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Annual School Report (2013)

Xavier College, Llandilo

1170 Ninth Avenue, Llandilo NSW 2747
Principal: Mr Michael Pate
Phone: 02 4777 0900
Fax: 02 4777 0999


About the Annual School Report

Xavier College is registered by the Board of Studies (New South Walesas a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurate and objective information about various aspects of school performance and development. The Report describes achievement of school development priorities in 2013 and gives information about 2014 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008.

The information in this Report is complemented by the school website where other school publications and newsletters can be viewed or obtained from the school

Message from key school bodies


It is a great privilege to present to you the 2013 Annual School Report for Xavier College, Llandilo.

Two thousand and thirteen was another successful year for the college in terms of both academic successes and achievements in the wider community. Our Higher School Certificate (HSC) results reflected the hard work of many of our students, many of whom attained positions at a variety of universities. Together with university placements, a number of students received successful traineeships and apprenticeships. In terms of both 'value added' and competitiveness Xavier College experienced significant growth. This significant growth was also reflected in our National Assessment Program-Literacy and Numeracy (NAPLAN) results, especially Year 9 writing. This significant growth was shown in all domains and reflected the consistent and whole-school approach that had been adopted and implemented. Our dux received an Australian Tertiary Admission Rank (ATAR) of 96.35 and was short listed for the University of Western Sydney (UWS) Vice Chancellor's Scholarship. Many students were distinguished achievers and these results were across all faculties.

Two thousand and thirteen saw the growth of our new house system which involved the re-naming and development of our four houses into six. There has been an exponential growth in school spirit as evidenced by greater participation in community events such as the swimming carnival and walkathon. All areas of school life are now recognised through the house system and students have positively embraced this. The number of principal's awards have multiplied many times over.

Success for Xavier College was reflected not only in results but just as importantly in the many aspects of college life that contributed to the lives of our students. Students were involved in a range of activities including many community events. These were held to provide important funds for a number of needs and also to show a strong participation in social justice initiatives such as the 'Vinnies Van', Caritas and St Vincent De Paul. On the sporting field Xavier College continued to excel in achieving successes in a range of sports both at a local, zone and state level. In public speaking our Year 8 representative won the Catholic Schools' Debating Association (CSDA) public speaking competition which was Sydney wide.

In 2013, one focus of the college was that of ensuring that all students achieved the very best that they could in terms of what they could achieve as learners. Our focuses have been on literacy, numeracy and the formation of our young people as lifelong learners. The college adopted the mantra of:

  • Pray every Day
  • Read every Lesson
  • Know every Child

This mantra was adopted throughout the college and led to greater consistency and purpose. In particular, all teachers were inserviced on explicit reading strategies which were then implemented in the classroom. An emphasis was placed on 'Putting faces on the Data' as modelled by System learning.

In 2013, once again we were ably supported by our parents, our parish and members of the wider community.The college enjoys an excellent reputation in the wider community which is reflected in the enrolment figures which continued to grow.

Parent body

A strong partnership continued to be maintained between Xavier College and the parent body throughout 2013. Parental involvement was encouraged, with invitations extended and accepted for a number of events and activities held during the year. This involvement enabled parents to establish a broader understanding and appreciation for the education processes undertaken by students of the college.

An active Parents and Friends (P&F) Association continues to meet each month with 12 or more parents in attendance. The college principal and assistant principal also attend these meetings to keep the parents informed of what has been happening at the college. Parents’ opinions and suggestions are sought at these meetings as part of the college’s decision making process. All questions are regarded as being relevant and sometimes lead to a raised awareness and understanding of the feelings of some students and parents on a range of topics under discussion.

Fundraising events organised by the P&F are well supported by the college. During 2013 the P&F provided donations to support the college for numerous events; they contributed to senior student charity fundraising and provided prizes to support the walkathon. The college and the P&F continue to work together toward a collective goal.

The fortnightly newsletter,The Companion, is available to all parents on the college website, or as a hard copy to those who request it. A Short Message Service (SMS) is used to send reminders to each family about important events such as parent/teacher interviews, P&F meetings, exam blocks etc. Parents appreciate the timeliness of these reminders and consider them a key method to deliver communication from the college to home.

