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Annual School Report (2013)

Loyola Senior High School, Mount Druitt

91 North Parade, Mount Druitt NSW 2770
Principal: Mrs Catherine Larkin
Phone: 8886 9509
Fax: 9832 1839


About the Annual School Report

Loyola Senior High School 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


I am proud to present to you the 2013 Annual School Report for Loyola Senior High School, Mount Druitt (incorporating the Loyola Trade Training Centre). Here at Loyola Senior High School we believe that all students have a right to an education that meets their immediate and future needs: an education that empowers them to participate actively and fully in the life of their communities, the church and the wider world. We believe in an education that is Christ-centred, and inspired by the vision of St Ignatius Loyola, promoting Christian values, prayer, worship and service. We believe in an education that is true to the vision of Catholic education as espoused by the Catholic Education Office in the Parramatta Diocese and the Ignatian tradition.

Parent body

Parents assist in some of the co-curricular activities of the school and assist in supervision during examinations. Parents also participate in working bees at the school twice a year, and assist in the running of the school canteen. An Arabic parents' group meets regularly to discuss issues relating to the school and the education of their children.  

The school works closely with parents on issues of teaching and learning through hosting information nights, conducting parent/teacher/student interviews formally and informally, and consulting parents through surveys on relevant issues affecting the school community.

The school also works closely with parents on maintaining high levels of student attendance. Parents are contacted regularly by phone for unexplained absences and daily absences are notified via Short Message Service (SMS) to parents' mobiles. The School Bag application is used to communicate notes and calendar dates to parents. The counsellor, chaplain and house coordinators visit homes throughout the school year.

Student body

Loyola Senior High School is a great school that strives to educate the whole person and to help each individual in Finding God In All Things. It wants students to think seriously about their place in the world and their relationship with God. We are asked by Loyola Senior High School to be 'men and women for others'.

The school has a wide range of subjects and courses for students. Students can study trade courses, university courses and a wide range of Board of Studies courses. The school provides opportunities for students to participate in a range of activities such as sport, drama, debating, public speaking and leadership training.

As students of Loyola Senior High School we have opportunities to participate with other Jesuit schools across Australia in sporting, leadership and social justices events. 

Loyola Senior High School is an adult learning environment that challenges us to do our best at all times and to think deeply about God and our faith. We love it!

The Loyola Senior High School Student Representative Council  

Who we are

History of school

In 1993 Loyola Senior High School was opened and the Society of Jesus, otherwise known as the Jesuits, was invited to the diocese to administer the College. In 1999 the school amalgamated with St Agnes Catholic High School and St Clare's Catholic High School to become Christ Catholic College.

In mid 2004, Loyola Senior High School became a stand alone senior high school again, whilst remaining a member of the Christ Catholic College Community of Schools. Loyola Senior High School is also a member of the Australian network of Jesuit schools.

In 2011 Loyola Senior High School opened stage one of the Loyola Trade Training Centre and in 2011 stage two of the project was completed. The official opening of the Loyola Trade Training Centre occurred in December of 2012.

This year nearly 180 young men and women are enrolled in the centre to undertake a combined Higher School Certificate (HSC) and trade course in the following trades: Hairdressing, Hospitality, Children's Services, Shopfitting, Beauty, Telecommunications, Electro-Technology, Engineering, Automotive, Joinery and Carpentry.

Location/drawing area

The school is located in Mount Druitt and draws on students from the five regional parishes of Doonside, Mount Druitt, Mount Druitt South, Plumpton and Rooty Hill. The majority of students attending Loyola Senior High School come from St Agnes Catholic High School (Years 7 to 10) at Rooty Hill, and St Clare's Catholic High School (Years 7 to 10) at Hassall Grove.

With the opening of the Loyola Trade Training Centre this year, Loyola Senior High School gained new enrolments from across the diocese and even as far afield as the Sutherland Shire. To date students have come from a total of 18 schools to enrol at Loyola Senior High School.

Loyola Senior High School prides itself on providing an adult learning environment for young adults aged 16 to 23 years.

Enrolment policy

Loyola Senior High School 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 225 256 481
2012 270 281 551
2013 323 271 594

As our school is in a growing area, our enrolments are increasing as new families move into the area.  It is projected that this trend will continue over the next years.

