We acknowledge and pay our respects to the Elders, past and present, for they hold the memories, the traditions, the culture and the hopes of Aboriginal and Torres Strait Islander people.

We also pay respect to the cultural authority of Aboriginal people from other areas of South Australia and Australia and acknowledge their deep feelings of attachment and Spiritual relationship to Country.

We are a Catholic co-educational College catering to all students from the Early Years through to Year 12. Xavier College has four campuses north of Adelaide: Evanston Campus, Gawler Belt Campus, Riverlea Park Campus (opening 2027) and Two Wells Campus.

Our Salesian spirit draws its inspiration from the life and work of St John Bosco, an innovative 19^th Century priest educator, who understood that “education is a matter of the heart” and that “young people need not only to be loved but also to know that they are loved.”  St John Bosco, also affectionately known as Don Bosco, developed a method of education based on “reason, religion and loving-kindness.”

As a Catholic school in the Salesian tradition, we aspire to be a place where people feel immediately at home, a community that welcomes with warmth, knows each person by name and honours their story. We strive to be a school that genuinely prepares young people for life, forming them to think boldly, act compassionately and grow in wisdom as they discover who they are called to be. At our heart is a community that evangelises, not through grand gestures but through the daily witness of kindness, presence and the joy of the Gospel lived simply and authentically. We seek to enable all in our community to grow in faith, hope and love. We cultivate an environment where friendships flourish and young people delight in being together, for it is in shared laughter, belonging and genuine connection that the spirit of Don Bosco truly comes alive.

Our Catholic and Salesian identity is expressed through a pedagogy shaped by the Gospel of Jesus Christ and nurtured through our core values, RUAH: Respect, Understanding, Affection and Humour. RUAH is also the Hebrew word for the Spirit of God and so these values form the relational heart of our community and shape all that we are and everything that we do.

As a Catholic school, we are committed to forming young people who use their gifts for the good of others, contribute to a more just, peaceful and hope-filled world and bring Christ’s light into their daily lives. Our mission calls us to be both visionary and grounded, honouring the richness of our tradition while shaping innovative learning experiences that enable students to thrive in school, in their communities and in life.  Consistent with the principles of Catholic Education South Australia we are committed to enriching our students’ educational experience so that they may become thriving people, capable learners and leaders for the world God desires.

In keeping with the spirit of St John Bosco, whereby “education is largely a matter of the heart” that leads young people to “know that they are loved”, the Salesian school community of today is challenged to be:

A home that welcomes

• Being committed to the care and support of all young people, especially the poor and marginalised
• Cultivating relationships based on genuine affection, openness and acceptance of others
• Fostering a spirit of joy and hope, based on the ‘Good News’ of Jesus Christ
• Encouraging an attitude of optimism and a conviction that life is fundamentally worthwhile.

A parish that evangelises

• Having a strong and vibrant programme of religious education, liturgical celebration and sacramental encounter
• Addressing the spiritual yearnings of young people and adults
• Giving priority to the faith development and formation of staff
• Providing students with significant experiences of faith in action and apostolic involvement.

A school that prepares for life

• Encouraging a passion for life-long learning and a quest for excellence
• Developing a sense of meaning and purpose, which expresses itself in a spirit of service and self-giving
• Proclaiming the challenge of community building, commitment to others and responsible decision-making
• Cultivating resilience, resourcefulness and adaptability as important skills for life.

A playground where friends meet and enjoy themselves

• Being present to each other in an active, engaging and constructive manner, in fidelity to the Salesian Preventive System
• Building positive and inclusive relationships between each other
• Having a rich experience of interaction and sharing, especially between students and staff
• Creating occasions for celebration and festivity.

Faithful to the tradition of St John Bosco, the Salesian school community is constantly challenged to re-interpret and re-enliven his educational vision in every generation and circumstance, according to the requirements of the contemporary situation and the needs of young people, to whom he once said:

“I have only one wish: that you be happy in this world and the next”.