The principal and her staff encourage parents to participate in the life of Xavier College. For those parents who choose to become involved, it is obvious that there is a mutual respect between the staff and the parents which is greatly valued by both parties.

Student body

All students are encouraged to contribute positively to the Xavier College community. Students contribute generously to social justice initiatives and actively work to support Caritas Australia and the St Vincent de Paul Society.

Key leadership opportunities are available through the Student Representative Council (SRC) which played an integral role both in the college and in the wider community during 2013.

The SRC meets fortnightly to discuss issues and represent the voice of the student body.

As a team, the SRC has continued to facilitate the running of regular college assemblies, and has also assisted in, or coordinated, the running of annual events including the walkathon, Project Compassion, the collection of Christmas hampers, Xavier Day, the college open night, Harmony Day, the Red Shield appeal, the St Vincent de Paul Door Knock Appeal, Winter Appeal, World Vision 40 Hour Famine and Bandana Day. Two thousand and fourteen will see the SRC take on new initiatives such as Beyond Blue, Plant A Tree and the Penrith Community Kitchen.

Several SRC students also proudly represented the college in events such as the local Rotary ANZAC Day service.

The SRC has been an integral part of Xavier College life and will continue to be so in the future.

Who we are

History of school

Xavier College, Llandilo, was officially opened to serve the Corpus Christi parish on 1 March 1999. The college opened with the cutting of a red ribbon by the inaugural principal, and parish priest. Initially there were 160 students and 13 teachers housed in temporary accommodation.

Our demountable buildings were located on the same site as the local Catholic primary school, Corpus Christi Primary School, in Andromeda Drive, Cranebrook. Construction commenced on the present Ninth Avenue site in 2004, with Xavier College operating for one year from both the Andromeda Drive and Ninth Avenue sites. 

From 2005 all classes were held at the Ninth Avenue site and, in 2008, the college was completed with the building of the administration block and new classrooms.

The college has continued to grow and enjoys an excellent reputation in the wider community.

Location/drawing area

Xavier College is a co-educational Catholic high school situated in Llandilo, in Sydney’s outer west. We offer our students state-of-the-art modern facilities, and provide an optimum education in a safe learning environment.

At Xavier College our philosophy is underpinned by the Christian tradition. We ask all students and families to embrace our values, acknowledging the sanctity of creation, the dignity of the individual, reconciliation, hope for the future, forgiveness and community.

Xavier College serves the parish of Corpus Christi at Cranebrook and mainly draws on students from Corpus Christi Primary School, Cranebrook; St Joseph's Primary School, Kingswood; St Nicholas of Myra Primary School, Penrith; and St Mary Mackillop Primary School. It also draws on local state primary schools such as Llandilo, Samuel Terry, Henry Fulton, Werrington and Londonderry. 

Enrolment policy

Xavier College follows the Catholic Education, Diocese of Parramatta (CEDP) document, Enrolment Procedures in Parramatta Catholic Systemic Schools, January 2002. This document can be obtained from the school office or is available on the CEDP website

Current and previous years' student enrolments

Year Boys Girls Total
2011 465 513 978
2012 472 530 1002
2013 500 526 1026

We are continually receiving more than 250 enrolment applications for Year 7 each year. Our maximum intake for Year 7 is however 210. Now that our Stage 4 and 5 numbers are approximately 200 per year group there is an increase number of students moving into Year 11 and 12.

Xavier College has a very good reputation in providing a positive learning environment which focuses on the individual well-being of each student.

Characteristics of the student body

The table below shows the number of students in each of the categories listed.

