Annual Report 2019

Feet on the ground. Aiming for the stars. Contents

1. Vision and Mission Statement 2. Message from the Principal 3. Message from the Board Chair 4. Message from the College Captains 5. Contextual Information about the College and Characteristics of the Student Body 6. Junior Student Outcomes: NAPLAN 7. Senior Student Outcomes and Destinations: RoSA and HSC 8. Teacher Qualifications and Professional Learning 9. Workplace Composition 10. Student Attendance, Retention Rates and Post School Destinations 11. Enrolments and Enrolment Policy 12. Four Policy Areas 13. Priority Areas for Improvement 2019 14. Initiatives for Respect and Responsibility 15. Parent, Student and Staff Satisfaction

16. Financial Summary

RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Vision and Mission Statement

Vision Statement

Oakhill College seeks to empower all learners to serve and enrich our changing world as a Catholic school in the Lasallian tradition: a tradition that derives its inspiration from the Gospels and the charism of St John Baptist de La Salle.

Mission Statement To inspire all students to aspire to greatness.

“Remember that God is with you and will help and inspire you in all that you do.”

John Baptist de La Salle Letter 2 - to a Brother, 15 May 1701

02 01 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Message from The Principal

“The New Frontier is here, whether we seek it or not. plant seeds that one day will grow. We water seeds already in this regard. Years 7-9 were structured as Year Level Beyond that frontier are the uncharted areas of science and planted, knowing that they hold the future promise”. Groups while Years 10-12 were structured as vertical space, unsolved problems of peace and war, unconquered Human flourishing has to be a central focus of education. House Groups. pockets of ignorance and prejudice, unanswered questions Every gram of leadership has to be nurtured so that it of poverty and surplus. I believe the times demand new can engender positive change. Talent well used grows This Annual Report chronicles all our achievements as inventions, innovation, imagination, decisions. I am social capital, which we rely on to make the world a we sought to be men and women of justice, tenderness, asking each of you to be pioneers on that New Frontier”. better place. Leadership that moves a situation from and humility, striving for excellence and to be the best self He went on to say, “it will not be easy, it will be hard.” good, to better, to best, will happen more effectively that we can be. based on spiritual values and ethics. Such inspiration is All Oakhill College students are quite familiar with not common but is essential in a borderless global world. I would like also to take this opportunity to thank all staff, this challenge and make it their own. An Oakhill Lasallians must be leaders of change, bearers of hope, volunteers, parents, and friends of our Oakhill College College graduate with feet firmly grounded, aiming bridging differences, touching hearts, transforming lives. community who have given so generously of themselves for the stars, knows that life’s journey will not always for the benefit of the College in 2019. be clearly defined, straight or predictable. An Oakhill In 2019 the College maintained ongoing development College graduate knows they have strength of spirit that of our Literacy Strategy focused on writing across the Live Jesus in our hearts. Forever. enables them to rise above the fleeting things to engage curriculum. A need identified in our Allwell, NAPLAN life consciously. An Oakhill College graduate always and HSC data. The College’s professional development As Laozi, a famous Chinese Philosopher strives for what matters – is always up for the challenge, plan focused on developing common strategies to improve Br Steve Hogan at the time of Confucius once said, keeps the faith, is good and kind, and knows that they the teaching and learning of writing in all subjects. Principal are part of a bigger whole - the Kingdom of God. Research shows that consistency and collective efficacy, “A journey of a thousand miles begins teacher clarity, feedback, and high expectations with This aptly describes Oakhill College 2019 with our theme strong school leadership are what matter most in raising with a single step”. ‘Walk the Talk’. underachievement. Teachers were required to profile their students in their classes to identify the learning abilities of At Oakhill College, we have a rich tradition of Christian each student and each class, especially in terms of writing nd so, it is true for education, the path to and Lasallian wisdom to guide us how to live and and to use the common language and methodology in the wisdom and enlightenment (the faculty of conduct our lives so that peace and stability will reign teaching of writing in their subjects. In addition, Years 7 reason), begins with a habit formed while at and the potential of creation for all, achieved. When and 8 were involved in a ‘Read to Succeed’ programme AOakhill College - a journey that begins with a single step. we are using our talents to the best of our ability, we coordinated by the Library and the Year 7 and 8 Deans. Because a thing is difficult for you, do not are fulfilling God’s plan, we are bringing to fullness the As Aristotle says, “we are what we repeatedly do”. Our potential of creation. When we are anything less, the One of the new initiatives and challenges for the College therefore suppose it to be beyond mortal habits shape our character, so what we faithfully do, day world is less, and opportunities are lost. We are fully in 2019 was the implementation of a new pastoral care power. On the contrary, if anything is in and day out forms who we are. who we ought to be “when we combine in ourselves, system and structure focused on knowing each and every possible and proper for man to do, assume the spiritual, a moral for living, a lively mind, cultural student every day and age-specific pastoral programmes. that it must fall within your own capacity. John F Kennedy, President of the USA, speaks of journeys sensitivity, and a healthy sense of the physical”. Archbishop All students’ Homerooms became Tutor Groups with and steps in 1962 in his speech known as the ‘Rice Oscar Romero goes on to say “Good education must result Tutor Teachers who have been provided with systems Moon Speech’ given at Rice University, Houston, Texas. in young people being not only gifted and accomplished to interview and monitor each student’s academic and - Marcus Aurelius - but also wise and holy. This is what we are about: We pastoral care and be the key contact with their home

04 03 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Message from The Board Chair

Science and TAS faculties, offering our students a state- of-the-art learning environment. Once the design phase has been finalised, construction is expected to commence in the second half of 2020 with a view of it being ready for use at the commencement of 2022.