RUAH allows us to give life to the teachings of Jesus in a uniquely Salesian way inspired by St John Bosco. RUAH enables our community to be “One in Christ.” The Hebrew word RUAH refers to the Spirit of God. We strive to allow God’s Spirit to guide our words and actions.

The foundation years

This vision was formally realised when Catholic Education South Australia approved the establishment of the College in 1992. In late 1994, Fr Dennis Handley, a priest of the Salesians of St John Bosco, was appointed as the inaugural Principal, entrusted with the task of preparing the College to open for the 1995 school year.

The College commenced at the Gawler Belt site in February 1995 with 83 Year 8 students, five relocatable classrooms, a science laboratory, a temporary information centre, and the first stage of an administration building. From these modest beginnings, Xavier College has grown steadily and purposefully, responding to the educational needs of families across the northern Adelaide region.

Grounded in the Catholic faith, guided by the Salesian tradition

From its foundation, Xavier College has been shaped by the Salesian tradition of education, inspired by the life and work of St John Bosco. The Salesians are a congregation of the Catholic Church with a long history of teaching and youth ministry across the world. Their approach to education emphasises the holistic development of young people within a community grounded in reason, kindness, and strong relationships. At the heart of this tradition is a deep respect for the dignity of each person and a belief that young people grow best when they feel known, valued, and genuinely cared for.

The College is named in honour of St Francis Xavier, Patron of the Archdiocese of Adelaide, reflecting the strong connection between the founding community and the wider Catholic Church. The Salesian spirit also draws on the gentle strength and human approach of St Francis de Sales, whose spirituality underpins the Salesian emphasis on accompaniment, encouragement, and faith in the potential of every young person.

A new phase of growth

In 2019, Xavier College entered a significant new phase of growth with the decision to establish a second campus at Two Wells. The Two Wells Campus opened in February 2021 with 187 students from Reception to Year 7 and continues to grow, with a planned progression to Reception to Year 12 by 2027. This expansion marked an important step in extending access to Catholic education for families in emerging communities.

At the beginning of 2023, the former St Brigid’s Catholic School Evanston was welcomed into the Xavier College community as the Evanston Campus. Educating students from Reception to Year 6, this inclusion strengthened the College’s ability to offer a clear and connected Reception to Year 12 learning pathway across its campuses, supporting continuity of learning, wellbeing, and relationships.

Looking ahead

Looking ahead, Xavier College continues to respond to the needs of a growing region with the establishment of a fourth campus at Riverlea Park, scheduled to open in 2027. As the College expands, its purpose remains consistent. Growth is not about scale, but about ensuring more young people can access a Catholic education that is relational, inclusive, and grounded in the Salesian belief that every child deserves to be known, supported, and encouraged to flourish.

Teachers create purposeful and engaging learning experiences that develop critical and creative thinking, collaboration and independence. Students are encouraged to take increasing responsibility for their learning and to grow as capable, confident learners prepared for life beyond school.

Consistency across campuses is supported through shared frameworks, collaborative practice and ongoing professional learning, ensuring all students experience a high standard of teaching and learning.

Teachers are expected to familiarise themselves with students’ Personalised Plans for Learning (PPLs) and to apply differentiation strategies to ensure that they cater for the learning abilities and needs of all students.

Positions of responsiblity

Fundamentally, there are three roles responsible for Teaching and Learning programs at Xavier College: Subject Team Leaders, Curriculum Leaders and House Directors of Teaching and Learning.

It is an expectation that all members of our teaching staff accept the role of Subject Team Leader (eg Year 9 English Team Leader) for at least one semester during the course of the year. The role of Subject Team Leaders is to oversee the subject line, liaise with staff in their team and delegate roles relating to assessment task design and moderation. Subject Team Leaders seek support from their respective Curriculum Leaders in the first instance.