Language Backgrounds other than English (LBOTE)* Student with Disabilities (SWD)* Indigenous
 43  70  23

School review and development

Annual school priorities

 Priority Reason for the priority  Steps taken to achieve the priority Status of the priority (Achieved, not yet achieved, Ongoing, no longer a priority)
Our first priority was to improve our reading results based on the Progressive Achievement Tests in Reading (PAT-R).
This priority was chosen as a result of our previous National Assessment Program-Literacy and Numeracy (NAPLAN) and PAT-R results.
  • whole staff approach using professional learning on a Wednesday afternoon
  • using a common resource to improve teachers' pedagogical knowledge of literacy
  • significant data analysis
Achieved and ongoing
Our second priority was to focus on prayer.
This priority was chosen as a result of creating an achievable goal for our formation.
  • start each day with a prayer
  • a whole school focus on the Angelus
Achieved and ongoing
Our third priority was to know every child.
This priority was chosen as a result of the importance of prior knowledge to enhance learning.
  • creation of a spreadsheet with NAPLAN, PAT-R, and subject grades for all Years 7-10
  • use of case management structures and data walls
Achieved and ongoing

Projected school priorities

Priority Reason for the priority Steps taken to achieve the priority
Our first priority is to continue to improve our reading results. Our goal is to continue to teach explicitly reading strategies so that each student achieves at least one year's learning gain.
This priority is chosen as a result of our previous NAPLAN and PAT-R results. In 2013 we experienced significant growth as a result of the strategies implemented in 2013. In light of this growth and the strategic direction of the diocese we have adopted the mantra "go deeper".
  • whole staff approach using professional learning
  • significant data analysis
  • involvement in English and Mathematics in Stage 4 (EM4)
  • implementation of the three high yield strategies across the school: instructional walks, data walls and case management
Our second priority is to continue to focus on prayer, in particular the sharing of the scripture and a reflection based on the Sunday reading.
This priority is chosen as a result of creating an achievable goal for our formation. We also surveyed the staff in 2013 and found the need to explore the scriptures more fully was raised in order to embed more deeply the Catholic rituals within the school
  • Each day start with a prayer.
  • All meetings begin with a scripture reading and reflection.
  • A scripture and reflection is shared in homegroup each day.
  • Activities will be linked to scripture
Our third priority is to continue to know every child in terms of their wellbeing.
This priority is chosen as a result of the importance of prior knowledge to enhance learning. The new emphasis will be on the importance of the holistic wellbeing.
  • creation of Leader of Wellbeing and Wellbeing Coordinators

Catholic identity

Prayer, liturgical life and faith experiences

During 2013 all assemblies, home group activities, meetings and information nights commenced with a prayer. This was augmented by individual class prayer services and meditations in the chapel.

Throughout the year the college community celebrated a range of liturgies including those for Ash Wednesday, Holy Week, Easter and Advent. School liturgies and reflection days for junior years were based around units that were covered in class. Individual classes as well whole-year groups attended weekday masses at Corpus Christi Parish with the local parishioners.

Years 11 and 12 participated in liturgies as key experiences during their retreat programs. Year 12 students planned, prepared for, and participated in a Graduation Mass. Year 11 students also attended this Graduation Mass..

The major liturgical event for the year was the celebration of Xavier Day on December 6th when all members of the college community came together in prayer, music, drama, dance and the arts to honour our patron, St Francis Xavier.

Social justice

There is a very strong social justice group that met regularly during 2013 and encouraged whole-school involvement in many social justice initiatives.

Guest speakers were invited to address the college community at assemblies. Other guest speakers also addressed smaller groups.

Students supported the St Vincent de Paul ‘Vinnies Van' and helped to collect for a number of charities and agencies (in their own time). 

Year 11 students each completed 20 hours of outreach service where they helped people in the wider community for no payment.

In 2013 there were many other social justice initiatives undertaken by the students. Students were involved in various fundraising activities such as Harmony Day which supported a range of social justice issues. As well as this, the students participated in a number of activities centred around particular themes such as Project Compassion.

School, home and parish partnerships

Xavier College developed strong relationships with the local parish.The college enjoyed an excellent relationship with the parish priest who was a regular visitor to the school during 2013. 

More than 50 students became catechists and taught junior primary classes each Thursday and Friday at local state schools.

The college supported the parish by providing over 100 Christmas hampers to be distributed throughout the parish.

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

Religious Education

Religious Education

Xavier College is a place of learning and celebration. Ours is a community which is living and responding to the life and words of Jesus Christ, and a place where individuals experience love and respect.

