2013 Primary Template v1 - sjmalvern.catholic.edu.au

St. Joseph’s School

Malvern

REGISTERED SCHOOL NUMBER: 1045

2013 Annual Report

TO THE SCHOOL COMMUNITY

ST. JOSEPH’S SCHOOL, MALVERN

2013 ANNUAL REPORT TO THE SCHOOL COMMUNITY

Contents

Contact Details ................................................................................................................................................... 2

Minimum Standards Attestation ...................................................................................................................... 2

Our School Vision ............................................................................................................................................... 3

School Overview ................................................................................................................................................ 4

Principal’s Report ............................................................................................................................................... 5

School Education Board Report ...................................................................................................................... 7

Education in Faith .............................................................................................................................................. 8

Learning & Teaching ....................................................................................................................................... 11

Student Wellbeing ............................................................................................................................................ 16

Leadership & Management ........................................................................................................................... 19

VRQA Compliance Data................................................................................................................................ 23

School Community .......................................................................................................................................... 24

Financial Performance ................................................................................................................................... 25

Future Directions .............................................................................................................................................. 26

Acknowledgement: All photos by Gavin Blue



Contact Details

ADDRESS 49 Stanhope Street

Malvern VIC 3144

PRINCIPAL Mrs. Jenny Hogan

PARISH PRIEST Fr. Laurence McNamara

SCHOOL BOARD CHAIR Mrs. Geraldine Farrell

TELEPHONE (03) 9509 3092

EMAIL [email protected]

WEBSITE www.sjmalvern.catholic.edu.au

Minimum Standards Attestation

I, Jenny Hogan, attest that St. Joseph’s School is compliant with all of the requirements

for the minimum standards and other requirements for the registration of schools as

specified in the Education and Training Reform Act 2006 (Vic) and the Education and

Training Reform Regulations 2007 (Vic), except where the school has been granted an

exemption from any of these requirements by the VRQA.

23 May 2014



Vision Statement

We instil the Gospel Values, in the tradition of the Catholic Church, as we develop

caring and confident learners, equipped to be participants in a contemporary world.

Our Mission is to provide:

A safe, nurturing environment that develops each individual student spiritually,

socially, emotionally, physically and academically

A welcoming and inclusive learning community that recognises and respects

each individual’s unique qualities and heritage

Opportunities to live out our faith through action

An inclusive curriculum using innovative teaching strategies

Developmental learning programs to challenge and actively involve all students

Positive partnerships between school, home and Parish.



School Overview

St. Joseph’s School is a Catholic primary school situated in the parish community of Malvern,

educating boys and girls from Prep to Year Six. St. Joseph’s is located in Stanhope Street and is

bordered by De La Salle College. The school was opened in 1889 on its present site and was run

by lay teachers until 1896, when it was taken over by Sisters of the Sacred Heart. In 1917 the

present building was erected and the Brigidine Sisters continued the work of the Sisters of the

Sacred Heart. Since the 1970s the school has been staffed by a lay Principal and teachers.

The school is characterised by a strong emphasis on faith development, and social-emotional

wellbeing as well as academic rigour. The school welcomes diversity and the uniqueness of the

individual. We pride ourselves on the positive relationships that exist between students, parents

and staff. The Parish is an important part of the school and we celebrate school masses and

class masses throughout the year. The children in Grades 3 and 6 celebrate the Sacraments of

Reconciliation, First Eucharist and Confirmation throughout the year.

St. Joseph’s has a current enrolment of 242 students. Class structures at St. Joseph’s are flexible

form year to year. This allows us to cater for boy-girl ratios, smaller class sizes and the social and

academic needs of students. There are currently 11 classes, with sizes varying between twenty-

one and twenty-five students, structured as two Prep classrooms, three Grade One/Twos, three

Grade Three/Fours, Grade Four/Five and two Grade Five/Sixes. In 2013, 32 staff were employed

at the school, including

At St. Joseph’s we endeavour to provide a holistic curriculum that develops the “whole child”, in

both academic and social-emotional learning. St. Joseph’s provides a balanced curriculum

through the ‘Inquiry Learning’ approach. Students are encouraged to ask questions about a

given concept and to use contemporary learning tools to investigate and present ideas.

Students are fortunate to have specialist classes in I.C.T. (Information & Communication

Technology), Physical Education, Visual Art and Music. Extra-curricular activities include

instrumental music classes, and lunch-time clubs such as Maths Club, Dance Club, Chess Club,

Drama Club and School Band. Students in Years Three-Six are able to audition for School Band

as well as the School Choir.