Curriculum Leaders provide curriculum leadership for their specific learning area and are also responsible for a cross curricular area. Curriculum leaders provide leadership in the following ways:

• Establishment and facilitation of subject learning teams at each year level
• Resources and facilities provision in line with the approved budget
• Teacher support and advice in terms of appropriate pedagogy
• Online Curriculum documentation, management and review
• Management of a specified cross-curricular responsibility

House Directors – Teaching and Learning provide leadership in curriculum and pedagogical change in the College. Each House Director – Teaching and Learning oversees two learning areas and is the line manager for the respective Curriculum Leaders of these areas.

Reception to Year 6

In the early years and primary setting, learning is built on strong foundations of literacy and numeracy within a nurturing, engaging environment. Play-based and inquiry-driven approaches are used to spark curiosity, creativity and a love of learning.

Students develop key skills in communication, collaboration and problem-solving, while being supported to grow in confidence and independence. The classroom teacher plays a central role in knowing each child well and creating a safe and supportive learning environment.

Year 7 to Year 9

The middle years focus on building strong learning habits, deepening understanding and supporting students through a key stage of personal and academic development.

Our core curriculum, including religious educaiton, English, mathematics, science and STEM, health and physical education, and humanities and social sciences, focusses on establishing the academic foundations for students to thrive in the senior years while also allowing students to explore various disciplines to engage their developing personal interests.

In addition to core subjects, students experience a range of specialist subjects through their middle school journey, such as visual arts, drama, design and technology, food technology, Italian, and music, with numerous additional learning experiences available to enrich learning.

Year 10 to Year 12

In the senior years, learning pathways become increasingly personalised. Students are supported to pursue academic and vocational pathways aligned with their strengths, interests and future goals.

The College offers a wide range of SACE subjects and vocational education opportunities, enabling students to prepare for further study, training or employment. A strong focus is placed on independence, critical thinking and preparation for life beyond school.

Religious identity

Faith is central to learning at Xavier College. Through Religious Education and the broader curriculum, students are invited to explore meaning, purpose and their relationship with God, others and the world.

Students engage in prayer, liturgy and service opportunities, developing an understanding of Catholic traditions and values. This supports students to grow as compassionate, reflective and socially responsible individuals.

Inclusive education

Xavier College is committed to creating an inclusive learning environment where every student can access and participate fully in their education.

Teachers respond to the diverse needs of learners through differentiated teaching, flexible approaches and targeted support. Students are supported to learn in ways that recognise their individual strengths, abilities and experiences, including through:

• Personalised Plan for Learning (PPL’s)
• parental involvement
• providing additional teacher support in class
• specialist literacy and numeracy programs
• adjustments to curriculum delivery and assessment for students.

Aboriginal and Torres Strait Islander Students

Xavier College is committed to supporting Aboriginal and Torres Strait Islander students to feel a strong sense of belonging and success in their education.

Each campus has an Aboriginal and Torres Strait Islander Support Officer, who guides practices and procedures to influence a positive, organised, stimulating, and safe learning environment for our First Nations students. Support Officers work with teachers to implement cross-cultural learning experiences that promote cultural awareness and identify learning pathways for First Nations students.

Students are supported academically, culturally and socially, with a focus on building identity, connection and pride. Opportunities to engage with culture, community and learning pathways are embedded within the College experience, through curriculum design and delivery and alongside strong partnerships with families and support networks.

Our approach is proactive and relational, focused on creating an environment where every student feels cared for, safe, valued and supported. Pastoral care supports the development of the whole person, including emotional wellbeing, resilience, personal responsibility and positive relationships.

Oratory

At Xavier College, pastoral care groups are referred to as Oratory groups. Each Oratory sits within one of four Houses, de Sales, Handley, Mazzarello and Occhiena, and are vertically grouped with students from across year levels.

This structure enables younger students to form relationships with older students and vice versa. The familiarity creates a wider support network for students beyond their classmates and provides older students the opportunity to build leadership skills by mentoring younger students.

Oratory teachers build positive and unique relationships with their students. Oratory groups are a point of stability for many students; teachers aim to create a “home that welcomes” where students know they are cared for.

In Reception to Year 6, Oratory meets weekly for a range of activities including prayer, sport, games and other activities led by Oratory teachers so that students can build a wide range of relationships in the school community.

