annual report - loreto normanhurst · 08 theme 2: contextual information about the school and...

01 Annual Report 2017

2017 Annual Report


Loreto Normanhurst, in the spirit ofMary Ward, as a school community:

Encourageseach student to fulfil her academic andpersonal potential in an atmosphere of

freedom, care and respect for the individual

Celebratesa joyous Christian faith which growsfrom reflection and leads to justice

Developsindependent, articulate and

compassionate women of integrity

Loreto Normanhurst is registered and accredited by theNSW Education Standards Authority (NESA). It is an

independent, Catholic Day and Boarding school for girls established in 1897. This report is prepared for NESA and

includes details regarding specific educational and financial data. It is available on the School’s website: www.loretonh.

nsw.edu.au

This report should be read in conjunction with theinformation about Loreto Normanhurst which appears

on www.myschool.edu.au

Mission Statement


Table of Contents

04 Principal’s Message 06 Theme 1: A Message from the School Board

08 Theme 2: Contextual Information about the School and Characteristics of the Student Body

10 Theme 3: Student Outcomes in Standardised National Literacy and Numeracy Testing

12 Theme 4: Senior Secondary Outcomes (Student Achievement)

16 Theme 5: Teacher Professional Learning, Accreditation and Qualifications

18 Theme 6: Workforce Composition

20 Theme 7: Student Attendance, Retention Rates and Post-School Destinations

24 Theme 8: Enrolment Policy

28 Theme 9: Other School Policies

30 Theme 10: Priority Areas for Improvement Testing

32 Theme 11: Initiatives Promoting Respect and Responsibility

34 Theme 12: Parent, Student and Teacher Satisfaction

36 Theme 13: Summary of Financial Information

37 Theme 14: Publication Requirements


2017 marked the 120-year celebration of Loreto Normanhurst. This was a very significant year for the School and it was celebrated widely amongst the Loreto Normanhurst community. Over these 120 years, the IBVM, parents, students and staff have walked on the Guring-gai land, placing their footsteps gently and thoughtfully over those before them, in a journey that is full of happiness, courage and joy. The legacy of our Foundress, Mary Ward, and of Mother Gonzaga Barry’s vision for educating young women is as vibrant today as it was when the foundation stone for Loreto Normanhurst was laid in 1897. Originally established as a boarding school, this tradition still continues today with young women boarding from country NSW, the Sydney basin, as well as overseas. Loreto Normanhurst has continued to be a dynamic hub of education that outfits Loreto women for their lives ahead.

In another excellent year for Loreto Normanhurst, there were many highlights and much to be thankful for in 2017. The School continues to excel in the areas of social justice, pastoral care and education of the whole person. The School again achieved success with excellent results in the HSC and in all external examinations in 2017 including Year 10 and Year 11 RoSA, and NAPLAN in Years 5, 7 and 9. These results are a testament to the students who work very hard for success, their parents who support them, and to the passionate teachers employed at the School who are supported by great policies and a forward thinking Leadership Team who understand and promote growth of the whole person and the challenge associated with being part of a learning community. At Loreto Normanhurst we understand and work together to promote growth of the whole person in a diverse learning community that places relationships at the centre of all its decisions and actions.

In 2017 Loreto Normanhurst was placed as the fourth top-achieving Catholic School, and 42nd overall in NSW. As a comprehensive school with no entrance test and a diverse student body we are very proud of these fine results. The School has reflected on these fine results and with good effect assisting the cross section of students to achieve their personal best.

Through the FACE (Faith, Academic, Community, Extra-curricular) Curriculum each student at the school is known and cared for as a whole person and the professional and dedicated staff work very hard to assist students to achieve their very best. The School’s strong vertical pastoral care system and highly evolved pastoral programs continue to support students in their everyday growth. These programs also support students, parents and families dealing with difficult situations.

In 2017 the integrated use of ICT delivered via trained staff, continues to enhance Loreto Normanhurst’s strong learning outcomes. The School’s rich and diverse ICT platform supports a 1:1 laptop program and improvements to the broader infrastructure around ICT in the School. The BYO iPad program for Years 5 and 6 continues to work well. With all students adeptly using a portable device the School has continued to develop and deliver exciting new pedagogies employed by staff. This program enhances the practical ICT professional learning program for staff to assist in the implementation of these new pedagogies.

The School’s focus was again very clearly placed on the Loreto value for the year, Freedom. Our vibrant school community worked together to promote Freedom through tutor group time, liturgies, assemblies and of course, Loreto Day in June. The student leaders for 2017 promoted Freedom in an inspirational fashion

Principal’sMessage


throughout the year. Year 12 and the Student Council demonstrated their knowledge and understanding of Freedom and all Loreto values through their dedicated servant leadership.

