School Profile and Improvement
Chisholm Catholic College is a co‐educational Year 7 to 12 secondary College located in the suburb of Bedford, in Perth. It caters for students from the surrounding metropolitan area with approximately 1700 students enrolled. It was established in 1989 as a result of the amalgamation of two local Catholic secondary schools, St. Thomas Aquinas and St. Mark’s.
The College was named after Caroline Chisholm, a Catholic social reformer and social justice advocate in colonial New South Wales. Caroline was significant in providing improved living and employment conditions and educational opportunities for migrant families.
The heart of the College mission is to nurture the formation of each individual student as reflected in the College motto ‐ “Grow in Christ’. This mission is encompassed in all learning programmes and pastoral care structures throughout the College. A very comprehensive curriculum programme and differentiated learning structures cater for the range and large number of students, with the primary aim of providing the best secondary education in a high quality teaching and learning environment.
Students have a range of opportunities and broad pathways including towards University, Technical and Further Education, Vocational and Education Training Certificate qualifications and on job (work placement) training programmes. Students participate in a full range of co‐curricular programs including the Stellatus Gifted and Talented Programme, inter-school sport, the performing and creative arts, debating, mock trials, a variety of academic competitions and study tours and significant cultural immersion programs.
Strategic Planning is an important and necessary process that provides an ongoing sequence of goals and plans for improvement. Major strategic objectives at Board level combined with a continual review of school priorities, aims to provide the best educational outcomes for all in our community.
Chisholm Catholic College’s Strategic Plan encompasses these broad strategic objectives for the forthcoming five year period.
Each year a revision of our focus and upcoming areas of priority is captured in the College School Improvement Plan. The 2020 School Improvement Plan clearly outlines these intentions.
In addition the College produces a required annual Curriculum Plan
Profile Information 2019
Teaching Staff: 37% Male 63% Female
Total All staff: 34% Male 66% Female
Indigenous staff : 1.6 % (2 staff)
Masters level Degrees 28
Bachelors level Degrees 92
Student Attendance Averages:(rounded)
Year 7 – 95.5%
Year 8 – 93.4%
Year 9 – 93.5%
Year 10 – 92.8%
Year 11 – 93.1%
Year 12 – 94.1%
Total attendance 93.6% (total non indigenous attendance 92%, total indigenous attendance 87%
Student attendance is carefully monitored and recorded daily, with effective electronic and phone media used to substantiate and validate accurate records. Parents are required to seek written permission from the Principal for absences that are not for medical or legitimate reasons and that impact on assessment policy. Student Services and Pastoral Care staff (particularly Heads of Year) play a significant role in ensuring that student attendance is is recorded and overseen appropriately and with due concern for legislated requirement and duty of care.
Senior secondary outcomes: (2019 data)
- 97.7% of Chisholm’s Year 12 students achieved the Western Australian Certificate of Education (WACE) [State WACE achievement 91.6%]
- Median ATAR: 85.5
- Chisholm ranked 22nd from the first 50 schools with highest median ATAR
- 133 students completed one or more Vocational Education and Training (VET) Certificate II or Certificate III
- 9 ATAR courses with highest performing students in the state
- 20 ATAR courses with scores above state average
- 28 CERTIFICATES OF DISTINCTION – awarded to each eligible student who, in Years 11 and 12, achieves 190–200 points. (points are accrued from A and B grades and VET equivalents)
- 57 CERTIFICATES OF MERIT – awarded to each eligible student who, in Years 11 and 12, achieves 150–189 points. (points are accrued from A and B grades and VET equivalents)
- 11597 Chisholm Care hours completed
Post School Destinations:
As of the the beginning of 2020, over 93% of students who completed an ATAR course received an offer of University placement.
- Student Outcomes – compared to National highest 20% and lowest 20% in the National Testing. Analysis shows the school tracking consistently above the National Mean across all distributions.
- Writing – National Schools Mean Score: 511, Chisholm: 533.
- Reading – National Schools Mean Score: 545, Chisholm: 559.
- Numeracy – National Schools Mean Score: 545, Chisholm: 570.
- Writing – National Schools Mean Score: 554, Chisholm: 580.
- Reading – National Schools Mean Score: 580, Chisholm: 593.
- Numeracy – National Schools Mean Score: 584, Chisholm: 609
Most recent NAPLAN data highlighting the excellent comparative outcomes for Chisholm students against similar schools and other indicators, are clearly highlighted on the MY SCHOOLS website. Please note that as of 2020, Naplan results for schools will have some different formats for displaying the relevant data and comparisons.
Chisholm exhibits high levels of parental and community satisfaction evidenced by Year 12 Exit Surveys and parental feedback surveys. Anecdotal and written feedback to the College highlights this satisfaction with reference to the strong academic culture, care for students pastorally and through the PCG structures.
Feedback affirms that the College is regarded as a well-resourced and managed school and within the private educational sector, a school that parents view as providing exceptional comparative value and provides a quality catholic education. Staff also generally exhibit a high degree of satisfaction and appreciation for the strong teaching and learning environment that they belong to.
School Income: Most recent school funding sources and details for can be found on the My School website.