In Year 7 to Year 12, Oratory meets daily. Oratory is allocated the same amount of time as any curriculum area on our timetable, and each Oratyory teacher prepares for Oratory as they would for a class. The Oratory teacher is the main mentor and support person for students and the first point of contact for families. Activities are broadened in the secondary years to focus on personal development through activities like goal-setting and building positive relationships.

Student leadership

Student leadership is an important part of College life, with opportunities available across Houses, year levels and areas of interest.

Our student leaders are motivators, someone to listen, and help build culture by modelling our College values. As a College we encourage students to make a positive impact on their world and student leadership is an opportunity to proactively create an environment they are proud of.

Each campus has Campus Captains and House Leaders. Some teams or groups that meet regularly have more specialised leaders, such as Music Captain and Pedal Prix Team Captain. Students may also model values through their contribution to focused groups such as the Ecological Group or Environmental Team.

Family and community involvement

Strong partnerships with families are central to student wellbeing and success. Regular communication, learning conversations and engagement opportunities ensure families are active participants in their child’s education.

The College maintains strong connections with our local parishes and the wider community, providing opportunities for students to engage in service, local initiatives and real-world learning experiences. These partnerships strengthen students’ sense of belonging and their understanding of their role within the broader community.

The Xaiver College community consists of families from a diverse range of socio-economic circumstances, reflected by the College DMI (Commonwealth and State) of 95. The College had 2,615 students at the August 2025 census (1,122 primary and 1,493 secondary students).

Enrolments

Year Level	Evanston	Gawler Belt	Two Wells	Total
Mid Year Reception	40		43	83
Reception	72		106	178
Year 1	83		99	182
Year 2	61		92	153
Year 3	67		82	149
Year 4	34		85	119
Year 5	57		80	137
Year 6	49		72	121
Year 7		247	105	352
Year 8		207	81	288
Year 9		194	77	271
Year 10		179	55	234
Year 11		170		190
Year 12		178		178
Total	463	1,175	977	2,615

The information in the August 2025 census included 158 students who identify as Aboriginal and/or Torres Strait Islander.

Using the NCCD Level of Adjustments, Xavier College had 6 students in the Extensive category, 124 students in the Substantial category, 542 students in the Supplementary category and 140 students in the Quality Differentiated Teaching Practices (QDTP) category. A number of other students were also provided with assistance in their learning by the Inclusive Education team or through differentiation strategies within subject classes.

Student attendance data for 2025 is outlined below for each year level across the College.

Year Level	% Attendance
Reception	89.7%
Year 1	89.1%
Year 2	88.4%
Year 3	88.7%
Year 4	89.3%
Year 5	88.1%
Year 6	87.7%
Year 7	86.9%
Year 8	83.8%
Year 9	82.5%
Year 10	82.9%
Year 11	83.4%
Year 12	87.1%
Average	86.4%

The College complies with DECD requirements in relation to any concerns about truancy.

Of these students, 169 students (96% of the cohort) qualified for an Australian Tertiary Admission Rank (ATAR) and of those, 106 (63%) applied to the South Australian Tertiary Admissions Centre for entry into a course at a tertiary institution. Of those who applied, 105 (99.1%) were offered a place in a South Australian tertiary institution.

Jasmine Carroll and Kate Hudson were named joint College Dux for 2025, each achieving an ATAR of 98.95. A total of 28 students achieved an ATAR above 90, reflecting a high level of academic performance across the cohort. Students were also recognised through 21 SACE Merit Awards, acknowledging excellence in individual subjects.

In 2025, a total of 71 students across Year 10 to 12 from our Gawler Belt and Two Wells campuses participated in Vocational Education and Training (VET) certificate courses delivered by various Registered Training Organisations (RTOs), both on side and off-campus. These courses varied in duration, including both one-year and two-year programs.

10 of the students undertook a VET course as part of a School Based Apprenticeship and Traineeship program. 22 students completed a certificate course in 2025, with 14 completing a
Certificate III and 8 completing a Certificate II. Additionally, 25% of students who completed their SACE in 2025 graduated with a dual qualification, achieving both the SACE and a VET qualification.