I would like to thank and acknowledge the outstanding leadership given by our Principal, Brother Steve to the College. I am indebted to Brother for his tireless energy and vision in the efficient running of the College, as well as the valuable support and assistance given to the Board. This year Brother implemented the theme “Walk the Talk”, designed to inspire all students to do what is required of them to hone their talents, in order to achieve The Board has a major responsibility, their best possible potential. it is trusted by both parents and the broader community, with the role of I would also like to thank the Senior Leadership Team ensuring that our students are given the and our teaching staff for their continued hard work and commitment to our students. This dedication has resulted best possible educational foundation to in over 44% of all HSC results achieving a Band 5 or 6 and help them succeed in life. 88 students achieving recognition in the NSW Premier’s Distinguished Achievers List for attaining Band 6.

he Oakhill College Board is not only entrusted to Finally, I would like to acknowledge and thank my fellow govern, but also to provide vision for the future Directors for their continued support and valuable development of the College. The Board is also commitment in ensuring the effective functioning of the Tmindful of student needs and is therefore dedicated to Board, as well as those who give their time to serve on ensuring staff are equipped with the necessary resources various committees. Their work is greatly valued. to enable them to deliver effective teaching. This will best position our students to succeed in the ever-changing In closing, I would like to wish all our graduating students landscape of education and allow them to take advantage the very best in their future studies and life endeavours. of every available opportunity.

The Board is committed to the implementation of the Mr John Puleo College Master Plan having engaged the services of BVN Chair of the Board of Directors Architects to commence the design of an inspirational and modern Innovation Hub. This will house both

06 05 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Message from The College Captains

As College Captains, we had the privilege of reigniting “Day of Difference”, where staff and students wore unique shoes to individualise themselves from one another. This day was symbolic of the importance of diversity, 2019 College Leaders acceptance and in building an inclusive community for all. We also attended a Catholic Youth Conference with other leaders from schools in the Parramatta Diocese. Here we had the opportunity to provide feedback on youth involvement within the Church, whilst collaborating and discussing ideas with local leaders which enhanced our capacity to live out our core Lasallian value; “faith in the presence of God”. We also had the opportunity to work with leaders in local schools through a Parliamentary visit. Hearing from Gladys Berejiklian (NSW Premier), Dominic Perrottet (NSW Treasurer) and David Elliott (NSW Minister for Police and Emergency Services) further enhanced our understanding of leadership. When announced as College Captains in September 2018, we entered On behalf of the Leadership Team of 2019, we would like our leadership journey with strong to extend our thanks towards the College community for entrusting us with the role of representing our College. aspirations. We had the aim of We are so fortunate to have been given the chance to give encompassing the core Lasallian values back to our College and our Lasallian family, which has in all that was ahead of us. provided us with endless opportunities and support. We would like to sincerely thank Brother Steve, Mr Munday, Ms Gillis, Ms Garafano, Mrs Findlay, the House Deans, he behaviours and actions portrayed throughout Mr Goodman, Mrs Leopardi, Matt Murrie, Franco De our leadership journey were encapsulated by Joya and class teachers for their investment in us. It is “Walk the Talk” and to display pride in all that through these committed mentors and the support of Twe do. This was furthered through the quote “If you want the College that we were able to fulfil the many goals and something to happen, make it happen with your actions”, aspirations that we had in “walking the talk”. highlighting our desire to show leadership through actions - rather than just words. Congratulations to the Class of 2019. What a journey it has been for us all. We wish you the best of luck and Our desire to lead by our actions was expressed through we truly hope that the relationships built within this our involvement in an array of initiatives, allowing us to Lasallian community will remain permanent, regardless make an evident impact within both the Oakhill and of our divergent paths. We look forward to seeing Oakhill wider community. Particularly our collaboration with continuing to “Walk the Talk”. May every individual Pennant Hills High School, which introduced to Oakhill proceed to shine your talents over the upcoming years, College the inaugural “Blanket and Beanie Appeal”. This displaying pride in everything you do. appeal was exceedingly successful, with 385 blankets, beanies and scarves donated by the Oakhill community; God bless and live Jesus in our hearts forever. displaying a core Lasallian value - concern for the poor and social justice. Christian Habkouk and Ranika Walsh College Captains

08 07 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE College Context Characteristics of the Student

akhill College is an independent Catholic school The College ceased to offer places for boarders in 1974 for boys from Years 7 – 12 and girls from Years and became co-educational in Years 11 and 12 in 1975. 11 – 12. Situated on an expansive 18-hectare In 2019 the College had 1,667 students. Osite at Castle Hill in north-west Sydney, Oakhill College is a contemporary educational facility steeped in Catholic Oakhill College is one of twenty Australian Lasallian and Lasallian traditions and values. schools which are all united by a common vision – to offer an education which liberates, empowers and motivates The College commenced with six students in August students to use their individual gifts with confidence, 1936 as a day and boarding school to assist with teacher creativity and generosity. training for the De La Salle Brothers. As a Lasallian school it is founded on the five key Lasallian principles: In 2019 the College make up was: • 75.47% were Catholic; • Faith in the Presence of God; • 13.99% other Christian faiths; • Quality Education; • 5.58% other faiths and; • Inclusivity; • 3.91% no religion. • Respect for All; and • 8.51% were from a language other than English; • Concern for Justice and the Poor. • 124 (7%) received Learning Support; • 217 (13%) had a disability; and • 1.2% were indigenous