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
 303  30  15

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 implement actions based on 2012 Quality Catholic Schools data and evaluate those actions.
This is a system priority and an excellent way to undertake school improvement.
  • provide staff with more time to prepare stimulating lessons for students
  • work on strategies to increase student motivation and learner confidence
  • provide professional learning opportunities for staff to enhance their confidence, skills and knowledge in Information and Communication Technologies (ICT)
  • ongoing reflection, conversations and discernment with staff
Our second priority was to reflect on 2013 QCS survey results and  discern directions for the future.
This priority was chosen to continue and enhance the program of school improvement begun in 2012.
  • working with staff to discern the meaning and significance of survey resultsw
  • working with staff to determine whole school priorities for 2014
  • working with Key Learning Areas (KLAs) to set directions for the future in responding to data
Not yet achieved: the foundation for 2014 school goals
Our third priority was to roll out iPads to all Year 11 students and support staff and students in their use.
This priority reflects the school's decision to select iPads as the primary form of technology in the classroom.
  • Teachers selecting apps relevant to their courses.
  • ICT support for students in pushing out relevant apps
  • ICT support for staff in how to use iPads
  • KLA and Trade Training Centre (TTC) discussions concerning pedagogy in relation to iPads and technology in general
Our fourth priority was to expand the University Hub.
Having commenced in the second half of 2012, the University Hub needs to consolidated and be clearly embedded in the life of the school.
  • regular meetings of the consortium partners
  • establishing links with more universities (eg Sydney)
  • deepening links with existing partners (eg Australian Catholic University (ACU)


Projected school priorities

 Priority Reason for the priority
Steps to be taken to achieve the priority
Our first priority will be to implement actions determined in 2013 based on the Quality Catholic Schools data.
To enhance school improvement through a continuation of this valuable system project
  • staff meetings four times a term incorporating significant professional learning
  • each teacher identifying a learning goal and working in teams to achieve it
  • students undertaking processes of self- reflection, analysis and goal setting
Our second priority will be to enhance feedback across the school, in all domains.
This priority was chosen as a reflection of priorities and concerns emerging from Quality Catholic Schooling (QCS) data.
  • teachers working in teams to given one another feedback on the achievement of their learning goals
  • feedback shared between teachers and students though a variety of classroom practices, as well as formal student conferencing days
Our third priority will be to review school reports and the establishment of a 12 unit timetable.
This priority was chosen as a result of discussions held throughout 2013 and emerging needs identified by staff.
  • regular communication between KLA heads and their faculty members
  • discussion between KLA heads
Our fourth priority will be to review vocational programs and explore TTC marketing and business strategies.
This priority was chosen as a result of the need to overhaul the Nicholas Owen program, originally envisioned as a stand alone Year 11 vocational program, in light of the 17 year leaving age, as well as the need to continue promoting the TTC across western Sydney.
  • meetings with interested stakeholders within the school, CEDP and industry partners
  • actions to be determined within these meetings
  • implementation and evaluation of actions

Catholic identity

Prayer, liturgical life and faith experiences

Prayer forms an important part of community life at Loyola Senior High School. Staff and students commence each day with prayer and staff are encouraged to commence each class with an opening prayer.

Loyola Senior High School has the full support of the Jesuit community in Holy Family Parish, as well as the services of a part-time chaplain and, as a result, is able to offer considerably more liturgical experiences than the average Catholic school in Western Sydney. Mass is offered once a week for staff and students and the school celebrates significant events, and celebrations in the church and school year with a liturgy. Our Patron Feast Day - the Feast of St Ignatius Loyola, is commemorated by a concelebrated liturgy and multicultural festival involving not only the Loyola Senior High School community but representatives from the Sydney Jesuit schools.

As a means of encouraging students to become more active in their faith life the school encourages students to be involved in the planning and delivery of liturgies, prayer services and attendance at scripture groups such as the 'Salt' team. Students are also trained by our chaplain to be liturgical ministers and altar servers for school liturgies.  

Social justice

In keeping with our school motto, Finding God in All Things, students are not just encouraged, but are expected, to be involved in acts of social justice and community service. The school has active Young Christian Students (YCS) and St Vincent De Paul Society groups who outreach to the less advantaged and the marginalised of Western Sydney.

All Year 11 students are required to undertake 20 hours of community service known as 'Faith Serving Others' which endeavours to reinforce the notion that we are all men and women for others. As part of our Sacred Heart and Christmas and celebrations, the school assembles food hampers for the poor of the community and during Lent we participate in the Diocesan Project Compassion appeal.

Loyola Senior High School continues to participate in the Australian Jesuit Schools immersion visit to Timor Leste. Two students from Year 12 travelled to Dili during the July term break and worked in local schools and orphanages.  

Three Loyola Senior High School students travelled to South America to attend World Youth Day. While in South America the students had an opportunity to work with the poor of Lima. 

School, home and parish partnerships

Loyola Senior High School has strong links with Holy Family Emerton parish and its associated Jesuit ministries, such as Jesuit Social Services. Students from Loyola Senior High School assist with reading and mentoring in the parish schools while other students act as special Religious Education teachers in the local state schools. Loyola Senior High School students also assist with student retreats undertaken by our feeder schools, for example at St Clare's Catholic High School.