Our staff bring a wide range of experience, expertise and professional backgrounds, united by a shared commitment to knowing each student and supporting their learning, wellbeing and development.

The following information provides an overview of the College’s staffing profile. The tables below outline the distribution of staff roles across campuses, including positions of responsiblity (PORs), teachers and education support officers (ESOs), as well as the qualification profile of teaching staff, reflecting the depth and breadth of professional expertise within the College. This is followed by a summary of the College’s business services teams, which support the effective and safe operation of the College.

The data is accurate as at January 2026.

Workforce profile across campuses

Position	Evanston	Gawler Belt	Riverlea Park	Two Wells	OSHC Services	Total
PORs	9	26	0	26	0	61
Assistant Principals (Mission)	1	1	0	1	0	3
Teachers	35	110	0	91	0	236
ESOs (Curriculum In-Class Support)	19	22	0	28	0	69
ESOs (Other)	7	62*	1	11	58	139

Education level of teaching staff

All teachers employed at Xavier College hold the Degree equivalent of teaching qualifications. A number also hold higher or additional qualifications.

Education level	Evanston	Gawler Belt	Two Wells
Doctorate	0	1	0
Masters (Education)	5	35	14
Masters (Other)	3	4	2
Bachelor (Education)	29	74	67
Bachelor (Other)	10	65	61
Graduate Diploma (Education)	1	6	2
Graduate Diploma (Other)	1	7	0
Graduate Certificate (Education)	4	16	7
Graduate Certificate (Other)	2	8	2
Diploma (Education)	2	4	1
Diploma (Other)	2	4	3
Associate Diploma	54	54	54

Business services

Xavier College’s business services are centrally located at the Gawler Belt Campus and provide coordinated support across all campuses. These teams deliver essential operational functions, including finance, marketing and communications, enrolment, front office support, student services, human resources, payroll, work, health and safety, ICT and audio visual support, canteen and uniform, and property and trade services.

Operating as shared services, these teams ensure consistency, efficiency and compliance across the College, while remaining responsive to the needs of each individual campus. By providing reliable systems, clear processes and timely support, business services play a critical role in the day-to-day operation of the College. This structure enables campus leaders, teachers and education support staff to focus their efforts on teaching, learning, student wellbeing and meaningful engagement with students and families.

Central to this commitment is a strategic emphasis on professional learning, staff wellbeing and building leadership capability across all campuses. Guided by the Salesian ethos, the College values continuous learning, collaboration and the pursuit of excellence as shared responsibilities that benefit both staff and students.

As Xavier College continues to experience significant growth and increasing enrolment demands, a deliberate investment into developing internal leadership capacity and strengthening middle and senior leadership structures is of high priority. This investment ensures that our leaders are well supported, our workforce is sustainable and our students are provided with the highest standards of educational care and academic excellence.

College commitments

Our leadership culture is grounded in the following principles:

• Values-aligned practice
  A shared commitment to the Salesian ethos and to making decisions in the best interests of students.
• Collaboration
  Building trusting relationships and fostering open, respectful communication across all campuses.
• Professional growth
  Structured learning pathways, coaching, mentoring, and reflective practice to support ongoing development.
• Constructive feedback
  Encouraging critical enquiry and refinement of practice, aligned with professional standards and responsibilities as educators of young people.
• Staff wellbeing
  Promoting sustainable career longevity through proactive wellbeing initiatives and workload support strategies.
• Leadership development
  Strengthening leadership capability through targeted programs, succession planning, and diverse leadership opportunities.
• Honouring staff strengths
  Recognising and harnessing the unique skills, interests, and attributes of staff to enrich team performance and student outcomes.
• Oratory and pastoral care
  Upholding our Salesian tradition of building meaningful relationships that foster belonging, stability, and care for all students.
  