We place a strong emphasis on social-emotional wellbeing of students, with a range of

programs and practices in place to assist students to develop a positive sense of self and

positive relationships with others. Students from Prep – Year 6 participate in the ‘You Can Do It!’

program and the school uses Restorative Practices as the foundation of its Behaviour

Management policy.

The parent community is active in assisting in our daily literacy program, membership of the

Parish Education Advisory Board, as well as fundraising, organising of social activities and

participation in working bees though our Parents and Friends Association.

In 2013 the school continued to focus on the goals and outcomes outlined in its School

Improvement Plan 2012-2016. The goals and outcomes covered the five spheres of Education in

Faith, Learning & Teaching, Student Wellbeing, Leadership and Management and School

Community.



Principal’s Report

Dear Parents,

Coming into my second year at St Joseph’s, I am now very familiar with all the children and families and

feel very fortunate to be part of such a great community.

In our initial planning for 2013 we looked at our School Vision and Mission to make sure it aligned with

our beliefs and what is important for our students in their learning. We recognised the importance of

having a safe and nurturing environment that develops each individual student’s spiritual, social,

emotional, physical and academic abilities.

We welcomed Christie Birch, Rebecca Tamplin, Ciara McCormack and Rachel Hunt to the staff at St

Joseph’s. We have a very professional team who work collaboratively in supporting the children in their

learning.

We have maintained strong Parish school links continuing class masses and introducing opportunities to

attend Parish Masses once a term. Our Social Justice Program has been a major focus in leading our

students towards a great understanding of others in our world with the introduction of Caritas as part of

our mission. We have given our student leaders a greater responsibility in leading the school in

initiatives which include the “Mini Vinnies”.

In catering for 21 century learners, we recognise the need for students to take more ownership in their

learning. As a way of addressing this we began the year with a ‘Wellbeing Week’. This included a range

of different activities including cross-aged learning opportunities and a big emphasis on goal setting.

Each student worked out areas of strength and areas that needed more work. They then keep these

goals to work on over the term and then these are evaluated and new goals set. The children have been

engaged in their learning through different approaches including the use of digital technology. This year

we introduced ‘Digital Excellence’ a whole school approach to tracking student progress in the use of

technology.

We continued a major focus on Mathematics and appointed Martin Earl as our Maths Leader in 2013

and Matthew Sweeney took on the role of Maths Invention. Martin was released from the classroom for

2 days a week to lead planning and take on a coaching role in classrooms. Our results in Mathematics

confirm that the focus on good practice has resulted in a consistent growth over the last three years for

both Years 3 and 5.

Some of the major foci for staff professional learning this year has been Personalised Learning,

Indigenous Perspectives, First Aid Training and Contemporary Approaches to Primary Science (CAPS).

Coming out of the CAPS project and with the help of a grant, the team developed a plan to build the

‘Secret Garden’ this garden has been a whole school and community project and the children in all

classes now have a section each.

As part of our Performing Arts the Drama Group led by Stephen Hutton presented a performance which

included a play, dance and musical instruments. It was a fine display of talent and another example and

another opportunity to let students explore their different strengths.



The Parents and Friends are a vibrant group of parents that generously give their time to organise

events and support the school in fund raising and social opportunities. This year the Cake & Produce

stall not only raised much needed funds but is an event that the whole look forward to. It is a way of

bringing everyone together to achieve a goal for the school. This year the funds raised we were able to

purchase a projector for the hall and further laptops for the school.

I look forward to continuing the strong partnerships with parents and the wider community and to

further develop many of the great initiatives that we have started this year which have had a positive

result for the students of St Joseph’s.

Jenny Hogan

Principal



School Education Board Report

2013 was once again a busy and product year for St Joseph’s. We continued with a consistent

number of children enrolled at St Joseph’s, including throughout all grades. We also maintained a

strong continuity of staff, demonstrating St Joseph’s well-established and excellent reputation for

commitment to education, arts, sport and faith.

Students in Grade 3 had the opportunity to receive the Sacraments of Reconciliation and First

Communion. The Grade 3 teaching staff, Natalie Dullard and Father Laurie prepared the children for

an important step in their journey of faith.