During 2013, Xavier College once again attempted to provide an authentic experience of Christian life. Our part in this was to bring Jesus’ word and teaching to life. Liturgy and prayer were an integral part of daily life at Xavier College. Important events on the church calendar were celebrated and commemorated with a variety of styles of liturgies ranging from homegroup liturgies to whole-school Eucharistic celebrations.

Students in Year 11 and 12 participated in a three day retreat. Students in Years 7 to 10 participated in reflection days. Some of these reflection days were held at the college, whilst others were held at venues outside the school. 

In Stages 4 and 5, Xavier College followed the Sharing Our Story syllabus of the Parramatta Diocese and all units of work were drawn from it. In Stage 6 the Board of Studies course, Studies of Religion, was offered (both 1 and 2 Unit options). The Diocesan course in Religion, Catholic Studies, based on the Diocesan syllabus, Sharing Our Story, was also offered.

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

Professional learning of staff in Religious Education

During 2012 staff were provided with the opportunity to enrol in the Religious Education Accreditation Course provided by the Catholic Education Office (CEO).

Each term all staff members were provided with opportunities to attend professional learning sessions around the content and methodology of their teaching courses.

The staff was surveyed and the 2014 Formation goal of increasing our understanding of the scriptures and Catholic practices and rituals was developed.

Learning and teaching

National Assessment Program - Literacy and Numeracy (NAPLAN) 2013

Students in Year 7 and Year 9 across Australia participated in National Assessment Program - Literacy and Numeracy (NAPLAN) in May 2013. The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of the students’ performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy, reading, writing, grammar, punctuation and spelling at particular ages. These are referred to as national minimum standards. Band 5 is the minimum standard for Year 7 and band 6 is the minimum standard for Year 9. Student performance in NAPLAN in our school is compared to these standards. The percentages of students achieving at or above these national minimum standards, and the percentages of students in the top three bands are reported in the table below.

 % of students at or above national minimum standard% of students in top three bands
Year 7:    
Literacy95.50 91.90 53.27 51.70
Numeracy98.50 95.10 52.04 52.50
Reading96.00 94.20 55.50 55.80
Writing93.00 89.30 40.20 42.20
Grammar and Punctuation90.50 90.60 52.26 52.10
Spelling94.00 93.60 65.33 61.70
Year 9:    
Literacy94.70 88.70 50.53 44.10
Numeracy92.50 90.60 37.43 46.60
Reading96.30 93.40 44.74 48.20
Writing87.40 82.60 45.55 36.80
Grammar and Punctuation89.50 88.10 40.31 44.30
Spelling94.80 92.10 61.26 50.50

Xavier College exhibited substantial learning gain in both Year 7 and Year 9 NAPLAN results.

Our students performed above the national minimum standards in most areas. Our performance in the top 3 bands, however, was not as robust as it could be. We are continuing to focus on literacy at a whole-school level as indicated in our implementation plans for 2014.

Our numeracy results, while comparable to those of other schools of a similar nature, still need a concerted effort to be made for improvement to occur in the top 3 bands.

Our learning gain results were significant but there is still room for improvement. All staff have access to the data for each individual student, and there is a whole-school focus to identify the areas which need to be addressed.

Record of School Achievement (RoSA) 2013

From 2012, eligible students who leave school before receiving their Higher School Certificate (HSC) will receive the NSW Record of School Achievement (RoSA). The RoSA is a cumulative credential in that it allows students to accumulate their academic results until they leave school.

The RoSA records completed Stage 5 and Preliminary Stage 6 courses and grades, and participation in any uncompleted Preliminary Stage 6 courses. It is of specific use to students leaving school prior to the HSC.

In 2013, 32 Year 10 and 2 Year 11 students left school and requested a RoSA.

Higher School Certificate (HSC) 2013

Percentage of students in performance bands 4, 5 and 6 compared to the state.