09 10 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Junior Student Outcomes

Year 7 and Year 9 National Literacy and Numeracy Tests (NAPLAN)

1. NAPLAN measures a student’s achievement in a standardised test in Years 3, 5, 7, and 9. The Year 7 assessment is taken in May after one term at high school and reflects ability at the entry point. The Year 9 assessment is taken after two years and one term and reflects added value provided by Oakhill College over that time. This can be seen in the Scaled Growth Score Graphs – growth above expected growth. 2. In Year 7 there has been a clear improvement in the average NAPLAN scores in all domains since 2016 (represented by the dark blue column) and as indicated by the dotted line. For the first time in seven years, Oakhill College’s writing results surpassed those of similar schools, including girls. The results are even more positive when girls are excluded from the data. For the purpose of this report, girls have been included. The State average scores are in light blue. 3. The Year 9 Average Score for writing increased between 2017 and 2019 while Reading, Spelling, Grammar and Maths declined slightly. Oakhill College Year 9 declined however has been less than both the State and AIS, therefore Year 9 has done relatively better than other Sectors. 4. Year 9 Scaled Growth has been higher relative to similar schools in the past three years. Scaled growth represents added value as it is scaled improvement. It is particularly good in Writing in 2019, supported by Allwell results (see below). It also shows what Oakhill College is doing is working, as our boys improve more than the average AIS average score. 5. NAPLAN growth scores indicate that Oakhill College boys achieved on average higher growth rates in Reading, Writing and Numeracy between Year 7 and Year 9, than both State and ‘similar students with similar starting scores’ in Year 7.

Year 7 and Year 9 Average NAPLAN Scores

12 11 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Junior Student Outcomes continued

Year 9 Scaled NAPLAN Scores

NAPLAN Growth Year 7 to Year 9 Scaled

14 13 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Senior Student Outcomes and Destinations

Year 10, Year 11 and Year 12 Record of School Achievement (RoSA) In 2019 Oakhill College had 42 (85%) of subjects above the State mean out. 15 were more than 5 percentage points above the State mean. The Record of Student Achievement (RoSA) is a cumulative credential for students in Years 10, 11, and 12 who leave school before completing their Higher School Certificate (HSC). Oakhill College had 12 students who received a RoSA in 2019 – two in Year 12, siz in Year 11, and four in Year 10. Table 1: School vs State Variation in Subject Means (2019 HSC)

All students in all subjects in Years 10 and 11 were awarded grades for a RoSA. In Year 10,266 students were awarded Course Name School/State Course Name School/State grades for the RoSA: 1 was awarded Grade A in every subject while 40 were awarded a Grade A in one or more of the Variations Variations former School Certificate subjects: English, Mathematics, Science, Australian History and Geography. In Year 11, 326 Italian Beginners 2 Unit 11.84 Business Services 2 Unit 2.77 students were awarded grades for a RoSA. No students were awarded an A in 12 or more units of the HSC Preliminary Entertainment 2 Unit 8.42 2.76 Course. English Extension 1 Unit Mathematics Standard 1 Unit 8.41 Design & Technology 2 Unit 2.62 Year 12 Higher School Certificate (HSC) Mathematics General 2 Unit 8.21 Retail Operations 2 Unit 2.57 2019 was the second-best HSC results in approximately 20 years. In 2019, 298 students in Year 12 achieved an HSC: Hospitality 2 Unit 7.89 Construction 2 Unit 2.52 279 (94%) who completed the HSC achieved an ATAR; 19 (6%) followed a non-ATAR pathway; while 56 (19%) Agriculture 2 Unit 6.98 Drama 2 Unit 2.43 undertook a vocational training course (VET) as part of the HSC. Society & Culture 2 Unit 6.68 History Extension 1 Unit 2.28 In 2019, 100% achieved Band 2 or higher; 86% achieved Bands 4-6; while 48% of all HSC results were in the top two Mathematics Extension 2 Unit 6.49 Ancient History 2 Unit 2.13 Bands (Band 5 or Band 6), compared with the State rate of 40%. This indicates the hard work of the students and their teachers as many students were moved from Band 4 to Band 5 in the last months of study. The number of students Community & Family Studies 2 Unit 6.03 Information Processes Technology 2 Unit 2.08 achieving Band 1 or 2 was only 2% compared to the State at 10%. This year, the graduating class of 2019 results Studies of Religion 2 Unit 5.53 Chemistry 2 Unit 1.92 demonstrate a breadth and depth of talent, with outstanding results in multiple courses such as Agriculture, Business Studies, Community & Family Studies, Earth & Environmental Science, Engineering, English, Industrial Technology, Engineering Studies 2 Unit 5.38 Dance 2 Unit 1.76 Mathematics, Music 1, Science Extension, Society & Culture, Studies of Religion and all VET courses. Science Extension 1 Unit 5.36 Modern History 2 Unit 1.28