  

Teacher workforce development initiatives

Xavier College implements a comprehensive suite of programs to develop and support staff throughout every stage of their career:

• Induction and onboarding
  Structured processes that ensure new staff are welcomed, supported and equipped through compliance training, role-specific learning, mentorship, and ongoing check-ins.
• Early Career Teacher Mentoring Program (launching 2026)
  A structured, Highly Accomplished and Lead Teacher (HALT) supported mentoring model to cultivate high-quality early career teachers.
• HALT Initiative
  Leveraging our significant cohort of HALT to support mentoring, capacity-building, and excellence in teaching.
• Directorship Program
  A comprehensive, multi-module leadership development program aligned to APST and AITSL standards, incorporating coaching, workshops, retreats, and professional networks.
• Teaching Future Pathways Program
  A partnership with Adelaide University providing a 2.5-year pipeline initiative for aspiring educators, particularly targeted towards diversity, career changers, and underrepresented communities.
• Staff Formation Program
  Tailored opportunities for staff to deepen their engagement with Catholic identity, theology and spirituality, regardless of their starting point in their faith journey.
• Salesian Professional Network
  A forthcoming national network connecting leaders from interstate and international Salesian Colleges to share expertise, strengthen connection to Don Bosco’s story and foster professional dialogue.
• Adelaide University Partnership
  A unique arrangement enabling middle leaders to count elements of the Directorship Program toward a Master of Educational Leadership, along with tailored micro-credentials that support personalised leadership pathways.

Together, the campuses provide a connected educational journey for students and families from Reception to Year 12, while also reflecting the character and needs of the local communities they serve. Each campus has its own story and identity, but all are united by the College’s Catholic and Salesian foundations, its commitment to high-quality teaching and learning, and its focus on ensuring students are known, cared for and supported to thrive.

Each campus is led by a dedicated leadership team, working in partnership with the College Principal and Executive Team to support students, staff and families. This strengthens both local responsiveness and whole-of-College connection.

The College’s approach prioritises reliability, accessibility and age-appropriate use, ensuring technology enhances learning experiences and supports strong classroom practice.

Teaching and learning spaces are supported by reliable digital infrastructure and shared platforms that enable collaboration and consistency across the College. Staff and students operate within a common digital environment that supports lesson delivery, resource sharing and communication with families.

Systems and infrastructure

Key systems and infrastructure include:

• College-wide Wi-Fi and internet access in all classrooms
• Interactive Clevertouch display panels in most learning spaces, with all new classrooms fully equipped
• Microsoft 365, including Outlook, Teams, SharePoint, OneNote and OneDrive, for collaboration, lesson delivery and file storage
• SEQTA as the College learning management system for curriculum, assessment, reporting and communication
• CIVICA as the core system for student administration, enrolments and finance
• Preceda, Shilo and Xplor to support staff management, payroll, HR processes and OSHC operations.

Student devices

Student access to devices and digital tools is structured to align with developmental stages and curriculum requirements. This staged approach supports the gradual development of digital literacy, independence and responsibility as students progress through the College.

Student device access includes:

• iPads in the early years to support foundational and creative learning
• Laptops in primary years, with a planned transition to 1:1 access
• A BYOD program for students in Years 7–12
• Cloud-based tools such as OneNote Class Notebooks to support organisation and continuity of learning.

Responsible technology use

The College maintains a strong focus on safe, responsible and ethical use of technology. Clear expectations, policies and professional learning ensure that digital tools, including emerging technologies, are used in ways that strengthen learning and uphold academic integrity.

This approach is supported by:

• Cyber safety and privacy systems aligned with Catholic Education South Australia requirements
• Academic integrity processes and assessment protocols
• College guidelines for the ethical use of artificial intelligence
• Ongoing staff professional learning.

Immersive and creative technologies

Beyond core classroom use, students engage with a range of technologies that support creativity, problem solving and applied learning across STEM, media and design areas.

These opportunities include:

• Robotics and coding tools introduced progressively across year levels, including Beebots, Ozobots, Edison Robots, Arduino, and Grok Learning Python
• Virtual reality and immersive learning environments, including Meta Quest and dedicated Immersive Space at Two Wells
• Media production, podcasting and content creation tools, including green screen kits, stop motion, podcasting, drones, and motion tracking and analysis
• Design and manufacturing technologies such as 3D printing, laser cutters, and digital modelling.