Performance BandsStudies of Religion 1English StandardEnglish Advanced
Bands 4, 5, 6School95.2 38.7 90.6
State77.3 34.0 86.0
Industrial Technology
Visual Arts
100 100
60 88

In 2013 the Xavier College overall results were above state average and demonstrated considerable learning gain for the cohort. There were numerous courses where our results exceeded the state's percentage of band 4, 5 and 6 results. Furthermore, the number of students in the lower bands were reduced significantly in 2013. This has been a focus for our teaching community to both reduce the number of students in the lower bands and increase the number of students achieving bands 5 and 6.

In particular, our English results have improved over the past three years, exceeding both the overall state average and also in bands 5 and 6. Studies of Religion, Visual Arts and Industrial technology achieved outstanding results in 2013 by exhibiting significant learning gain for the individual students undertaking the courses and also by achieving at the highest levels.

School curriculum

The academic curriculum is constantly under review at the college as we aim to meet the individual learning needs of our students. Transitional support for all students is provided by the careers adviser and, where necessary, the college counsellor.

The Companion Model is a program which integrates core areas of the curriculum for students, with the ultimate goal of developing flexible, adaptable learners who are able to think logically, creatively, critically and independently. Parents, students and staff have responded positively to the Companion Model, which, although a challenging initiative for the college, has seen continuing success during 2013.

Information Technology
Two thousand and thirteen saw the continued uptake of our virtual learning site Modular Object-Oriented Dynamic Learning Environment (MOODLE). More online courses have been created by teachers and professional learning opportunities have been provided for staff. Towards the end of 2013, the college received more laptops that were distributed among Key Learning Areas (KLAs). We have also introduced a Bring Your Own Device (BYOD) policy for 2014 and worked on building the infrastructure required.

Special Assistance
Of particular note is the Drop In And Learn (DIAL) room, where students from both mainstream and special education were offered additional assistance with assessments and homework.

Many students were involved in transition programs such as the Lighthouse project which targets Year 9 students. A number of students were involved in Vocational Education subjects and many found employment through their work placement experiences.

At the college there is a high support unit called Kirinari which caters for students with intellectual and physical disabilities.

Senior Extension Programs 

In addition to the ordinary courses offered to our students, extension programs were offered in Mathematics, English and History. Students were also involved in the joint initiative between the Parramatta Catholic Education Office (CEO) and the Australian Catholic University called Step up into Teaching. Several students were successful in gaining places at universities through this program.

Co-curricular activities

The college was involved in many co-curricular and extra-curricular activities. In 2013 these included creative and performing arts initiatives, in particular the musical presentation of Back to the Eighties; debating and public speaking; mock trial; enrichment competitions; science club and Tournament of the Minds.

The sporting life of the college provided students with opportunities to be involved in football, cricket, netball, volleyball, cross country, athletics, swimming and basketball, and to represent the college in these sports in the Parramatta Diocesan Secondary Schools Sports Competition (PDSSSC) and a range of knock-out and gala events.

Initiatives to promote respect and responsibility

A culture of respect and responsibility is integral to the ethos of the Xavier College community. These values are intrinsic to our Vision Statement and the responsibilities of students. During 2013, to help promote this respect and responsibility, all Year 11 students kept a community service log which needed to total at least 20 hours before they proceeded to their Year 12 studies

The SRC enhanced student leadership and responsibility within the college. In homegroup, senior students were also encouraged to mentor the junior students and forge strong relationships.

The homegroup model was integral in developing the values of respect and responsibility, as each homegroup functioned as a 'family' unit within the College. Homegroup teachers were supported by the house leaders, the pastoral care team and the members of the college Leadership Team.

Our strong Anti-bullying policy is based on the values of respect and regard for others as is the code of conduct that is set out as an exemplar for correct and appropriate behaviour for all members of the college community. Recently this policy has been updated to include cyber-bullying. Classes attended talks given by the police liaison officer from the local areaStudents from Years 7 to 10 also attended live performances on the same topic.

Parent satisfaction with the school

During 2013, Catholic Education Diocese of Parramatta engaged insight SRC to conduct the Quality Catholic Schooling (QCS) survey to provide feedback from parents, students and staff about our school. This survey will be conducted annually.