A new Mission Team, along with a new Professional Learning Team, was established in 2017 to assist the holistic development of Mission and Professional Learning at Loreto Normanhurst. The Mission Team, comprising of the Director of Mission, the Ecology Coordinator, Social Justice Coordinator, Liturgy Coordinator, and Immersions Coordinator, work together to further develop all Mission programs and opportunities at the School. The Professional Learning Team, comprising of the Director of Professional Learning, Mentoring and Career Development Coordinator, and Accreditation and Training Coordinator work together for the growth and development of professional learning and career development at the School.

Loreto Normanhurst continues its journey of reflection and discernment, guided by the pathways identified in the Loreto Normanhurst Strategic Plan 2016-2020. As a Faith-Centred, Person-Centred, and Ecology-Centred School, the School is continually reinventing and providing leadership to the educational community across the areas of mission, learning, pastoral care and leadership.

The School continues to grow and develop in all areas: the development of faith, academic growth, in ongoing enhancement of our happy community and in the expansion and commitment to the extra-curricular programs.

Ms Barbara Watkins B Ed M Ed LeadershipPrincipal


The Loreto Normanhurst School Board shares with the Principal and the IBVM Sisters the responsibility of providing a quality education with the Loreto values and charism.

The Loreto Normanhurst School Board met ten times during 2017 and members represented the School Board in one or another of the Subcommittees of the Board for Finance, Development, Property, and Bursary. The Finance and Property Subcommittees were chaired by a School Board member. The Subcommittees have clear mandates, are well-balanced in experience and backgrounds, and are committed towards advancing the interests of the School.

The Subcommittees were all active in their respective portfolios with meetings scheduled in time for regular reporting to the School Board meetings. Membership of School Board Committees includes parents, ex-parents of the School and members with expertise in various fields.

During the year a number of members of Subcommittees retired and the Board thanks them for their generosity and commitment as volunteers. We also welcomed new members and I am pleased with the valuable contributions and input made to date. Each Board member receives meeting papers and Subcommittee reports in advance of the School Board Meetings, which includes a comprehensive report from the Principal.

The Board monitors a range of performance indicators including academic, financial and risk. The financial performance of the School is also assessed through an independently conducted survey of key performance indicators amongst like schools.

The Board commences each year with a planning day held in February. This is an opportunity to reflect on the accomplishments of the School, the challenges ahead and to revisit the schools’ strategic planning. The School Board then has a follow up with another meeting in October where, as a School Board, we complete compulsory governance professional development.

The School Board is grateful for the generous time and commitment given by all volunteers. The Board is also grateful for the dedication and guidance of the Loreto Sisters.

The Loreto Normanhurst Strategic Plan 2016-2020, which is a wonderful blueprint for Loreto Normanhurst, has been a key focus area for the Board in 2017.

The Board acknowledges the work of teachers and students in achieving strong academic results and continued focus on pastoral care and social justice. The ongoing support of parents in the all-round education of Loreto women and continued financial support to the School is also recognised.

Mr Andrew QuoyleChair, Loreto Normanhurst School Board

Theme 1:A Message from the School Board


OUR SCHOOL

Loreto Normanhurst is a dynamic and continually reinventing school, where staff work collaboratively with students and parents to build a scholarly environment. Excellence is encouraged and the celebration of an individual’s gifts is sought.

In the Loreto Normanhurst environment, reflection leads to action and education of the whole person is central. This is experienced through the Loreto Normanhurst Student Growth Model (LNSGM) which is integral to our teaching and learning experiences. The LNSGM develops students holistically in the areas of Faith, Academic, Community andExtra-curricular (FACE) development.

Relationships and learning are equally important. Wisdom, passionate creativity and integrity, together with the Loreto values, are fundamental to the work of our whole school community.

The School uses all funding wisely to enhance learning outcomes for its students. National Partnership funds received by the School for Literacy and Numeracy support have been well used to support student learning outcomes. Funding received for Languages and support for Indigenous students was directly used for the students in need.

As a 21st century school, our challenge is to assist young women to take their place in the world. Our plan is to further develop the LNSGM, and our sustainability as a Catholic and Loreto school, where we will continue to grow as individuals, and in community.

More information about the School is located on www.myschool.edu.au and the School’s website at www.loretonh.nsw.edu.au.

