ANNUAL REPORT 2025
CONTEXTUAL INFORMATION
'2025 has been another year of growth and achievement for our College community as we continue to strive to provide the best possible learning environment for our students.'
THE PRINCIPAL'S INTRODUCTION
2025 has been another year of growth and achievement for our College community as we continue to strive to provide the best possible learning environment for our students.
As the Corpus Christ we are one body, one community in Christ, made up of many unique parts, each with a special role to play. This year we have seen these many parts working together in unison, to deepen our richly inclusive culture that puts the needs of our students at the centre, allowing them to grow and shine.
OUR MISSION
Our Mission is what drives us each day at the College. We aim to Ignite the Spirit in our students, allowing them to utilise their gifts to learn and grow and to positively contribute to our community.
As a progressive Catholic school, we offer innovative and high-impact learning opportunities to best prepare students for their future world. We courageously respond to the dynamic nature of the current global landscape by creating a contemporary, holistic, skillsbased learning environment, which fosters a sense of agility and a genuine love of learning.
Our focus is to provide a faith filled community environment that allows our students to flourish. We encourage our students to step outside of their comfort zone to learn, knowing that they have the rich support of their families and College staff beside them.
We purposefully provide a multitude of different holistic growth opportunities across the K-12 landscape for our students, both in and outside of the classroom. We strive to be a school of opportunity, offering a myriad of pathways to support student engagement and development.
OUR FOUR PILLARS
Our four core Pillars of Catholic Identity and Mission, Community, Learning and Stewardship provide the conduit to allow us to design the ongoing strategic growth and development of the school. They ensure a breadth of offerings and opportunities, promoting the holistic development of students and are the key structures that align our planning to achieve our Mission.
CATHOLIC IDENTITY & MISSION
HEAD • HEART • HANDS
We are a Christ-centred community that integrates faith, life and culture, inspiring all to work towards their full potential, empowering them to make a difference. We support all in our community to reach their full potential as ethical members of a just and merciful society.
In 2025 we have developed a broad array of initiatives to support the growth of the ‘Head, Heart and Hands’ in our students, allowing them to connect to the story of Jesus and act as He did in service of others. Through our whole of school Educating through a Mission Lens program, we continue to align practices and planning to support achievement of our Mission across the College community.
Our rich connection to the St Thomas More Parish allows the continued growth of the liturgical and faith life at the College. House Patron Week Liturgies and Junior School Thursday Masses were complemented by whole-school events such as the Community Mass, Corpus Christi Day, and the Feast of the Assumption, supported by Father Phong Nguyen and Father Anibal Leite Da Cunha. During the year, over 30 students and staff were trained as Extraordinary Ministers of the Eucharist, fostering active participation in sacred rituals.
Faith formation was enhanced through a fully redesigned Retreat Program from Year 5 to Year 12, including new experiences such as the Laudato Si Retreat and Camino Salvado Pilgrimage. Staff engaged in Living Our Values and Parish-based accreditation programs, embedding Missiology into professional learning. Parish partnerships extended to sacramental preparation, parent–child workshops, strengthening community ties and spiritual growth.
Service and mission remained central this year, with over 1,100 Acts of Service recorded and significant contributions made to charitable organisations. The Missiology Program continued to inspire through personal and collective faith reflection, while planning commenced for major pilgrimages to Melbourne and Italy. These achievements reflect a vibrant, missiondriven community committed to faith, service, and formation.
COMMUNITY
In building Community, we create the conditions for a safe and flourishing environment that nurtures the uniqueness and diversity of each person at our school. We promote a welcoming and inclusive community with a focus on building belonging, providing rich care and support, and empowering students to become agents of their own learning and development.
This year we have successfully completed Berry Street Education Model (BSEM) training for all staff, embedding a consistent approach to student engagement and wellbeing. This training is now integrated into both procedures and culture, creating a shared language and framework that informs interactions with students. Staff continue to apply these strategies in everyday practice, ensuring that our approach is both intentional and effective in supporting quality relationships with students and creating a positive learning environment for them.
In collaboration with the community, our new Student Engagement Procedure, developed last year, was rolled out across the College in 2025. This procedure reflects shared values and practical classroom realities, providing a clear and consistent approach to supporting student engagement and a ‘Readiness to Learn’. Complementing this, the enhanced K–12 House Program has proven highly successful in fostering belonging and continuity across all year levels and promoting improved connectedness and engagement. It has strengthened relationships between students and staff, built school spirit, and created a deeper sense of identity and pride within each House.