Parents are encouraged to take an active role in a variety of school activities including mothers' groups, information evenings, parent teacher nights, feast day celebrations and working bees. Regular communication with parents occurs through the student diary, Short Message Service (SMS) and phone calls and the twice a term publication of the school newsletter, The Company, which is emailed and posted to parents, including those of Year 10 students at our feeder schools.

Religious Education

Religious Education

Features of the Religious Education program are reflected elsewhere in this report. The formal curriculum program is delivered in line with the Parramatta Diocese, Sharing Our Story, syllabus; the Board of Studies endorsed course, Catholic Studies; and the Board of Studies developed, Studies of Religion course.

We offer both 1 and 2 unit Studies of Religion courses, and the Catholic Studies 1 unit course.

Our aims and beliefs concerning pastoral care can be viewed on our website - Reference: Faith in Action heading – Pastoral Care topic:

The students at the school participate in certain local parish activities, such as helping out St Vincent de Paul Society and being members of the local parish youth group. They also serve the local Catholic primary school and the wider community through the Faith Serving Others program.

Professional learning of staff in Religious Education

Religious Education teachers participate in a variety of inservice opportunities, for example, those offered by the Jewish Board of Deputies and Affinity. Teachers also undertake course requirements to complete their Religious Education (RE) accreditation, as needed. The Religious Education Coordinator (REC) undertakes a range of professional learning opportunities organised by CEDP and the RECs' Association, and communicates information to staff.

Learning and teaching

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, 6School72.8 32.3 81.6
State77.3 34.0 86.0
English Standard Community and Family Studies
32 73
34 66

Loyola Senior High School has performed strongly in courses such as Biology, Community and Family Studies, English Standard, and Information, Processes and Technology, achieving above state average

The school is maintaining a significant number of bands 4, 5 and 6 results and reducing band 1 results to less than 1%.

School curriculum

Loyola Senior High School offers a range of education programs aimed at meeting the varying needs of the young men and women who attend the school.

These include:  

  • Australian Catholic University (ACU), Step up into Teaching course, run in conjunction with Emmaus Catholic College
This program is now in its thirteenth year and boasts a significant number of Loyola Senior High School students who went on to university and now work as education professionals in the local area.
  • Nicholas Owen SJ programa staying at school program for Year 12 students
  • school-based apprenticeships and traineeships
  • gifted and talented programs - seminars and lectures at various universities, for example Sydney University and ACU
  • University Hub programs
  • University Massive Open Online Courses (MOOCs) program
  • Year 12 HSC Tutorial programa revision program for HSC students
  • Saturday Morning Tutorial programa revision program for students in Years 11 and 12
  • homework clubsa support program for students struggling with the demands of homework and assessment
  • literacy support programs for students
  • school assisted university HSC enrichment seminars
  • transition programs
  • learning support and study programs
  • supervised study programs
  • First Year Apprenticeship training combined with HSC study - undertaken by students the Trade Training Centre 

Loyola Senior High School offers the following transition programs for students entering or exiting the school: 

  • Nicholas Owen SJ Programa school retention program for at risk Year 12 students
  • Australian Catholic University (ACU) Links program - a Loyola Senior High/ACU mentoring program
  • Loyola University Hub Project - A Smarter Schools National Partnerships (SSNP) program to encourage greater participation of Loyola Senior High School students in tertiary study
  • Loyola New Arrivals program - a transition program for students from Diocesan and Department of Education and Communities (DEC) intensive language centres into Year 11    at Loyola Senior High School 
  • Year 9 and 10 enrichment programs for gifted St Agnes Catholic High School and St Clare's Catholic High School students intending to transit to Loyola Senior High School
  • Year 10 Orientation Week programone week orientation and induction program for Year 10 students intending to transit into Year 11 at Loyola Senior High School

The following co-curricular activities are offered at Loyola Senior High School:

  • social justiceYoung Christian Students (YCS), St Vincent de Paul Society, environmental care, reader/writer for examinations
  • service: welfare/charities, faith serving others, liturgy, flag officers, sound crew, hospitality crews, computer group
  • cultural: drama, choir, debating, band, multicultural day, public speaking
  • sport: athletics, basketball, touch football, volleyball, cross country, soccer, swimming, netball, rugby league and rugby union

Additionally, students participate in annual Jesuit Schools interstate competitions in debating, basketball and soccer.

Reference: Co-curricular heading

Initiatives to promote respect and responsibility

Loyola Senior High School encourages each student to become actively involved in the life of the local community. Each student is required to undertake a 20 hour Faith Serving Others program in Year 11 which involves performing various service activities on behalf of the community. Students work in aged care facilities and with charitable and service organisations for the duration of the program. Many continue this work after completing the formal requirements of their Faith Serving Others program.