Theme 2:Contextual Information About the School and Characteristics of the Student Body


Selected School’s average is: substantially above above close to below substantially below

• average of schools serving students from statistically similar socio-educational backgrounds (SIM box)• average of all Australian schools (ALL box)

The School’s NAPLAN results are documented on: https://www.myschool.edu.au/school/43690/profile/2017

Reading Persuasive Writing Spelling Grammar and Punctuation Numeracy

Year 5

556538-574

507490-524

536520-552

543524-562

510494-525

SIM564

556-573

ALL506

SIM517

509-525

ALL473

SIM539

531-547

ALL501

SIM562

552-571

ALL499

SIM545

537-553

ALL494

Year 7

590581-598

560550-570

596587-605

587577-597

595586-603

SIM599

592-607

ALL545

SIM568

559-576

ALL513

SIM594

586-601

ALL550

SIM603

594-611

ALL542

SIM618

610-626

ALL554

Year 9

639631-647

614603-625

628618-637

630620-639

638630-646

SIM633

626-640

ALL581

SIM618

609-628

ALL552

SIM630

623-638

ALL581

SIM631

622-639

ALL574

SIM656

649-663

ALL592

2017 NAPLAN RESULTS

Theme 3:Student Outcomes in Standardised

National Literacy and Numeracy Testing


The Records of School Achievement (RoSA) is a cumulative credential for Years 10, 11 and 12 students leaving school prior to the Higher School Certificate. Loreto Normanhurst had two students who required the award of a RoSA.

In Year 10, 161 students were awarded grades that could contribute to a RoSA. Of these students, six were awarded all Grade A in every subject they studied while ten achieved Grade A in subjects that were formerly tested in the School Certificate: English, Mathematics, Science, Australian History and Geography.

In Year 11, 158 students were awarded grades that could contribute to a RoSA. Of these students, five were awarded all Grade A in 12 or more units of HSC Preliminary Courses they studied. Twelve students achieved Grade A in ten units of HSC Preliminary Courses studied.

HIGHER SCHOOL CERTIFICATE

In 2017, 173 students in Year 12 achieved an HSC, with 99% of students completing the HSC examination achieving an ATAR, with one student following a non-ATAR pathway. Of Year 12 students, 8.6% undertook vocational training as part of their HSC.

The School maintains its high standard whereby students in subjects demonstrate knowledge, understanding and ability that places 71% of the cohort in the top 20% of the State. Students achieved two first places in Top Achievers in Course.

It was also pleasing to note that while 15 students achieved a place on the All-Rounder list, an additional nine students narrowly missed out on the All-Rounder list by 1 mark or 1 unit. Considerable success was also achieved in the practical subject areas: one student was nominated for the TAS SHAPE exhibition; one Group Performance and three Individual Projects nominated for Drama’s OnSTAGE, with one of these selected for inclusion; and three Music students were nominated for ENCORE, with one selected for inclusion.

In 2017, students sat for the NSW Higher School Certificate in 35 courses. In total, 99% of candidates across all courses achieved marks of 50 or more (Band 2 or higher) with 85% of these achieving all marks in Bands 4-6 (70-100 marks) and 53% achieving all marks in Bands 5 and 6 (80-100 marks). Of the 42 candidates who sat for a one unit extension course, 100% achieved 25 marks or more out of 50 with 76% of these achieving in the highest bands with 40 marks or more.

In general, student achievement is mostly above state level. This has been a consistent trend over the last ten years.

Theme 4:Senior Secondary Outcomes

(Student Achievement)


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SUBJECTSchool vs

State variation

Aboriginal Studies - 2 unit 21.89

Ancient History - 2 unit 12.44

Biology - 2 unit 8.79

Business Studies - 2 unit 8.33

Chemistry - 2 unit 7.88

Community & Family Studies - 2 unit 10.29

Design & Technology - 2 unit 7.38

Drama - 2 unit 13.6

Economics - 2 unit 9.16

English (Standard) - 2 unit 11.49

English (Advanced) - 2 unit 6.55

English Extension - 1 unit 4.68

Food Technology - 2 unit 8.93

Geography - 2 unit 7.11

Information Processes and Technology - 2 unit 4.69

Legal Studies - 2 unit 11.61

Mathematics General 2 - 2 unit 11.6

Mathematics - 2 unit 11.92

SCHOOL vs STATE VARIATION (HSC 2017)

SUBJECTSchool vs

State variation

Mathematics Extension 1 - 1 unit 1.78

Modern History - 2 unit 11.31

History Extension - 1 unit 3.55

Music 1 - 2 unit 9.65

Music 2 - 2 unit -0.49

PDHPE - 2 unit 12.03

Physics - 2 unit 3.33

Senior Science - 2 unit 10.68

Studies of Religion - 1 unit 2.94

Studies of Religion - 2 unit 8.16

Visual Arts - 2 unit 5.62

French Beginners - 2 unit 11.49

French Continuers - 2 unit 6.13

French Extension - 1 unit 1.42

Italian Continuers - 2 unit 7.57

Italian Extension - 1 unit 2.16

Hospitality - 2 unit 4.49


TRENDS IN ACADEMIC PERFORMANCE (HSC RESULTS 2007-2017)