In 2019 the top ATAR was 99.80 with 5 students achievingan ATAR of 98 or higher, 16 students with an ATAR above Primary Industries 2 Unit 5.36 Visual Arts 2 Unit 1.21 95, and 44 with an ATAR of 90 and above. Furthermore 2 students achieved in the Top 10 in their course in NSW in English Standard 2 Unit 5.22 Biology 2 Unit 1.12 Standard Mathematics and Hospitality. In addition, the College had 6 students on the All Rounder List for achieving Industrial Technology 2 Unit 5.10 0.92 Band 6 in all their subjects, and 88 students were listed on the Distinguished Achievers list for attaining a Band 6 in Geography 2 Unit at least one subject. Earth & Environmental Science 2 4.81 English Extension 1 Unit 0.43 Unit The College is very proud and congratulates the following prestigious nominations across the Creative Arts and Applied Technology courses: 10 students for Onstage nominations for Drama; 4 students for Call Back for Dance; 1 student for Music; while 5 students were nominated for inclusion in InTech 2019 for their Timber or Graphics Major Works.

16 15 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Senior Student Outcomes and Destinations continued

Table 3 - Trends in Year 12 Academic Performance - 2009 - 2019

2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019

HSC Candidates 313 307 312 320 337 345 323 349 353 308 298 ATAR Candidates 296 302 296 307 310 327 300 323 328 301 279 Table 2 - ATAR Scores 2010 - 2019 HSC Number of Courses 38 39 38 42 43 43 43 44 46 46 50 Number (%) below State Average 11 11 6 12 14 9 9 6 9 4 9 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 (30%) (28%) (16%) (29%) (33%) (21%) (21%) (14%) (20%) (8%) (18%) Top 99.70 99.20 99.35 99.80 99.50 99.35 99.45 99.80 99.35 99.10 99.80 Number (%) above State Average 27 28 32 30 29 34 34 38 37 43 41 Atar (70%) (72%) (84%) (71%) (67%) (79%) (79%) (86%) (80%) (92%) (82%) Number 0-3 above State Average 12 15 18 9 19 11 16 22 13 7 22 Above 17 19 23 13 18 19 19 16 24 23 16 (32%) (38%) (59%) (1%) (44%) (26%) (37%) (50%) (35%) (15%) (44%) 95 Number 4-7 above State Average 12 11 11 16 8 19 16 13 18 29 16 Above 56 52 53 51 40 50 50 39 51 56 44 (32%) (3%) (29%) (38%) (19%) (44%) (37%) (30%) (49%) (63%) (32%) 90 Number 8+ above State Average 1 2 3 5 2 4 2 2 6 6 4 (3%) (5%) (8%) (12%) (5%) (9%) (5%) (5%) (16%) (13%) (8%) % Band 5 & 6 53% 37% 48% 46% 49% 55% 52% 48% Number (%) Top in State 1 0 0 1 Number (%) All Rounder 4 5 4 1 2 3 2 1 5 3 6 Number (%) Distinguished 176 133 116 88 Achiever (50%) (37%) (37%) (28%) To p ATA R 99.70 99.20 99.35 99.80 99.50 99.35 99.45 99.80 99.35 99.10 99.80 Number (%) ATAR 95-100 17 19 23 13 18 19 19 16 35 23 16 (8%) (5%) Number (%) ATAR 90-94 39 33 30 35 22 28 29 24 28 33 28 (11%) (9%) Number (%) ATAR above 90 56 52 53 48 40 46 48 40 52 56 44 (19%) (15%) Number (%) ATAR above 80 71 99 (21%) (32%) Number (%) Early University Offers 30 30 71 107 67 97 303 356 59%

Number (%) Total University Offers 76% 75% 77% 83% 74% 80% 84% 82% (390) (559) 95% 75% 76% Number (%) University Acceptance 337 339 279 254 (96%) (96%) (92%) (91%) Number (%) TAFE 3 6 5 4 Number (%) Apprenticeship 1 4 8 20 Number (%) Work 5 3 7 8 Number (%) Other 3 1 1 12

Ranking - All Schools (645) 157 184 210 138 164 190 123 135 179 2019 HSC High Achievers Ranking – Catholic Schools (124) 64 35 40 59 30 34 46 Ranking – Independent Schools 59 62 80 (138) Ranking – Best Schools (220) 97 96 96 95 94 93 99 91 94 95

18 17 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Senior Student Outcomes & Destinations continued

Senior Student Destinations Destination figures for 2019 include calculated estimates.

The destination of students leaving Oakhill College in Years 10 - 12 in 2019 are shown below. Of the 279 ATAR students in 2019 a larger percentage (95%) of students received a university offer than in 2018. In addition, the 279 ATAR students received 358 offers with some students receiving up to 4 offers. Most of the 298 students who left Oakhill College at the end of Year 12 continued to University 254 (84%); while 4 (1.3%) enrolled in TAFE; 20 (6.7%) took up apprenticeships, and 8 (2.7%) went to other destinations such as gap year, work etc.