Through this balanced approach, Xavier College ensures technology supports engaging, contemporary learning while developing students’ digital capability, confidence and readiness for further learning, work and life beyond school.

The 2025 and 2026 school years mark a significant period of building and development across Xavier College, with ongoing improvements strengthening learning environments, enhancing safety, and supporting the continued growth of our students and community.

A major highlight has been the completion of our first senior school building at the Two Wells Campus, which welcomed classes at the beginning of Term 4, 2025. The facility features modern learning areas and specialist rooms designed for flexible, collaborative, and innovative teaching and learning. Students settled in quickly and are already benefiting from the contemporary environment created to support their education. The completion of this building marks an important step forward for the campus and reflects the College’s commitment to providing high quality facilities for all learners.

Construction at our Riverlea Park Campus commenced in 2025 and is progressing well, with the ground and first floor slabs completed, walls now standing across these levels, and work advancing steadily on the second-floor slab. The College looks forward to further construction milestones ahead of the campus opening in 2027.

Master planned redevelopments at both Evanston and Gawler Belt continue to move forward. At Gawler Belt, Stage 1 commenced construction in January 2026, delivering new science and STEM facilities for students. Site preparation works at Evanston took place at the end of 2025, with further planning well under way to support the next stages of development, including a new playground.

Futhre upgrades took place across all campuses in 2025. Evanston’s SAMMAT building received improvements to enhance stage performances, while the Gawler Belt gymnasium was updated to support exam conditions. Clevertouch Smartboards were installed College-wide, enriching classroom learning. Refurbishments to classrooms, specialist areas, transportables, and offices continued, along with new gates and fencing at Evanston and Two Wells to improve safety.

Several system upgrades helped create a more convenient and supportive experience for families. BusMinder was launched to improve child safety and communication on buses. Bus services, including new routes, expanded to meet growing demand. Other systems have been implemented, including Box of Books, the Xplore OSHC Portal, and digital enrolments through Enquiry Tracker software.

These improvements have strengthened the College’s learning environments, services, and community experience, ensuring Xavier College continues to grow with purpose and care for all students and families.

We are pleased to share our annual summary of the College’s academic statistics, financial data and community survey results. We greatly value feedback from our community as it contributes to our growth and enables us to meet the needs of our community members.

As our region continues to grow and develop, so too does our responsibility to ensure that every student is known, cared for and challenged to thrive. The College remains committed to responding to the needs, aspirations and diversity of families across our northern communities, ensuring that each campus reflects and serves its local context while remaining part of one connected College.

Growth across the College is guided by this commitment. Development at our campuses continues to enhance learning environments, expand opportunities and strengthen the overall student experience. This includes the ongoing evolution of the Gawler Belt and Evanston campuses, the continued growth of the Two Wells Campus, and the establishment of the Riverlea Park Campus, opening in 2027. These developments ensure that students have access to high-quality facilities and contemporary learning spaces, while maintaining a strong sense of belonging and connection at each campus.

Alongside physical growth, the College is implementing a range of strategies to strengthen alignment, consistency and care across all campuses. Strengthening our leadership forms part of this approach, reinforcing Xavier College as one College with connected campuses, and the continued delivery of a high-quality Catholic education that has been built and trusted over the past 30 years.

Additional stregies include extended curriculum choices for students, improved systems and infrastructure across campuses, a larger workforce with expanded expertise, strengthened shared services, and ongoing improvements in teaching, learning and wellbeing.

As Xavier College continues to grow with its community, the focus remains clear. Every decision is guided by what best supports students, strengthens connection and enables each young person to flourish within a faith-filled and future-focused learning environment.

Xavier College is a dynamic and growing Catholic school in the Salesian tradition. Our Strategic Plan charts our desired development into the future. It is aligned to four key dimensions of school life: Administrative, Community, Educational and Religious.