CRITERIA 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017

Number of UAI/ATAR

candidates141 137 137 147 154 167 157 164 146 146 172

Total number of

courses34 35 37 35 38 37 36 38 35 39 35

Number of courses:

below State average3 3 2 1 4 2 0 2 3 2 1

0-4 marks above

State average10 6 13 7 6 8 8 3 3 8 9

5-10 marks above State

average12 18 18 13 14 13 17 15 10 17 13

More than 10 marks

above State average9 8 4 14 12 11 7 12 12 10 12

More than 15 marks

above State average3 3 4 6 2 2 1

Number of mentions in

the Honour Roll153 196 174 279 350 286 368 397 289 230 298

Number of Premier’s

Awards3 3 4 9 14 7 16 24 13 14 15

Number of top places

in the State4 3 2 6 4 2 10 16 5 2 5

Top ATAR 99.7 99.6 99.3 99.85 99.75 99.6 99.7 99.85 99.75 99.8 99.8

% of students with

ATARs 90 and above34.8 25.6 40 55 58 40 56 58.5 43 38 43

% of students with

ATARs 80 and above70.2 65.4 78.5 80 76 76 80 80 77 67 69

It is pleasing to note that the number of students achieving a place at university continues to increase, with 97% of eligible students receiving a university offer in 2017.

Loreto Normanhurst results can be compared against those of other schools via the My School Website: https://www.myschool.edu.au


In 2017, Loreto Normanhurst employed 126 teachers involved in the delivery of the curriculum, in the following categories:

Category Number of Teachers

(i)Having teacher education qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines

126

(ii)Having a bachelor degree from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lacks formal teacher education qualifications

0

The total number of teachers appears on the My School website: www.myschool.edu.au.

PROFESSIONAL LEARNING

Loreto Normanhurst staff members have been involved in a wide range of formal and informal learning activities designed to maintain and enhance their knowledge and skills. These have included face-to-face and online activities, and have been facilitated by external providers and members of Loreto Normanhurst staff with suitable expertise.

In April, a Staff Conference was held led entirely by Loreto Normanhurst staff members. In September, all teachers participated in a workshop focused on caring for our students, and the Support and Operations staff participated in a workshop on Effective Communication.

The Loreto 5 program continued to operate in 2017. Five teachers were selected to undertake an action research project relating to pedagogical change, researching an area of interest in education and using the research outcomes to inform classroom practice for themselves and their colleagues.

Throughout the year, various informal groups were formed to enable collaboration and provide support to groups of teachers. These included those working towards accreditation at Proficient Teacher and Experienced Teacher level, those seeking to enhance their skills with using ICT and those new to leadership positions at Loreto Normanhurst. ‘Pop-up PD’ sessions were also held to meet the specific needs of small groups of teachers during the year.

The table on the following page shows a summary of participation in formal Professional Development activities facilitated by external providers.

Theme 5:Teacher Professional Learning,

Accreditation and Qualifications


Description of Professional Learning activity Number of Staff

Student Wellbeing – courses, conferences and workshops designed to support the wellbeing of students. Attended by classroom teachers, Heads of House, Pastoral Team leaders and Support and Operations staff.

141

Curriculum and Pedagogy – courses, conferences, seminars, workshops with a focus on subject-specific content and pedagogical approaches. Attended by teachers and Learning Team leaders.

85

Compliance and Training – courses, workshops, training and online learning activities addressing legislative requirements such as Child Protection, First Aid, Workplace Health and Safety and specific job-related skills.

All staff

Leadership – courses and conferences designed to enhance the leadership skills of current and aspiring leaders.

18

Accreditation – workshops and online courses to support teachers through the process of achieving accreditation at Proficient Teacher or Experienced Teacher level.

9

Level of Accreditation Number of teachers

Conditional/Provisional 12

Proficient 59

Pre-2004 55

Highly Accomplished/Lead Teacher 0

TEACHER ACCREDITATION


The breakdown of staffing at Loreto Normanhurst:

Categories of Staff Number of Staff

Teaching staff 120

Full-time equivalent teaching staff 111.2

Support and Operations staff 85

Full-time equivalent Support and Operations staff 71.3

The School’s current workforce composition also appears on the My School website www.myschool.edu.au.

