost testing using Hattie’s effect size) in narrative and persuasive texttypes through a structured writing program designed to address andconsolidate students in the higher bands

Reason for priority 2 The evaluation of our data sources (NAPLAN 2017, school-basedanalysis and work samples) indicated student weakness in textstructures and features of both text types, particularly in the areas ofparagraphing, punctuation, spelling, vocabulary, persuasive devices andcohesion.

Steps taken to achievepriority 2

These included:Year 8 students pre-testing [e writing - Australian Council forEducational Research (ACER) assessment]writing narratives and persuasive texts across all curriculumareasusing Project to Enhance Effective Learning (PEEL) to structurepersuasive argumentsYear 8 English students using peer and self assessment tools toimprove writingYear 8 and Year 7 literacy warm-upsusing mentor texts to model good writingvocabulary - word walls and banks

Status of priority 2 On-going

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Priority 3 That in 2018 every Year 8 student would continue to achieve growth inNAPLAN style questions using various problem solving strategies -students to learn about the unitary method, the double line methodand the bar model approach to problem solving

Reason for priority 3 The evaluation of our data sources, NAPLAN, Progressive AchievementTests in Mathematics (PAT-M), and school based analysis and worksamples, suggested student weakness in Mathematics in the area ofmathematical literacy (numeracy) when students were attemptingbands 8, 9 and/or 10 NAPLAN questions.

Steps taken to achievepriority 3

These included:Year 8 students’ pre test (early term 1) on bands 7 to 10questions from previous NAPLAN assessments and post tests interms 2 and 3bands 8 to 10 questions from past NAPLAN assessments andother sources used as ‘warm ups’students implementing algebraic and diagrammatic ways whensolving problemsopen-ended tasks - part of English Mathematics Stage 4 (EM4) subject terms being visible in classrooms and written instudents' workbooks (with meanings and examples of wherethey are used)

Status of priority 3 Achieved

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Projected school prioritiesPriority 1 Staff and students will have an opportunity to reflect on, and discern,

Plenary 2020 in the context of Ignatian spirituality that is articulatedthrough the Examen.

Reason for Priority 1 We decided on this in order to align Xavier College with the PlenaryCouncil of 2020 through Ignatian spirituality which permeates our faithcommunity.

Steps to be taken toachieve Priority 1

This will include students:praying the Examen in religion lessonsin Year 7 being required during their first assessment task togive an explanation of the Examen in the junior years (Years 7 to 9) attending reflection days interm 2 and senior students having an Examen component intheir retreatpraying the Examen as part of the Angelus each day,commencing in term 2 (when daylight saving time ends)completing a survey expressing their understanding of theExamen (term 4, week 8)

Priority 2 In 2019 Year 8 students will achieve growth (from pre, mid to post-testing using Hattie’s 0.4 effect size) in narrative and persuasive texttypes through a structured writing program designed to addresssustained writing and language conventions.

Reason for Priority 2 The evaluation of our data sources, NAPLAN 2018, school-basedanalysis and work samples, indicate student weakness in sustainedwriting, text structures and features of both text types, particularly inthe areas of paragraphing, punctuation, spelling, vocabulary,persuasive devices and cohesion.

Steps to be taken toachieve Priority 2

These will include students:completing pre/mid/post-testing (during literacy classes in Year8) in narrative and persuasive textswriting narrative and persuasive texts across all curriculumareasfocusing on writing sustained texts that develop ideas andincorporate relevant and elevated supporting detailsusing feedback to improve their writingusing peer and self assessment tools to improve writingthrough success criteria, writing rubrics, peer editing promptsand gallery walks

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Priority 3 In 2019 every Year 8 student will achieve growth in problem-solvingquestions (using Hattie’s effect size of at least 0.4), particularly focusingon non-calculator based problems.

Reason for Priority 3 The evaluation of our data sources, NAPLAN, PAT-M, school-basedanalysis and work samples, suggests student weakness in theMathematical area of non-calculator based problems.

Steps to be taken toachieve Priority 3

This will include:pretesting at the beginning of Year 8 (term 1); and post testingat the end of term 3 (test to be worded problems based on thetopics identified and consist of non-calculator sections)completing, and marking as a class, worded problems on alltopicslearning to use a variety of problem-solving methods eg Polya’smethodlearning to identify and use keywords in worded problemscompleting non-calculator and multiple-choice style questions

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, Catholic Education Diocese of Parramatta engaged The Learning Bar to conduct theTell Them From Me (TTFM) survey to provide feedback from parents, students, and staff aboutour school. This survey is conducted annually

The TTFM data collected and reported showed that parents were satisfied with most aspects ofschool life. In particular, student safety was seen as being a very positive indicator of parentalsatisfaction as it had been over the past several years. Other positive indices were reporting,school improvement and connectedness to peers.

The TTFM data, supported by school-based surveys, suggested that parents were supportive ofthe direction of the learning and teaching at Xavier College.

Student satisfactionThe TTFM data showed an increase in the student engagement aggregate indicator whichassessed teaching and learning and student engagement. There was an increase in emotionalwell-being and relationships with teachers. In comparison to other indices, student safety was astrong index, as was increased student motivation.

Our school developed survey suggested that students had a positive attitude to school, tolearning and felt safe and secure at school. Our annual anti-bullying survey suggested that 1.95%of students were cyber-bullying in 2018 in comparison with the national average of 64% ofstudents in Years 7 to 12.

Teacher satisfactionThe TTFM data indicated that, although school morale was relatively stable, individual moralehad increased again in 2018. As in previous years, both student behaviour in the classroom andin the wider college community was high, compared to other indices.