Reason Year 10 Year 11 Year 12 Total University 0 0 254 254 TAFE 4 1 4 9 Apprenticeship 3 6 20 29 Employment 4 8 12 Other School 10 9 19 Moved out of area 1 1 Other (don’t know) 12 12 Other deferred 0 GAP Total 18 20 298

University Offers by Gender

Male Female Number (%) of Males/Females in Year 12 205 (69%) 93 (31%) Number of University offers 149 80 % Receiving Offers 73% 86% % of Males/Females as a % of all Offers 65% 34%

Six Top University Destinations

University 2012 2013 2014 2015 2016 2017 2018 2019 Macquarie University 90 98 92 109 97 107 110 88 (29%) (33%) (31%) (32%) (28%) (35%) (31%) (35%) Western Sydney 80 77 76 73 95 36 67 50 University (26%) (20%) (25%) (21%) (28%) (14%) (19%) (20%) Australian Catholic 16 44 31 44 46 20 52 36 University (5%) (15%) (10%) (13%) (13%) (8%) (15%) (14%) UTS 41 35 34 42 45 56 44 33 (13%) (11%) (11%) (12%) (13%) (17%) (13%) (15%) University of NSW 20 14 23 21 17 21 30 18 (7%) (5%) (8%) (6%) (5%) (9%) (9%) (7%) University of Sydney 45 17 25 29 20 27 24 22 (15%) (6%) (8%) (9%) (6%) (9%) (7%) (8%) Total 95% 90% 93% 93% 93 % 92 % 94% 97% 20 19 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Teacher QualificationsProfessional Learning

n 2019, 126 teachers were engaged at the College with a full-time equivalence of 120.8 FTE. The experience of In addition, teachers participated in offsite professional learning including a wide range of courses, workshops, these teachers is shown in the following table. conferences and modules, details of which are listed below: I Teachers External Professional Learning Participation (PL) Statistics 2019 Categories of Teachers Number Faculty Total External No. of Staff who Participation Average no. Average 1. Have a teacher education qualification (e.g. Dip.Ed.) 125 PL Hours did External PL Rate of hours per no. of hrs / (% of Teachers teacher teacher who 2. Have a bachelor degree but no teacher education qualification 1 who did participated in 3. Have neither qualification but have relevant teaching experience and were employed as 0 external PL) external PL teachers pre-1.10.2004 Creative Arts 258.3 12/15 80 % 17.2 21.5 hrs English 386.5 17/18 94 % 21.5 22.7 hrs The nature and makeup of teaching staff in 2019 was as follows: HSIE 280 16/19 84 % 14.7 17.5 hrs Learning 53 5/5 100 % 10.6 10.6 hrs Accredited Teachers (Graduat 0e or Proficient) (N=126) Number Percentage of Support 126 Languages 99.3 4/4 100 % 24.8 24.8 hrs Graduate level 5 4 % Mathematics 212.7 15/17 88 % 12.5 14.2 hrs Proficient level 121 96 % PDHPE 215.5 13/13 100 % 16.6 16.6 hrs Nature of Employment (N=126) Religious 46.7 3/3 100 % 15.6 15.6 hrs Full-time 109 87 % Education for Part-time 17 13 % RE specialist teachers Gender of teachers (N=126) Science 249.8 14/14 100 % 17.8 17.8 hrs Male 51 40 % TAS 279.5 16/16 100 % 17.5 17.5 hrs Female 75 60 % College Teaching 2081.3 115/124 93 % 16.9 18.1 hrs Staff across 10 Teaching During 2019 all teaching staff at Oakhill College participated in onsite professional learning provided during staff Departments development days, faculty days, meetings, forums, workshops, conferences, committee meetings and sessions from guest speakers. The details are shown below: Note: The total number of teachers listed is 124 (not 126) as two teachers are not in the departments in the above Category of Professional Learning No. of table (Principal and Teacher Librarian). However, they are counted in the teachers’ statistics elsewhere. Teacher s Teacher Accreditation: induction, accreditation at Proficient teacher level and higher levels, 126 External Professional Learning is provided by an external provider and is supported by the College in terms of cost, maintenance of accreditation, training of mentors time and staff cover. In 2019, the vast majority of staff (93%) did a form of external professional development at least Subject specific and secondary education professional development that covered a range of 126 once. In addition, the average number of hours of external professional development was 16.9 hours per teacher and approaches and issues re teaching and learning 18.1 hours per participant (in external PL). Pastoral care programs to assist teachers in specialist pastoral care positions including issues in 126 adolescent health and communication skills; in addition, pastoral care programs to assist all teachers The total cost of external Professional development was $60,362. This represents an average of $487 per teacher and as tutors and as professionals working with adolescents $525 per participant (in external PL).

22 21 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Workplace Composition

Staff Composition 2019

Total Total Total Total Full Full Full Part Part Part Staff FTE Time Time Time Time Time Time (FTE) (FTE) (FTE) (FTE) Teaching Staff Male Female To t a l Male Female To t a l To t a l To t a l Non-Indigenous 49 57 106 1 16 17 123 117.8 Staff (106) (0.8) (11.6) (11.8) FTE FTE FTE FTE Indigenous Staff 1 2 3 0 0 0 3 3.0 Teaching Staff 50 59 109 1 16 17 126 120.8 To t a l

Teacher Attendance 2019

Number of Total Teaching Total Absence Average Average Teachers’ Teachers (FTE Days at Oakhill, by teachers Absence per Attendance per Average equivalent) 2019 (days) teacher (days), teacher (days), Attendance 2019 2019 Rate 2019 126 (120.8) 191 1098 8.7 182.3 95.4 %

Note: The main sources for the Total Absence by Teachers figure are the General Coordinator and the Payroll Officer using new software from 2017. This software allows for recording of absence in hours, half days and whole days.