Loreto Normanhurst employed one staff member in 2017 who indicated they were of Aboriginal or Torres Strait Islander descent.

Theme 6:Workforce Composition


STUDENT ATTENDANCE

Student attendance rate at Loreto Normanhurst is high. On any typical school day in 2017, the average student attendance rate was 95.7%. This was similar to the average attendance rate in 2016. This attendance rate is based on the Australian Government Department of Education and Training, the Student Attendance Collection (STATS) process for calculating attendance data and a school population of students in Years 5-12 of 1083 in 2017.

The rate of attendance for each year level is:

Year Level Attendance Rate %

5 97.21%

6 95.57%

7 95.61%

8 94.66%

9 94.48%

10 93.83%

11 95.78%

12 95.42%

Theme 7:Student Attendance, Retention Rates

and Post-School Destinations


STRATEGIES TO IMPROVE UNSATISFACTORY ATTENDANCE

It is the policy of Loreto Normanhurst that all students are to be in attendance for the full duration of each school term, and that punctuality and reliability are to be fostered. In 2017, parents (and boarding supervisors) informed the School of their daughter’s full-day and partial absences by email or by telephone to the attendance message service. The parents of students who are absent from School without explanation are contacted each day by the Student Services Office using the SMS text messaging service. The parents of all students who have been absent for more than three days are contacted by the student’s Head of House or Tutor in Years 7-12 and the classroom teacher in Years 5-6.

Each week students who have failed to provide a written note to explain an absence are contacted and reminded and a letter is mailed to parents who, despite reminders, have still failed to provide a letter of explanation for a student absence. Student absences that are ‘unexplained’ after seven school days will be permanently recorded as ‘unapproved’. It is noted that student absences are mostly due to short episodes of illness. Some students and their families do require greater support.

Where unsatisfactory school or class attendance is identified, the attendance issue and any action taken are recorded, as appropriate, on the student file.

To improve the unsatisfactory attendance of a student, the School works in partnership with the student and her parents.

1. The Head of House/Head of Primary phones her parents and talks to the student to understand any concerns that contribute to her absence from School. Once an understanding of the issue is clear, then:a. The Head of House/Head of Primary requests feedback from the classroom teachers regarding

engagement and performance.b. A meeting is convened by the Head of House/Head of Primary involving the student, parents, School

counsellor and others, as required. c. At the meeting, goals are set for the following weeks to improve the student’s attendance, support

needs are decided and communicated by the Head of House/Head of Primary and a review meeting time is made.

2. With parental permission, contact is made by the School Counsellor with any outside health specialist or organisation the student may be connected with so all parties can work together to support the student and improve School attendance. A Care Plan may be required.

3. Regular contact is made with the student to check on her welfare and progress.4. Emails are sent to the student’s Tutor and teachers asking for their assistance in monitoring the student’s

engagement, participation, effort and attitude. 5. Regular contact with parents is maintained by the Head of House/Head of Primary.


STUDENT RETENTION RATE FROM YEAR 10 TO YEAR 12

The student retention rate in 2017 at Loreto Normanhurst is consistent with previous years. Retention trends are as follows:

Year 10 total

enrolment

on census date

Year 12 total

enrolment

on census date

Year 10 enrolment at

census date remaining

in Year 12 on census date

Apparent

retention rate

Actual

retention rate

2002/04 153 157 146 103% 95%

2003/05 152 147 141 97% 93%

2004/06 147 133 126 90% 86%

2005/07 149 144 138 97% 93%

2006/08 157 139 132 89% 84%

2007/09 151 140 135 93% 89%

2008/10 156 147 143 94% 92%

2009/11 169 156 148 92% 88%

2010/12 169 167 156 99% 92%

2011/13 154 157 144 102% 94%

2012/14 169 166 146 98% 86%

2013/15 146 150 136 102% 93%

2014/16 144 150 138 104% 96%

2015/17 175 173 168 99% 96%


ENROLMENT

In 2017, Loreto Normanhurst continued to enrol students in accordance with the School’s Enrolment Guidelines with all applicants being required to attend a family interview and demonstrate congruence with the Loreto values.

There was increased enrolment growth in the day school in 2017 which compensated for the decrease in boarding student enrolments in 2017. The graduating boarding students in Year 12 in the year prior was comparatively large.

Enrolment patterns in total at Loreto Normanhurst remained steady throughout the year as demonstrated below:

Date Day SchoolBoarding

SchoolTotal

1 February 943 151 1094

1 August 933 150 1083

1 December 934 152 1086

POST-SCHOOL DESTINATIONS

Most students who left school at the end of Year 12, following completion of their school education, enrolled at university, TAFE or private colleges. Of the 173 students to complete their education, 167 received a place at university. The remaining students have chosen courses at TAFE or private colleges that may enable them to transition to university at a later date.