The QCS data collected and reported showed that despite a slight decrease in index scores, parents were satisfied with many aspects of school life. In particular  student safety was seen as being a very positive indicator of parental satisfaction as it had been in 2012. Other positive indices were reporting, school improvement, and connectedness to peers.

In 2013 the numbers of parents completing the survey dropped slightly as well: 55 out of a possible 60 in 2012  compared to 43 in 2013.

Student satisfaction with the school

The QCS data showed a slight decrease in the student engagement aggregate indicator which assessed teaching and learning, and student engagement. Although emotional well-being was low a survey carried out later in the year (Year 9 only) showed a significant increase. In light of the data, a wellbeing coordinator was appointed and a whole-school program on Wellbeing was adopted, covering all aspects of student wellbeing from Years 7 to 12.

In comparison to other indices, student safety was a strong index as were student behaviour and motivation.

Teacher satisfaction with the school

The QCS data indicated that although school morale was relatively stable, individual morale was not as strong. As in 2012, both student behaviour in the classroom and in the wider college community was high compared to other indices.

An area of concern in terms of teacher satisfaction was role clarity. This aspect has been addressed in 2013 with a restructuring of leadership models within the college, and a  revisioning of role descriptions.

Another aspect that has been strongly responded to is professional learning and feedback. Here the college has created a professional learning model which caters to teacher interests, needs and strengths.

Workforce composition

Number of Staff
Number of teachers who hold teaching qualifications from a higher education institution within Australia or as recognised by AEI-NOOSR*.
Number of teachers who have a bachelor degree from a higher education institution within Australian or within AEI-NOOSR* guidelines but lacking formal teacher qualifications.
Number of teachers who do not have qualifications as above but have relevant successful teaching experience or appropriate knowledge relevant to their teaching context.
Number of teachers accredited to teach Religious Education
Number of teachers currently undertaking accreditation to teach Religious Education
Number of non-teaching staff (includes teachers aides)
Percentage of teacher who are Indigenous  0

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning

In 2013 there was an emphasis on professional learning in terms of literacy. All staff were inserviced on the teaching of specific reading strategies each week. These strategies focussed on before, during and after reading.

Additionally, staff attended a number of professional learning opportunities in readiness for the Bring Your Own Device Program to be implemented in 2014. These included Moodle, iPad applications, and Google Docs.

In 2013, staff attended first aid training which included anaphylaxis training as well as the mandatory child protection training.

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 93.31%.

Teacher retention

Of the 2013 teaching staff, 87% were retained from 2012.

Student attendance rates

Percentage of student attendance by Year level and school average:

Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 School Average
 93  91  91  91  93  94  92

Managing non-attendance

Regular attendance at school is essential if students are to maximise their potential. Schools, in partnership with parents and guardians, are responsible for promoting the regular attendance of students. The compulsory schooling age is 6 to 17. Parents and guardians are legally responsible for the regular attendance of their children, explaining the absences of their children in writing within seven days to the school, and taking measures to resolve attendance issues involving their children. School staff, as part of their duty of care, monitor part or whole day absences. They maintain accurate records of student attendance, follow up unexplained absences through written and verbal communication, implement programs and practices to address attendance issues when they arise, and provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance. The principal or their delegate may grant permission for late arrival at school or early departure from school, leave, or exemption from attendance only in individual cases, on written request from parents and guardians. The principal/delegate will undertake all reasonable measures to contact parents promptly if an unexplained absence occurs. If truancy is suspected, the principal will contact the parents/guardians to ascertain the reason for the absence. If a satisfactory response is not received, the matter will be referred to Catholic Education Office staff for follow up.

Student retention rates

The retention rate of students from Year 10, 2011 to Year 12, 2013 was 65%. The students who left in Year10 enrolled in a range of Technical, and Further Education (TAFE) courses, traineeships, or secured full-time employment. Students who leave in Year 11 have attained the age of 17 and have made choices not to complete the HSC.

Senior secondary outcomes

The following table shows the percentage of Year 12 students who undertook vocational training or training in a trade while at school, and the percentage that attained a Year 12 certificate or equivalent vocational education and training qualification.