Wellbeing, meanwhile, has been established as a strategic priority and is central to policies, programs, and professional learning. The redesigned Pastoral program leverages engagement and wellbeing data to support individual needs, ensuring that student care and assistance is timely, relevant, and impactful. Through these measures, the College continues to build a culture where every member of the community feels seen, valued, and supported.
LEARNING
From a Learning perspective we aim to promote continued growth, creativity and aspiration in our students as they progress through the College. As a community of inspired learners, we adopt a growth mindset and boldly seek out new discoveries. We collaborate to create a dynamic learning culture by crafting the best possible educational environment for our students.
This year the College introduced a K-6 literacy philosophy supported by a structured phonics program, to strengthen early literacy foundations. We expanded learning intervention classes in the Junior School, whilst maintaining a strong focus on literacy and numeracy in the Senior School, with five periods per week devoted to Maths and English in Years 7 and 8. Intensive OLNA coaching for Years 10 to 12 and alumni support through ASPIRE ensured targeted assistance. These initiatives have positively impacted literacy and numeracy outcomes across all year levels.
Teaching and learning opportunities have broadened across K-12 this year, with programs in Science, Spark, Dance, and Drama enriching the curriculum. Data-driven interventions have led to growth in NAPLAN results. Structural changes to the Years 7 to 10 timetable now allow Year 7 students to sample electives in Technology and Enterprise and the Arts, broadening selection opportunities for them next year. Our successful Own Your Path initiative has been further refined to strengthen course counselling and student agency. These developments have enhanced engagement and provided greater flexibility in learning pathways for our students.
Pathway offerings and tertiary partnerships continue to expand at the College, including Curtin Rising Scholars, UWA Micro-credentials, Certificate IV in Education Support, and enabling programs such as Curtin Uni Ready and Murdoch Flexi Track. The Spark Path program offers academic competitions, specialised electives, and intake testing for Year 6 students. Co-curricular opportunities have grown, and Performing Arts has flourished, with achievements such as the Performing Arts Festive Best Senior Production award for Radium Girls, new electives in Musical Theatre, and initiatives like Inter-House Dance. These programs have broadened opportunities, strengthened partnerships, and enriched the cultural and academic life of the College.
As stewards we also commit to our own ongoing professional growth at the College to ensure we continue to meet the educational growth needs of our students. A rich professional learning program this year, aligned to quality goal setting and connected to our school improvement strategy, has allowed us to design contemporary and engaging growth opportunities for students in support of their holistic development.
STEWARDSHIP
As stewards of the Corpus Christi College story, we are committed to making responsible decisions with discernment to serve and benefit the community as a whole.
In launching our Igniting Outstanding Futures strategic document, we have set our future direction as a College. To ensure we provide a flourishing College environment that best prepares students for their dynamic future world, we focus on a clear strategic improvement agenda, grounded in evidence and best practice. We remain agile in our planning and thinking as we strive to provide contemporary and innovative learning spaces and opportunities for our community. With this in mind, we are pleased to report on a number of key initiatives implemented this year that provide a catalyst for the holistic growth and development of our students.
This year, the College refined its K-12 Masterplan to guide future capital development of the campus. We received approval from the Catholic Education Commission of Western Australia for Stage 22 of the Capital Development Plan which includes refurbishment of the Junior School spaces. The commencement of this build begins soon following the successful refurbishment of the James Nestor Auditorium which was delivered on time and within budget. This year we also created a new Built Environment Style Guide, which will ensure a modern, consistent, and well-maintained campus environment well into the future. These initiatives enhance functionality, aesthetics, and long-term sustainability of College facilities.
ICT developments this year have included the continued rollout of the College-owned device program and improvements to platforms supporting family and student engagement, such as Paperly for streamlined co-curricular sign-ups. Risk management processes were strengthened through completion of the annual ICT Security Audit, achieving Bronze Level certification under the SMB1001 Cyber Security Framework, with progress toward Gold Level underway. We also celebrated the College meeting all CEWA compliance standards for the Community Pillar which was the designated focus for 2025. These measures improve digital security, operational efficiency, and compliance, ensuring a safe and connected learning environment.
Significant progress was made in people and community initiatives, including leadership development programs for staff, a redesigned student leadership structure, and refinement of the College’s strategic framework to ensure alignment and growth. The College has supported CEWA feeder schools through events and shared facilities, advanced branding consistency with a new Style Guide, and began planning for a major website redevelopment. These actions strengthen leadership capacity, enhance community engagement, and promote a clear and cohesive College identity.
WITH GRATITUDE
We acknowledge the terrific engagement of our families in the life of the school. Thank you to parents and caregivers who have supported the Friends of Corpus (FOC) so enthusiastically this year. The important partnership between home and school is a critical aspect in supporting improved learning outcome for students. We also recognise the contribution of our FOC Executive Team for their selfless contribution and especially thank departing members Max Leech and Laura Bell-Ocejo for their dedication and commitment to our College.