A number of students will take a GAP year before beginning their tertiary education. For most of these students it will involve some time spent overseas as well as joining the workforce for a short period of time.


ENROLMENT POLICY

The educational vision of Loreto schools springs from the Gospel of Jesus Christ…This is our vision: that Loreto schools offer a Catholic education which liberates, empowers and motivates students to use their individual gifts with confidence, creativity and generosity in loving and responsible service. - Loreto Schools of Australia Mission Statement 1998

RATIONALE

Loreto Normanhurst provides an education within the Catholic, and specifically Loreto tradition. Mary Ward’s values of justice, sincerity, truth, felicity and freedom, as well as a deep respect for the contribution of women, underpin the mission of our School and every aspect of school life.

Loreto Normanhurst seeks to be a place where our Catholic Christian faith is fostered and developed. We endeavor to be a school where all people are invited to grow in their knowledge and love of God and to embrace the gospel. Each year, this invitation is extended to new students and their families.

Theme 8:Enrolment Policy


1. In selecting students for enrolment, primary consideration will be given to congruence with Catholic values and the ethos of the School. Priority will therefore be given to families who profess to be Catholic, although the Principal has some discretionary power in this matter.

2. Families need to provide evidence of involvement in the broad mission of the Church. This will take the form of a guided reference from a person in an appropriate position, such as Parish priest or minister, the Principal of a primary school, or current Loreto family.

3. Other factors which may be taken into account in selecting students include: previous connection with the School or other Loreto schools; length of time on the waiting list; siblings already in the School; vacancies in the boarding school (if applicable). Special consideration may be given to the degree of isolation in the case of applicants for boarding places and to families transferring from interstate or overseas.

4. The School enrols a number of families who do not profess to be Catholic, but this number is minimal. Such families need to be made aware from the outset that their daughters will not be eligible to be a Liturgy Captain or Extraordinary Minister of Holy Communion.

5. Loreto Normanhurst recognises the uniqueness of each student. The whole school community benefits when the diversity of strengths and needs of individuals is acknowledged and catered for. Therefore, the School is not academically selective. The School endeavors to provide for the specific needs, educational and other, of a student seeking enrolment. Parents or guardians may be asked to provide expert opinion from independent specialists

to inform the identification of educational needs and adjustments that may be required, and will be considered, in determining the decision.

6. Loreto schools fulfil their mission in partnership with parents, who are the first educators of their children, hence it is expected that parents will be actively involved in their children’s education at the School. This involvement may take a variety of forms.

7. Acceptance of an application form will not guarantee an enrolment interview or an offer of enrolment.

8. The Loreto Normanhurst enrolment guidelines are publicly available and make clear the enrolment priority and criteria.

9. The following information is also publicly available: • procedure for application; • details of Application and Enrolment Fees and

when these are payable; • details of information sessions, Open Days,

orientation days, interviews; • details of the interview process; • details of the School’s schedule of fees and

payment policy; • timeline for processing applications; • outline of enrolment conditions and the

requirement of formal acceptance of these; and • parental obligations and expectations of parents

by the School. 10. Parents or guardians will be required to declare

at the time of admission and at any time during enrolment that they have: • disclosed all special needs of the prospective

student where it relates to the student’s education;

• disclosed all medical or psychological conditions and/or health care requirements of the prospective student where it relates to the student’s education;

PRINCIPLES


• provided a copy of any Court Orders which apply to the prospective student and/or parent/s; and

• fully completed the application and enrolment forms.

11. If a parent or guardian withholds information relevant to the application/enrolment process then the Principal reserves the right to refuse, or terminate enrolment on that ground.

12. Both parents or guardians will be required, jointly and severally, to formally accept responsibility for the payment of all school fees unless otherwise agreed with the School.

13. When accepting a place at Loreto Normanhurst parents are deemed to have accepted the School’s values, policies, procedures and expectations and to continue to endorse and support them.

14. Continued enrolment is dependent on certain prerequisites such as attendance, behaviour and payment of fees. This information is clearly outlined in the Acceptance of Enrolment documentation signed by parents.

15. The decision on whether the student is to be enrolled will ideally be made in partnership with the parents or guardians based on the School’s ability to cater for the student’s needs. The final decision in matters of enrolment rests with the Principal.

16. Information regarding the School and student body can be found on the My School website www.myschool.edu.au.

This policy appears in the Annual Report, on the School’s website and intranet. It is also made available in hard copy to prospective families seeking enrolment.