Teacher Retention 2019

Total Number of Teachers Total Number of Teachers who Retention Rate - % Employed at Oakhill resigned/retired during 2019 126 9 93 %

23 24 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Student Attendance

he student attendance rate at Oakhill College is high. On any typical College day in 2019, the average student attendance rate was 94.05%. This attendance rate is based on the Australian Government Department of Education and Training Student Attendance Collection (STATS) process for calculating attendance data and Ta school population of students in Years 7 – 12 of 1,661 in 2019.

Rate of Attendance by Year Level

Year Group Term 1 Term 2 Term 3 Term 4 Average 7 91.84 83.63 95.10 96.34 91.73 8 97.22 94.51 95.22 94.35 95.33 9 95.91 94.25 94.52 92.90 94.40 10 95.79 93.08 93.86 91.70 93.61 11 96.00 93.45 92.73 95.44 94.41 12 95.77 94.62 94.61 94.20 94.80 Average 95.42 92.26 94.34 94.16 94.05

The retention rate for boys from Year 10 in 2017 who completed Year 12 in 2019 was 85%. This is similar to the year prior as more boys have followed a pathway to Apprenticeships.

The College management of student non-attendance has been developed to ensure compliance of the College with school attendance requirements for compulsory school-aged students as outlined by the New South Wales Department of Education and Training.

The parent/guardian of students who are absent from the College without explanation are contacted each day by the Student Services Office using the SMS text messaging service. The Tutor Teacher alerts the Dean of any student who has been absent for three days and is to contact the parent/guardian by phone. The Tutor Teacher then alerts the Dean and where necessary an interview is arranged.

Where unsatisfactory the College or class attendance is identified, the attendance issue and any action taken are recorded, as appropriate, on the student file and parent/guardians are informed in writing. Absences of 30 out of 100 days or absent and at risk are reported to Family and Community Services (FACS).

Student Retention Rate

Year Group Year 10 Year 12 Retention To improve the unsatisfactory attendance of a (boys) (boys only) Rate student, the College works in partnership with the student and their parents/guardian. Such follow 2010/12 239 215 90% up may include: 2011/13 240 226 94% • Consultation between Parent, Tutor Teacher, 2012/14 240 219 91% Dean, and the Counselling Department. 2013/15 241 226 94% • Interviewing the student to identify what the 2014/16 270 239 88% barriers to attending school may be. • Barriers to regular attendance are identified 2015/17 240 223 93% and a plan to address those barriers is put in 2016/18 233 198 85% place. 2017/19 240 205 85% • Referral is made to relevant student support services to help the student improve attendance. 25 26 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Enrolments and Enrolment Policy

n 2019 Oakhill College continued to enrol Year Jan 14 Jan 15 Jan 16 Jan 17 Jan 18 Jan 19 students in accordance with the College 7 239 239 267 240 240 300 Enrolment Policy with all applicants being Irequired to attend a family interview and agree to 8 240 240 240 269 242 240 the conditions of enrolment (Enrolment Policy: 9 240 240 240 237 271 240 Section Two) which include: 10 270 239 236 239 240 270 • Adhering to the College policies and 11 238b 262b 240b 224b 228b 229b meeting behavioural expectations. 101g 108g 131g 138g 97g 103g • Payment of fees. 339 370 371 362 325 333 • Adhering to health and safety issues 12 226b 232b 241b 229b 201b 207b identified in the policy. 121g 96g 108g 128g 127g 94g • Providing complete and full disclosure. 347 328 349 357 328 330 Total 1,675 1,656 1,703 1,704 1,646 1,690

Continued enrolment at the College is dependent on a student adhering to all College policies including the Enrolment Policy. Any enrolment discontinued at any time is at the parent’s discretion or in accordance with College policies. No student had their enrolment discontinued by the College in 2019.

Oakhill College observes all relevant State and Federal Legislation in assessing students for enrolment such as the Education Act, Disability Discrimination Act, Race Discrimination Act, Anti-Discrimination Act and Privacy Act.

The College receives applications for boys in all Year levels and for girls in Years 11 – 12. The normal year of entry is at Year 7 for boys and at Year 11 for girls. The College may consider applications for entry at other Year levels at its absolute discretion. While the College receives applications at any time, offers of enrolment for Year 7 are made two years prior to entry. Given that there are more applicants than vacancies, the Principal will consider applications according to a range of factors, in no set priority, which may include but not be limited to:

• Baptised and non-baptised Catholics in both Catholic and non-Catholic schools. • Active participation in the life of the Catholic Church and/or other Christian denominations. • Siblings of family members already enrolled at the College, provided the family has proved to be supportive of the ethos of the College, its rules and expectations; • Sons and daughters of Alumni; • Students of other faith traditions who are prepared to support the Catholic and Lasallian tradition at Oakhill College; • School Reports, NAPLAN and other curriculum involvement.