We sincerely acknowledge the outstanding contribution of the College’s Catholic School Advisory Council (CSAC) throughout this year. The Council continues to play a vital role in supporting the ongoing growth and development of Corpus Christi, and we deeply appreciate the expertise and wisdom they generously share with us.
At Corpus Christi, we are united as one school, one community, one body in Christ. Our community is made up of many unique parts, each playing an important role in our shared mission. I am deeply grateful for the engagement and contribution from every part of our community as we work together towards our Vision of being Outstanding for Others.
Best wishes and every blessing.
Jeff Allen PRINCIPAL
FROM THE ADVISORY COUNCIL CHAIR
STEPHENIE VAHALA | SCHOOL ADVISORY COUNCIL CHAIR
‘This year brought many moments of pride. Students embraced opportunities across College life. Their achievements were matched by resilience, generosity and a strong sense of community.’
On behalf of the College Catholic School Advisory Council (CSAC), it gives me great pleasure to present the 2025 Chairperson’s Report.
2025 has been a year of growth and achievement for Corpus Christi College, both within the classroom and beyond. Under the leadership of our Principal, Jeff Allen, and guided by the Values of Courage, Commitment and Compassion, our community has lived out the College Vision of being Outstanding for Others.
The CSAC supported the Principal and the Leadership Team across key strategic priorities, including the College Masterplan, capital development, governance, financial planning and community engagement. Across these priorities, our focus remained on the needs of students and families while helping the College grow in line with its vision for the future.
CELEBRATING 2025
This year brought many moments of pride. Students embraced opportunities across College life. Their achievements were matched by resilience, generosity and a strong sense of community.
Service was again a defining feature. Through the World’s Greatest Shave and the Vinnies Winter SleepOut, students and staff raised more than $24,000. These initiatives showed the courage to step outside comfort and the compassion to stand with those in
need, reflecting the generosity of spirit that defines our community.
Sport and the Arts also shone. The Junior School remained undefeated at the CAPSS ML Carnival. Senior students were recognised at state level in a range of disciplines, reflecting commitment, teamwork and excellence.
In April, the College hosted the Official Real Madrid Foundation Football Camp. Across four days, UEFA licensed coaches worked with students and young people from across Perth to provide high-quality training in skills, fitness and leadership. This event was a valuable opportunity for our students. It reflected the College’s commitment to offering experiences that extend learning and build community.
This year, the College commenced works to enhance learning spaces. Refurbishment of the James Nestor Auditorium began, supporting the Junior School redevelopment and creating flexible, modern areas for learning and community gatherings.
Together, these highlights show that at Corpus, achievement is measured not only by results but by growth in character and spirit.
ACKNOWLEDGEMENTS
The Council thanks the Executive Leadership Team for their dedication to helping every student grow and thrive. We also extend our gratitude to our staff for their professionalism, our parents and caregivers for their trust and partnership, and the Friends of Corpus for enriching community life.
I also thank my fellow Council members. It is a privilege to serve alongside Deputy Chairperson Craig Petta, Parish Priest Father Phong Nguyen, Finance and Risk Committee Chairperson Ryan Menezes, Friends of Corpus Chairperson Indra Tomic and Parish Representative Anita Parker. Their wisdom and generosity of service have been invaluable throughout the year.
LOOKING AHEAD
As we look to 2026, the College is well placed. With clear vision, strong leadership, dedicated staff, engaged families and remarkable students, the College continues to thrive.
Guided by our Catholic Mission and Values, we build on strong foundations so that every student is challenged, supported and celebrated. We remain a community that is Outstanding for Others.
Stephenie Vahala SCHOOL ADVISORY COUNCIL CHAIR
Architects Impression
Architects Impression
TEACHER STANDARDS & QUALIFICATIONS
TERTIARY QUALIFICATIONS
Doctorate Degree
Master's Degree
Bachelor's Degree
Bachelor's Degree with Honours
Diploma
Graduate Diploma
Graduate Certificate
Certificate
Total
OF TEACHING STAFF WHO HOLD QUALIFICATION
*Please note that there are teachers with more than one qualification
WORKFORCE COMPOSITION 03
NON-TEACHERS
TEACHERS
*(Full-time and part-time staff only, casual staff and staff on extended leave excluded)
STUDENT ATTENDANCE AT SCHOOL 04
STUDENT ATTENDANCE RATE
STUDENTS
Total Enrolments: 1868
BOYS (878 STUDENTS)
INDIGENOUS STUDENTS (15 STUDENTS) GIRLS (990 STUDENTS)
Language background other than English
Students who fall below a 90% attendance (10 days, or 20 half days, in one semester) are deemed to be at risk. If there is not a valid reason for this attendance rate, a case management process involving the parents will be used to encourage the student to attend school more regularly.