To ensure that all aspects of the School’s mission for providing for a student’s welfare and pastoral care are implemented, the following policies and procedures were in place during 2017:

Policy Changes in 2017 Access to full text

Student Anti-Bullying Policy including Cyberbullying statement. This Policy provides processes for reporting, responding and management of allegations of bullying and encompasses:

• Definitions• Preventative strategies• Procedures for investigations• Possible consequences• Procedural fairness statement

The Policy is reviewed annually and updated to reflect current trends in social media and other concerns.

School Website, Student Handbook and Staff Intranet

Child Protection The School takes our responsibility to protect children 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 responsibilities.All staff are expected to act professionally and in accordance with the School’s expectations regarding staff conduct toward children. Members of staff receive guidance and professional development in relation to appropriate interactions with students, how to exercise duty of care and how to maintain professional boundaries.The Policy encompasses:

1. Legislation2. Definitions3. Procedures to be followed in the event of an allegation4. Types of Reportable Conduct under Part 3A of the Ombudsman Act5. Procedures to be followed in the event of an allegation made against an

employee

This Policy is reviewed annually.

Behaviour Management Policy• Rights and responsibilities• Code of behaviour• Procedural fairness statement

Reviewed in 2017 School Website and Student Handbook

Alcohol and other Drugs Policy, encompassing: • Prevention and intervention• Principles and procedures• Consequences for breaches• Procedural Fairness statement

Reviewed in 2017 School Website and Staff Intranet

Safe and Responsible use of Student ICT • Definitions• Responsibilities and expectations• Consequences

Reviewed in 2017 to reflect the student use of social media

School Website and Staff Intranet

Theme 9:Other School Policies


Printed copies may be requested from the Principal’s Office.

Critical Incident Management• Definition• Roles and responsibilities• Procedures• Support contacts

Reviewed in 2017

Copy provided to Critical Incident Team Members and Staff Intranet

Medical Protocols and Procedures Reviewed in 2017 Staff Intranet

Grievances Policy Reviewed in 2017 Staff Intranet

Community Concerns Policy Reviewed in 2017 Staff Intranet and School Website

Policy for Staff and Students on site during weekends and Student Vacations Reviewed in 2017 Staff Intranet and

School Website

Policy Changes in 2017 Access to full text


SCHOOL DETERMINED IMPROVEMENT TARGETS

The Loreto Normanhurst Strategic Plan 2016 – 2020 that was launched in November 2015, along with the Loreto values and the School’s Mission Statement, guide the work of the School Board and the Leadership Team.

The Strategic Plan continues to be clear and exciting and gives the school a positive and decisive way forward. The three strategic pathways, which were further developed in 2017, are:

PATHWAY 1: A Faith-Centred School

• The development of reflective, critically thinking women of faith.• The development of empowered women of action who, imbued with Loreto charism, work for justice and

peace.• The development of community, formed in the call of Jesus and the Gospel, the spirituality of St Ignatius,

and the charism of Mary Ward and the IBVM.

PATHWAY 2: A Person-Centred School

• A learning community that radically explores the next groundbreaking iteration of the LNSGM to further the holistic development of students.

• A school where the whole person is at the centre of all learning, relationships and programs.• The development of passionate and innovative staff prepared to address the needs of students in an ever-

changing world.

PATHWAY 3: An Ecology-Centred School

• The development of ecological sensitivity in all members of the community so that all actions reflect a care for creation.

• A school that assumes ethical responsibility for decisions which promote sustainability across all areas of the community, within and outside Loreto Normanhurst.

• The development of a growth strategy and Master Plan that imagine and deliver a state-of-the-art school with modern facilities ensuring robust stewardship of resources.

During 2017 the School moved from a Year of Fallow to a Year of Sowing where a year of knowledge building a definition of areas of the work we do at Loreto Normanhurst took place. To assist with the fulfilment of the Strategic Plan in 2017, the School examined the Implementation Plans developed in 2016 and continued with the specific work outlined in these plans in 2017.

The Leadership Team continued to promote the School’s values as part of their daily work and worked collaboratively with other members of staff to consolidate the Loreto Normanhurst Student Growth Model (LNSGM).

Theme 10:Priority Areas for

Improvement Testing


The vertical pastoral care system at Loreto Normanhurst consists of eight House communities in the Secondary School, and three in the Primary School. The House creates supportive systems and positive relations between all members of the community and promotes a strong ethos of mutual care, concern and student leadership.

Students are guided in making responsible personal decisions through living out Gospel and Loreto values in an Ignatian context. They are encouraged to cultivate a positive, resilient and hope-filled outlook and develop strategies to deal with challenging aspects of life.