Percentage of Year 12 students who undertook vocational training while at school  50
Percentage of Year 12 students who undertook training in a trade while at school  0
Percentage of Year 12 students who attained a Year 12 certificate (HSC) or equivalent vocational education and training qualification  100

Post-school destinations

Destinations of students leaving Year 12, 2013 %
University  65
Technical, and Further Education (TAFE)
Workforce  15
Other/unknown  10

Pastoral care of students

Student welfare, discipline and anti-bullying policies and pastoral care

Student welfare is integral to every aspect of learning and is based on the belief that good relationships are at the heart of good education. The value of the individual, irrespective of ability, status, position or cultural background, is uppermost at all times. We believe that pastoral care is ongoing and operates throughout the entire school day, and is made effective by each member of staff in carrying out their responsibilities.

A key student welfare structure is our homegroup system. Within each of the 48 homegroups, the homegroup teacher is responsible for the well-being of 20-23 student (ranging from Year 7 to 12).  Supported by the house leaders, pastoral learning coordinators, and the members of the school leadership team (including the school counsellor) the homegroup teacher monitors student's behaviour, emotional, learning, physical and social needs.

To facilitate student well-being, additional pastoral care initiatives are:

  • a driver awareness program (Year11) involving modules on driver safety, safe partying and managing finances
  • study skills and motivational talks (Years 11 and 12)
  • Sexual and Emotional Health (gender-based) and Reverence for Life seminars (Year 10)
  • refugee talks
  • social night (Year 9)
  • three day camp at Kinmcumber (Year 9)
  • police talks to all years with emphasis on cyber-bullying
  • Vaccination-Varicella, Human papillomavirus (HPV) and hepatitis B

Mutual respect, trust and honesty are at the heart of our expectations. The basic premises underpinning discipline at Xavier College is self-discipline, a discipline that emphasises student accountability. Student are challenged to take responsibility for their own decision making and to learn to accept the consequence of their actions. In basic terms student have rights balanced by responsibilities. For example the right to feel safe and be safe is countered by the responsibility to act in a sensible manner at all times. Student right and responsibilities can be accessed at

There are six pastoral learning coordinators (PLCs) and each is aligned to one Year group. Each PLC is aligned with a house as a patron who supports the house leaders and all students in that house, regardless of the Year. Each house also has a leader who supports the homegroup teachers directly, along with the students in that house. Student management/welfare covers the areas of:

  • student code of behaviour
  • preferred classroom practices
  • intervention model for classroom discipline
  • incident and management approach: levels, responsibilities and consequences

These policies have remained the same for 2013.

As in the past, all new students are issued with the Anti-bullying policy which has been updated to include a policy on cyber-bullying.

The full description of student management policies and procedures may be obtained from the School Prospectus and college handbook.

Complaints and grievances policy

The school has formal written protocols in place to address complaints and grievances. These protocols are in line with the Catholic Education, Diocese of Parramatta Complaint Handling policy. A copy of the school policy is available from the school office or is available on the CEDP website There were no changes to the policy during this year.

Financial statement

School recurrent and capital income

School recurrent and capital income

In 2013 Xavier College received $439,090.00 as interest subsidy.

Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme and looks forward to the implementation of the Building Grants Assistance Scheme as these are of vital importance to the ongoing wellbeing of this school.

Fees relate to diocesan and school based fees, excursions and other private income from fundraisers.

State relates to State Recurrent Grants including per capita funding, interest subsidy and special purpose grants.

Commonwealth relates to Commonwealth Recurrent Grants including per capita funding and special purpose grants.

Capital relates to Government Capital Grants including monies received under the Building Education Revolution.

Other refers to Other Capital Income including drawdowns from the Diocesan School Building Fund to fund Capital Expenditure.

School recurrent and capital expenditure

School recurrent and capital expenditure

Salary refers to the total of all Salaries, allowances and related expenses such as superannuation, workers compensation and leave.

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

Capital refers to Non-Recurrent Capital Expenditure including School Buildings, Furniture and Equipment.

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