Our school developed survey indicated that teachers believed that they were providing studentswith challenging and visible learning goals, quality feedback and that they were supported by theCollege Leadership Team (CLT) with the introduction of a team leader for Xavier inquiry learningin Stages 4 and 5.

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Student Profile

Enrolment PolicyXavier College follows the Catholic Education Diocese of Parramatta (CEDP) Enrolment Policy andProcedures. The full text or a link to the full text of the school’s enrolment policies, including allprerequisites for continuing enrolment can be obtained from the school office or can be accessedon the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 538 534 1072

2017 521 519 1040

2018 494 482 976

Across the local region the number of students going from Year 6 into Year 7 was significantlylower in 2018 than in any other previous year. This has resulted in our Year 7 intake for 2018dropping to 163 and, together with the increase of Year 10 and Year 11 students moving into theworkforce, the impact on the college was a reduction in student numbers in 2018.

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

Year 7 94

Year 8 91

Year 9 91

Year 10 92

Year 11 92

Year 12 93

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) 236

Students with disablities (SWD) 59

Indigenous 57

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.Xavier College, Llandilo Page 18

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 59%.

There were 186 students enrolled in the Year 10 cohort of 2016. During the period 2016 to 2018there were 77 movements. Twenty-eight students from Year 10 (2016) cohort left, after attainingemployment/apprenticeship; 20 students continued their education through Technical andFurther Education (TAFE); 12 students moved to a Catholic Education, Diocese of Parramatta(CEDP) trade school; and 17 students moved onto other schools within the area. The HSC class of2018 was comprised of 109 students.

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 0

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 Xavier 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 97

Technical, and Further Education (TAFE) 1

Workforce 1

Other/Unknown 1

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careStudent wellbeing is integral to every aspect of learning and is based on the belief that goodrelationships are at the heart of good education. The value of the individual, irrespective ofability, status, position or cultural background, is uppermost at all times. We believe thatpastoral care is ongoing and operates throughout the entire school day, and is made effective byeach member of staff in carrying out individual responsibilities.

In 2018 a key student welfare structure was our tutor group system. Within each of the 48 tutorgroups which were restructured to 42 tutor groups in term 4 2018 (arranged into six housegroups), the tutor group teacher was responsible for the well-being of 20 to 23 students (rangingfrom Year 7 to 12). Supported by the dean of house, school counsellor, assistant dean of house,and the members of the college leadership team, the tutor group teachers monitored students'behaviour, and emotional, learning, physical and social needs. Central Short MessageService (SMS) was used to support this structure.

To facilitate student wellbeing in 2018 a weekly lesson was scheduled which rotated betweenassemblies, house gatherings and tutor group meetings (T-Time).

Additional pastoral care initiatives involved:Driver Awareness program (Year 10) involving modules on driver safety, safe partying andmanaging financesstudy skills and motivational talksSenior Study program (Tuesday evenings 4.00pm to 8.00pm)refugee talksJumpstart program social night (Year 9), graduation and formal (Year 12)Year 7 discoa three day camp at Kincumber (Year 7), three-day retreat (Year 12)house reflection days (Years 7 to 9)peer support training (Year 9 for Year 7 2018 Orientation program)police talk to all years with emphasis on cyber-bullyingactive student leadership councilannual three day student leadership conferencejunior and senior award programs based on house merit systemattendance officer employed and attendance improvement strategiesVaccination-Varicella, Human papillomavirus (HPV) and hepatitis BStudent Dental programsenior (Years 11 and 12) meningococcal vaccination programstudent behaviour and anti-bullying surveysAre You Okay? (R U OK) initiativesannual Xavier Day celebrations to promote house spirit and sense of belongingNational Day of Action Against Bullying and Violenceparticipation in 'Vinnies Van'Year 11 community servicefarmer day fundraiser for drought relief

Mutual respect, trust, and honesty were at the heart of our expectations. The basic premisesunderpinning discipline at Xavier College was self-discipline, a discipline that emphasised student

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underpinning discipline at Xavier College was self-discipline, a discipline that emphasised studentaccountability. Students were challenged to take responsibility for their own decision making andto learn to accept the consequence of their actions. In basic terms, students had rightsbalanced by responsibilities. For example, the right to feel safe and be safe was countered by theresponsibility to act in a sensible manner at all times.

Student rights and responsibilities can be accessed atwww.xaviercollege.catholic.edu/school/parent.

The Student Management policy is based on the principles of natural justice and proceduralfairness. Corporal punishment is expressly forbidden at the school.

The policy was reviewed in 2018. Staff, students, and parents were informed of the policy andexpectations associated with student management.

All new students and parents were issued with the Anti-bullying policy which included a policy oncyber-bullying.

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 and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central

There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (60.1%)Capital (0%)State (18.7%)Fees (18.5%)Other (2.7%)

Capital (6.3%)Salary (71.6%)Non-Salary (22.1%)

RECURRENT and CAPITAL INCOME

Commonwealth RecurrentGrants1

$10,320,151

Government Capital Grants 2 $0

State Recurrent Grants 3 $3,206,181

Fees and Private Income 4 $3,173,649

Other Capital Income 5 $464,931

Total Income $17,164,912

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $1,053,219

Salaries and Related Expenses 7 $12,006,310

Non-Salary Expenses 8 $3,703,188

Total Expenditure $16,762,717

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.

18.5%

18.7% 60.1%

■■■■■

6.3%22.1%

71.6%

■■■

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

Xavier College, Llandilo Page 23