NAPLAN ANNUAL ATTENDANCE 04
STUDENT BACKGROUND
NAPLAN participation for this school is 100%
NAPLAN participation for all Australian schools is 95%
Index of Community Socio-Educational Advantage (ICSEA)
School ICSEA Value
Distribution of Socio-Educational Advantage (SEA)
*Percentages are rounded and may not add to 100
2025 NAPLAN AVERAGE STUDENT RESULTS
STUDENT GROWTH OVER TIME
Tracking the rate of student growth over the two-years between NAPLAN tests and the percentage of students making above average progress, compared to students with the same starting score and similar background.
PARENT, STUDENT & TEACHER SATISFACTION
Parents report valuing the College’s holistic approach to education, which integrates academic achievement with wellbeing, co-curricular participation, and the development of personal and faith-based values.
PARENT SATISFACTION
Corpus Christi College demonstrates a high level of parent satisfaction, as evidenced through a combination of formal feedback mechanisms and informal community engagement via digital communication platforms.
Parent engagement at the College is notably strong, underpinned by a proactive and highly engaged Friends of Corpus (FOC) group that provides a positive and collaborative platform for family involvement. The FOC, led by a committed parent Executive Team, demonstrates effective leadership and organisation, fostering a welcoming environment that encourages broad participation from the parent community. Families consistently contribute constructive feedback and ideas, reflecting a shared commitment to enhancing the school experience. This is further evidenced by the large numbers of parents who attend College presentations and events, highlighting both the value placed on communication and the strength of the home–school partnership. Overall, the FOC plays a pivotal role in building community connections and supporting the College’s Vision through active and meaningful parent engagement.
Feedback collected through College surveys and parent engagement processes consistently indicates strong confidence in the quality of teaching and learning, the effectiveness of pastoral care structures, and the breadth of opportunities available to students.
Parents report valuing the College’s holistic approach to education, which integrates academic achievement with wellbeing, co-curricular participation, and the development of personal and faith-based values. High levels of parent engagement in scheduled meetings, College events, and feedback opportunities further reinforce a shared commitment to student success and community partnership.
This positive sentiment is also reflected in engagement across the College’s official social media platforms, including Facebook and Instagram. Parent interactions on these platforms commonly acknowledge and celebrate student achievements, express appreciation for the professionalism and dedication of staff, and
highlight the inclusive and supportive culture of the College. Responses to posts showcasing academic success, sporting accomplishments, cultural events, and community initiatives frequently convey pride in both individual student outcomes and the broader College experience.
Across platforms, recurring themes in parent feedback include:
• Recognition of the high standard of teaching and the commitment of staff to student learning
• Appreciation of the strong pastoral care system and the emphasis on student wellbeing
• Positive perceptions of the College’s inclusive and welcoming community environment
• Satisfaction with the range of academic, vocational, and co-curricular opportunities available
• Expressions of pride in student achievements and milestones
The tone of engagement is consistently affirming, with parents often publicly acknowledging the efforts of teachers and staff, and expressing gratitude for the opportunities provided to their children. This reflects a high degree of trust in the College’s leadership and educational direction.
Taken together, formal feedback processes and observable patterns of parent engagement through social media suggest that Corpus Christi College enjoys a strong reputation among its parent community. Families demonstrate confidence in the College’s ability to provide a supportive, values-based education that promotes both academic success and personal development, contributing to sustained enrolment demand and high levels of community satisfaction.
STUDENT SATISFACTION
Student feedback at Corpus Christi College reflects a highly positive educational experience characterised by a strong sense of belonging, supportive relationships, and meaningful opportunities for engagement within the school community.
Feedback from students indicates that they feel welcomed, included, and valued within the College environment. Students highlight the approachable and supportive nature of staff, noting that positive relationships with teachers and support personnel contribute significantly to their sense of connection and security. This reflects the effectiveness of the College’s pastoral care structures and its commitment to fostering a learning environment in which students feel safe, respected, and known as individuals.
A recurring theme in student feedback is the importance of physical and social spaces that promote wellbeing. The College Library is frequently identified as a particularly valued environment. Students describe the Library as a calm, welcoming, and positive space that supports both academic engagement and personal wellbeing. The atmosphere within this setting is recognised as contributing meaningfully to students’ overall school experience, highlighting the impact of providing inclusive and engaging environments that cater to diverse student needs.