The College Enrolment Policy can be found on the College website www.oakhill.nsw.edu.au

28 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Four Policy Areas Policy Reviews

he 2019 Annual Report is required to provide a summary of the College policies regarding: Policy Changes in Access to 2019 Full Text T Student Welfare There were Access to • Student welfare; no changes to these policies • Anti-bullying, Oakhill College seeks to promote a safe and supportive environment to support the mental, these policies is via the physical and emotional wellbeing of students through programs that: in 2019. College • Student discipline and (1) meet the personal, social and learning needs of students; Website • omplaints and grievances. (2) provide early intervention programs for students at risk; and/or (3) develop students sense of self-worth and foster personal development. Parent Portal The College takes responsibility to protect children and young people seriously. All staff are expected to promote child safety by having a clear understanding of their legal child protection responsibilities and act in accordance with those Policies that address student welfare are: responsibilities. Oakhill College has implemented Safeguarding principles and protocols on the ten Safeguarding • Assessment Policy Standards of the Catholic Professional Standards Ltd aligned with the National Principles of Child Safe Organisations. • Disability Provisions Policy • Gifted & Talented Policy • Homework Policy • Learning Support Policy (Teacher Portal only) • Student Attendance Policy • Acceptable Use of ICT Policy • Mobile Phone and Smart Device Policy • Child Protection Policy • Critical Incident Policy (Teacher Portal only) • Drug and Alcohol Management Policy (Teacher Portal only) • Pastoral Care Policy • Safe School Policy Anti-bullying No change in Website 2019 and/or The Bullying and Harassment Policy provides processes for responding and managing Parent Portal allegations of bullying at Oakhill College. Bullying and Harassment Policy Parent Information Evening held for Year 7 parents.

Student Discipline No change in Website 2019 and/or Discipline policies are based on principles of procedural fairness that include suspension and Parent Portal expulsion. In accordance with State and Federal law the College does not permit corporal punishment or sanction corporal punishment of students by school and non-school persons. Policies that address student discipline are: • Drug and Alcohol Management Policy (Teacher Portal only) • Pastoral Care Policy • Safe School Policy • Student Behaviour Management Policy • Suspension and Expulsion Policy

Complaints and Grievances No change in Website / 2019. Parent Portal Complaints and/or grievances are to be raised firstly with the party who are subject of the / School grievance and then if not resolved in writing to the Principal. Diary • Complaints and Grievance Policy

30 29 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Priority Area for Improvement 2019

n 2019 the theme for the year was ‘Walk the Talk’. The intent was to inspire students to aspire to greatness in all they did and to achieve their personal best. The two major initiatives for improvement to help students improve their personal best was the continuation and development of the Writing Across the Curriculum program and the pilot IPastoral and Academic Care System. These initiatives involved staff in professional development days, staff meeting time, and one professional learning team period each fortnight. This professional development program focused on teaching teachers how to teach writing using both Genre and CAPT-L, and the promotion of reading through a dedicated silent reading time within Tutor time each week, and a Year 7-9 Read-to-Succeed program promoted through the library. These programs have been highly successful and will continue into 2020 as the College develops whole school improvement in literacy, (reading, writing, speaking and listening) for academic purposes across the curriculum. Targets were set for NAPLAN and for HSC. The College achieved its second best HSC results in 20 years (the best year being 2017). The target for 2019 was 210 Band 6’s i.e. 13% of all grades which would place the College at the Top 100 Schools - 170 (10%) Band 6’s were achieved. In Year 9 students significantly improved in writing as was our focus for improvement.

In addition, the Senior Leadership Team addressed the following areas for review and development in 2019: 1. Implementation of the pilot Pastoral and Academic Care System - completed 2. Review of all Academic and Pastoral Policies - 90% completed

In 2017 the College Leadership Team under the direction of the Oakhill College Board of Directors, having undertaken an extensive consultation program with members of the College community, developed the College’s Strategic Plan 2018 – 2020; ‘Inspired to Aspire to Greatness’. Five strategic pathways were identified, and implementation plans were produced to achieve the College’s strategic intent. The College 2019 Annual Plan outlined Goals and Targets in the five areas of strategic intent:

The Oakhill Graduate The Oakhill Graduate with the eyes of faith seeks excellence and righteousness, is grounded and formed with a global conscience, is service and community orientated – men and women for others.

Teaching and Learning Inspiring students to aspire to achieve their best by enhancing academic focus and student engagement.

Wellbeing Developing confident young people who are individually known, valued and empowered to become responsible well- grounded citizens enriching our changing world.

Leaders of Learning Developing a team of leaders characterised by collaborative working relationships mutually responsible for student achievement.

Sustaining the Future Increasing awareness and utilising resources.

31 32 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Initiative Promoting Responsibility and Respect

akhill College is innovative in its approach and committed to providing a holistic education that encourages its young men and women to be responsible, respectful learners, who have confidence in their ability to make a difference in the wider community. The College vision statement, “seeks to empower all learners to serve Oand enrich our changing world as a Catholic school in the Lasallian tradition: a tradition that derives its inspiration from the Gospels and the charism of St John Baptist de La Salle” along with a key Lasallian Principal of ‘Respect for all Persons’ means that the College sees the education of its students in respect and responsibility as paramount.