Positive relationships are established through pastoral care in each House, Tutor Group, classroom and general social interactions. Students, teachers and parents respect each other’s rights and accept responsibility for how they act each day in the exercise of those mutual rights. The Student Leadership structures are designed to promote the voice of the students in many areas including Social Justice, Liturgy and Ecological awareness. These three areas were overseen by the Director of Mission who works with the students to address issues of social concern and respond by way of action in advocacy, awareness-raising, fundraising and service through action.

In 2017, the school community supported the work of the Loreto Sisters and Mary Ward International Australia, including Loreto Rumbek, a school in South Sudan. The School also supported Caritas Australia through Project Compassion as well as the House of Welcome, Project Futures and various communities in Far North Queensland.

Students in Years 9-11 participate in a Community Service Program, volunteering their time to support areas of social justice, the aged and disability community, sporting groups and other community based initiatives.

Pastoral initiatives to promote personal, social, moral, spiritual and cultural development and wellbeing through distinctive programs, curricula content and extra-curricular activities are offered to all students at Loreto Normanhurst. These programs, delivered at the age-appropriate stage of schooling, include the themes outlined below:

Positive relationships based on respect, generosity and love Values and how they influence our relationships

Bullying and safe schools Alcohol and other drugs education

Good mental health Leadership skills development

Resilience and challenge Anxiety and stress management

Respect and responsibility Motivation and study skills

Theme 11:Initiatives Promoting Respect

and Responsibility


In 2017, the Pastoral Team continued with delivering the Healthy Minds Program to all students in Years 8-9 in response to the growth in adolescent anxiety. This Program was delivered over eight weeks and involved student, teacher and parent input. The Healthy Minds Program is an education program; it teaches students to recognise and act to change their thinking to promote good mental health habits for life.

These pastoral initiatives were delivered as whole school initiatives or in Tutor Group and House times, in the classrooms through the Integrated Learning curriculum, PDHPE and RE curriculum, at Camps and Retreats, and in special Year Group presentations.

Community service Social justice awareness of global issues

Positive psychology Emotional intelligence

Body image Sexualisation of girls in the media

Growth mindset Cyber safety and ethical use of technologies


Each year the School conducts thorough exit surveys from the students and parents of Year 12 and from the staff of the School in various areas. These surveys are developed, overseen, interpreted and followed up by the Leadership Team and tabled to the School Board. The School reflects on the information that becomes evident from the surveys.

Other data, which enabled comparisons from outside the School, such as performance in NAPLAN testing, were also discussed as part of an evaluation of the School as well as RoSA data, and HSC results. Other instruments used annually by the School to gauge performance and attitudes include the Loreto Normanhurst Year 8 survey which encompasses connectedness and wellbeing and Allwell testing in Years 7 and 10.

The results of the School’s exit survey data as well as other survey data again indicated very high levels of satisfaction from students and their parents and acknowledged improvements in academic and pastoral outcomes across the board.

The School’s annual Year 12 exit survey for students indicated very high levels of satisfaction with all areas of school life, and a high percentage of respondents indicated overall satisfaction with the quality of the education they received at Loreto Normanhurst.

The School also conducts exit interviews and/or surveys with staff members who leave the School. The Human Resources department aggregates the information gained from this process and it is considered by the School’s Leadership Team.

Theme 12:Parent, Student and Teacher Satisfaction


The Loreto Normanhurst Limited financial year is from 1 January until 31 December. The annual audit for the 2017 financial year was completed in May 2018. The required financial information for 2017 will be submitted to the Department of Education and Training by the end of June 2018.

Loreto Normanhurst acknowledges the financial support received from both the Federal and State Governments.

The 2017 income and expenses are represented in the pie charts below:

Fees and private income

State recurrent grants

Commonwealth recurrent grants

Government capital grants

Other capital income

Salaries, allowance and related expenses

Non-salary expenses

Capital expenditure

54%

16%

30%

RECURRENT / CAPITAL INCOME FOR 2017

RECURRENT / CAPITAL EXPENDITURE FOR 2017

Theme 13:Summary of Financial Information

62%

18%

14%

6%


The School’s Annual Report is published on the NESA website and the School’s website: www.loretonh.nsw.edu.au

Theme 14:Publication Requirements


www.loretonh.nsw.edu.au [email protected]

91-93 Pennant Hills Road, Normanhurst Ph: 1800-LORETO

Founded in 1897 by the Loreto Sisters (IBVM), Loreto Normanhurst is a leading Sydney independent

Catholic day and boarding school for girls. Developing confident, articulate women of the 21st Century.

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