Students also demonstrate a strong sense of agency and willingness to contribute to the life of the College. Feedback indicates a clear interest in participating in school routines and activities, including assisting with morning organisation and supporting school initiatives. This reflects a growing sense of ownership, confidence, and connection to the College community. Such engagement is indicative of a student body that not only feels supported but is motivated to actively enhance the environment in which they learn.
In addition, student perspectives align with broader indicators of engagement typically observed in secondary settings of this nature, including:
• Positive attitudes towards learning and participation in classroom activities
• Willingness to engage in co-curricular and leadership opportunities
• Respectful interactions among peers and with staff
• Appreciation for the range of opportunities available across academic, cultural, and sporting domains
The overall tone of student feedback is strongly affirming, with students expressing appreciation for both the relational and structural aspects of their schooling experience. The combination of supportive staff, welcoming spaces, and opportunities for meaningful participation contributes to a cohesive and inclusive school culture.
Student feedback demonstrates a high level of satisfaction with the College experience. It reflects a learning environment in which students feel connected, supported, and empowered to participate fully in school life. This alignment between student voice and the College’s strategic focus on wellbeing, engagement, and community underscores the effectiveness of its approach to holistic education.
TEACHER SATISFACTION
Staff satisfaction at Corpus Christi College is reflected through strong collegial relationships, a culture of mutual support, and high levels of peer recognition, as evidenced through internal feedback processes and patterns of staff engagement.
Staff feedback demonstrates a significant level of peer acknowledgement across the teaching and support staff. High levels of engagement in internal recognition processes indicate a workforce that actively values and affirms the contributions of colleagues. Many staff members are consistently recognised by peers, reflecting a pattern of individuals going above and beyond in their support of others.
The nature of peer recognition provides strong insight into the underlying professional culture of the College. Staff value qualities such as collegiality, collaboration, generosity, and a willingness to contribute beyond formal role expectations. The widespread participation in these processes indicates a shared commitment to fostering a supportive, respectful, and inclusive working environment.
Staff feedback also reflects a workplace culture in which relationships are central to professional experience. Teachers describe the College as a place where they feel supported by colleagues and Leadership, contributing to both professional satisfaction and personal wellbeing. Staff feel seen and appreciated for their contributions, which is a key factor in sustaining high levels of morale and engagement.
Cited practices that promote staff wellbeing and professional growth include:
• Opportunities for collaboration and shared practice
• Recognition of staff contributions beyond the classroom
• Supportive leadership structures that encourage professional dialogue
• A collective commitment to the College’s Mission and Values
The willingness of staff to actively acknowledge and celebrate one another highlights a culture of gratitude and respect. This level of peer engagement is indicative of a positive professional environment in which individuals are motivated not only by their own roles, but by a shared responsibility for the success and wellbeing of the wider school community.
Overall, feedback suggests a high level of staff satisfaction at Corpus Christi College. The strong participation in collegial recognition practices, combined with consistent themes of support, collaboration, and professional respect, reflects a cohesive and engaged staff body. This environment supports both teacher wellbeing and effectiveness, ultimately contributing to positive outcomes for students and the broader College community.
SCHOOL INCOME
Fees, Charges & Parent Contributions
Other Private Sources
Further Financial Information can be accessed for the past year on the My School website: www.myschool.edu.au
&
SENIOR SECONDARY OUTCOMES 08
Highest ATAR Score
Have received early offers to Australian Universities
ATAR OF 95+ ATAR OF 90+ ATAR OF 80+
of ATAR Students
of ATAR Students
TOP COURSES FOR EARLY OFFERS
Bachelor of Science, Majoring in Occupational Therapy Bachelor of Commerce
59 CERTIFICATES GRADUATES ACHIEVED ACROSS VET COURSES
Certificate II: 12
Certificate III: 16
500+
Individual Acts of Service completed
Certificate IV: 30
Diploma: 1
TOP PERFORMING ATAR SUBJECTS
French: Second Language
Accounting and Finance
Physics
Economics
Maths Specialist
POST-SCHOOL DESTINATIONS
OFFERED FIRST PREFERENCE
76.5% were offered their first preference.
OFFERED A PREFERENCE
97.9% were offered a preference.
CERTIFICATE III & ABOVE 31%
PASSED UNI ENABLING PROGRAM
100% of students in the one-year intensive Uni enabling programs passed (Curtin UniReady and Murdoch FlexiTrack)
Hours of authority developed workplace learning completed
Certificates completed
Certificate III courses or higher completed
UNIVERSITY STATISTICS