The Oakhill College learning environment, through various programs and experiences, ensures that each student in our care develops a strong sense of respect and responsibility. This is evident in various pastoral care programs which provide opportunities for students to demonstrate respect and responsibility such as our indigenous programmes: • Jarjum College in Redfern and AIME to develop respect for Aboriginal heritage and culture; • Indigenous sports round, both in netball and rugby union; • an aboriginal smoking ceremony is held at the commencement of the First’s games.

These events encourage the entire College community to respect the important indigenous cultural ceremonies. Such events also reinforce the respect and responsibility we have in the College to expose our students to difference. The opportunities to have these experiences also links to the curriculum, such as the unit Nature of Religion in Studies of Religion and the study of Aboriginal Art in Visual Arts.

Other events and activities promoting responsibility and respect include: • International Women’s Day along with ‘Busking for Vinnies’ which educates students in respect of women and teaches everyone that they have the responsibility to speak out for those who are disempowered. • Year 11 Lasallian Youth Leaders each week attend the Anglican Retirement Village and Year 7 host their grandparents on ‘Grandparents Day.’ • In 2019 Lasallians Without Borders had 63 Year 11 students and 10 staff give their time and service in India while 16 Year 11 students and 2 staff gave their time and service in the Philippines. • Students in Years 11 and 12 volunteered for the Special Olympics programme at the College pool for students with a disability while Year 9 students celebrate St Lucy’s Day with a Christmas concert and serving lunch developing a sense of respect for those who have disabilities. • Years 7 and 8 have camps where the programs have students taking responsibility for each other, while Year 10 students attend Southward Bound. • Years 7 and 9 attend cyber safety and cyber bullying programmes by Susan McLean; who educates our students on the importance of responsible use of social media, while Year 8 attend a similar presentation by Brainstorm Productions who come to talk about responsible social media usage. • Responsibility and respect are also highlighted in our ‘Acceptable Use of ICT Systems’ document which ‘has been developed to ensure students are aware of their responsibilities when using ICT equipment and systems.’ This document is supported through the Cyber-bullying programs offered at the College.

Oakhill College provides opportunities which challenge students to take responsibility for their actions and build respect. This is achieved through authentic relationships where students are encouraged through experiences to develop sensitivity to the needs of others. Oakhill College has a ‘Safe School Policy’ which brings together important pastoral care policies and procedures, such as the ‘hands off ’ rule to preserve the safety, well-being and dignity of all members of our community. The College also has a clear ‘Bullying and Harassment Policy’ which is in place to ensure that respect for all people is paramount and that students take responsibility for their actions and where restorative justice is a key to respectful relationships and students taking responsibility for their actions.

34 33 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Parent, Student and Staff Satisfaction

akhill College enjoys tremendous parent staff and student support indicated in the near 100% attendance at various parent-teacher and parent-information meetings; attendance at sporting and cultural fixtures; support of the Parent and Friend Association (P&F) and their major fund-raising initiatives such as the OOakhill College Gala Day.

Oakhill College is known in the local community for its effective pastoral care system. Pastoral care is often the reason given for parents selecting Oakhill College as a destination for their son and/or daughter and in particular those who choose to transfer from other schools.

Student Satisfaction • The large number of senior students who volunteer to serve the College through the Lasallian Youth Leaders program: 110 students in total in Years 11 and 12 in 2019 volunteered to serve the College community in this program, of these approximately 60 were gold badges. • Approximately 80 senior students in Year 11 volunteered to travel to India and the Philippines in the Term 3 school holidays to serve children and families born into poverty and hardship. • The large number of senior students who nominated for selection as College Leaders for 2019. • The large number of students who volunteer to help when the College in hosting functions or events such as Open Day, Gala Day etc. • The vibrant spirit within the six Houses, illustrated by their enthusiastic participation in Swimming and Athletics Carnivals and representative inter-school sporting teams across the ISA network. • 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 programs. • 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.

Teacher Satisfaction • This is demonstrated by the high retention rate of staff. In 2019 there were 26 staff members who had been employed at the College for 20 years or longer - of these 5 staff members had been employed for over 30 years with 1 staff member serving 37 years at Oakhill College. This shows a consistently high level of staff satisfaction with the College. (See also Section 6 Workplace Composition for teacher retention information.) • The large number of staff members who volunteer to be involved in co-curricular programs. These co-curricular activities range from coaching sporting teams to those who volunteer to lead overseas service groups to India, Philippines, Cambodia and Fiji, and language and sporting tours to Italy and France. There is also a very active Duke of Edinburgh Scheme at the College which requires the participation of an active team of volunteer staff members.

Parent and Alumni Satisfaction • The consistently high number of applications for enrolment, due almost exclusively to current parent satisfaction. • The high attendance rate of parents at parent-teacher nights and their expression of satisfaction from feedback and evaluations obtained. • The extensive support and direct involvement of parents and alumni in the co-curricular programs of the College. • The high level of involvement by parents and ex-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 and alumni during public occasions such as Parents and Friends meetings, the College Open Day, and welcome evenings.

35 36 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE Financial Summary 2019

37 38 RESPECT | EXCELLENCE | INCLUSIVITY | FAITH | SOCIAL JUSTICE 423 - 513 Old Northern Road Castle Hill NSW 2154

Phone: (02) 9899 2288

www.oakhill.nsw.edu.au