In addition to the above, Loyola Senior High School students engaged in other service activities such as door knock and charitable appeals, and voluntary work in the local primary schools. Once again this year students undertook to support the reading and mentoring programs for primary aged students offered through Jesuit Social Services and the Emerton parish.

The entire Year 11 cohort attends the BeStreet Smart program. In addition First Aid and Responsible Service of Alcohol and Responsible Conduct of Gambling courses are also conducted for Loyola Senior High School students.

Finally, Loyola Senior High School also has a Student Representative Council (SRC) which provides students with opportunities to advocate for the student body and to develop their leadership skills. The SRC also offers opportunities to undertake leadership training both locally and through the Jesuit School Network. In 2013 SRC students travelled to Melbourne for this training. The presentations made by Loyola Senior High School students in Melbourne were well received by the other participants.     

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 parents were very satisfied with the manner in which the school was conducted. They believed the school provided a very safe and conducive learning environment in which their children were free of bullying and harassment, and given a clear learning focus. They also believed the school had adopted a strong culture of school improvement. Parents also perceived the Catholic culture of the school to be of great significance.

Student satisfaction with the school

The QCS data showed that Loyola Senior High School students felt very safe, well-respected, and well-supported by their teachers and each other. They experienced their learning to be well planned and purposeful and felt motivated to learn, though they expressed the need for greater confidence in their ability to learn. As students of a senior high school, they perceived the demands of their education to be quite challenging.

Teacher satisfaction with the school

The QCS data showed that Loyola Senior High School staff treated our students with dignity and respect, and felt Loyola Senior High School students were young men and women of great character and resilience. They were very positive about curriculum processes in the school and experienced school leadership as supportive and empowering. They engaged in fruitful professional development and were very self-directed in their learning. Teachers believed students were very much challenged by the demands of the HSC and were extremely supportive in assisting them to meet these demands.

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  1

*Australian Education International - National Office of Overseas Skills Recognition

Professional learning


  • Staff Retreat Day: all staff
  • Jesuit Province Induction Program Delivery
  • Ignatian Coordinators’ Conferences

A major focus for Personal Development (PD) in 2013 related to ICT, particularly iPad learning, for example:

  • exploring iPads in learning (eg iBook, blogs)
  • teaching with Moodle and One Note

A major focus for PD in 2013 related to preparations for RoSA gradings, with workshops attended and RoSA being a major item on the agenda of staff and faculty meetings


  • Jesuit Heads’ Meetings
  • Participation by all Personal Development, Health and Physical Education (PDHPE) teachers in the PD/H/PE teachers’ conference
  • Careers Advisory day at ACU
  • Generation Next PD on students’ mental health, attended by five staff member
  • A number of PD opportunities to support Multimedia teachers including Introductory Photoshop
  • Several PD opportunities supporting the TTC including:

o   Business networking

o   Foodtrade Australia

  • Beginning Scheme Teacher inservices
  • English Professional Learning Community
  • Artexpress Teachers’ Day
  • Child Protection training, Work Health and Safety (WHS) modules, full First Aid training: all staff
  • Information Technology (IT) Training PD Days: all staff

Teacher attendance and retention rates

Teacher attendance

The average teacher attendance for 2013 was 96.2%.

Teacher retention

Of the 2013 teaching staff, 94 % 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
 NA NA NA NA 95 94 94.5

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

As a stand alone senior high school, Loyola Senior High School does not have a Year 10 cohort to retain into Years 11 and 12.

The school draws Year 11 students from over fifteen schools in Greater Western Sydney, both government and non-government.

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  58
Percentage of Year 12 students who undertook training in a trade while at school  25
Percentage of Year 12 students who attained a Year 12 certificate (HSC) or equivalent vocational education and training qualification  99

Post-school destinations

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

Pastoral care of students

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

Information on student management, welfare and discipline is available in the student handbook which is also located on the school's web site. The school seeks to relate to its students in a manner that treats them as young adults on the threshold of adulthood. As such, respectful conversation is a hallmark of dealing with issues. Our Student Code of Conduct is available, upon request, from the school.

The full text of the anti-bullying/student management/welfare and discipline policies can be obtained through contacting the school or viewing the Loyola Senior High School website:

There have been no significant changes to the anti-bullying/student management/welfare and discipline policies in the period 2006 to 2013. In 2009-10 the Care Team (the name was changed from Pastoral Care Committee) completed the review of the lockdown/lockout procedures for the school year commencing 2010. Regular drills have been conducted in 2012 to test the effectiveness of these policies and as needed changes have been made to our emergency procedures.

The Pastoral Care program for 2013 (prepared by the Care Team) looked at topics such as self-esteem building, resilience and cyber bullying. Student workshops and lessons were conducted fortnightly with students. 

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 Loyola Senior High School received $76,653.00 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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