Fund raising was again an important activity within the school and this continues to provide the

school with additional funds to enhance the education of our children. We are indebted to the

Parents and Friends Association and everyone who contributed to yet another strong fundraising

year – we are truly lucky to have such a dedicated group of parents working within the school. In

2013, the P&F fund raising events included BBQ’s at Bunnings and Masters, First Aid Kit fundraiser,

the regular second hand co-op, hot lunches and the continued success of the cake and produce

stalls each term. The parents all enjoyed the Hawkers Market at the Prahran Town Hall for the main

social / fundraising event of the year. These funds contributed to a BBQ for the school, choir risers,

projector and screen for the hall, pole pads, a volleyball net, 30 iPads (including an Apple TV, trolley

and computer), an extra trolley for laptops, signage box, trestle tables and football guernseys for

soccer and inter-school sport.

The Board was delighted to see the school’s NAPLAN results – the students performed very and this

is a tribute to the teaching staff at St Joseph’s. In addition, our students are achieving high levels of

reading accuracy in early years. We also acknowledge the efforts of our teaching staff to help

students to improve in English and Mathematics.

On behalf of the board I would like to thank our Parish Priest, Fr. Laurie McNamara, our Principal,

Jenny Hogan, and each member of staff for their unwavering commitment to the school and to our

children, and as a consequence yet another very successful year during 2013. I would also like to

personally thank the retiring members of the board, Anthony Rohan (Chairman), Catherine Twiss

and John Handley. These members completed their terms in 2013 and the board is thankful for their

support and efforts during their terms.

Geraldine Farrell

Chairp PEAB



Education in Faith

Goals & Intended Outcomes

Goal

To build a living and authentic Catholic culture, which enables students to experience

Christ, and to live actively in the Catholic community.

Intended Outcomes

That the Catholic culture and identity of the school is more valued and recognised by

members of the school community.

That there is a recognisable link between the actions of the school and its Catholic

identity.

Achievements

Religious Education Curriculum

Professional learning on assessment in Religious Education

Liturgy and Sacraments

Opportunities for student and parent formation and participation in Parish and school

masses and liturgies

Classes attending Parish Masses each term

Whole school Masses: Beginning of School Year; Ash Wednesday; Mother’s Day

Whole-school liturgies: Lent; Easter; Feast of St Joseph; Mary MacKillop Feast Day; Father’s

Day

Classes attend a Parish Mass each term and plan a Mass once a year linked to units of

work

Review of Sacramental Programs in partnership with the Parish

First Communion parent/child workshop led by Maria Forde



Social Justice

Making link between Social Justice and Catholic Identity explicit through liturgies and

celebrations

‘Mini Vinnies’ & St. Vincent De Paul Winter Appeal

Friendship Fair Day raising money for Ellie at St. Jude’s in Tanzania

Christmas Giving Tree

Advocacy and Mary MacKillop Days

Children walking laps of school in solidarity with those people around the world who

have to walk each day for water, school or the market

Project Compassion

Religious Education Leader completed a course with Caritas on International Aide and

Development

School Improvement Surveys – Catholic Culture

All staff, students in Years 5 and 6 and 80 parents selected randomly from the school roll

completed surveys on the Catholic Culture of the school, as part of the School Improvement

Surveys. Our data shows that we continue to maintain or improve in a number of key aspects in

regards to Catholic Culture.

The extent to which staff feel that compassion is important, and to which they have the

opportunity to act in a compassionate manner has remained consistent. Parents feel to a great

extent that the school makes compassion important for their children, and provides them with

opportunities to act in a compassionate manner. The extent to which students feel that

compassion is important, and to which they have the opportunity to act in a compassionate

manner has remained steady.

The extent to which participating in prayer and celebrating liturgies and the sacraments at

school are important to staff and students has increased significantly compared to previous

years, as has the extent to which parents see their children participating in prayer, and

celebrating liturgies and the sacraments at school as being important to them. Staff students

and parents believe there has been greater opportunity for staff and students to reflect on their

faith, pray together and celebrate liturgies and sacraments.

https://sip.vic.catholic.edu.au/Diocese/2/School/E1091/Sitepages/AAP.aspx?PlanType=51&PlanId=305




The extent to which staff feel that social justice is important, and to which they have the

opportunity to participate in social justice activities has remained consistent, whilst a greater

number of parents feel that the school makes social justice important for their children, and

provides opportunity to participate in social justice activities.

There has been an increase in the extent to which parents believe that the behaviour of

students is consistent with faith-based values.

Catholic Culture - Importance

Catholic Culture - Opportunity

Catholic Culture - Behaviour of Staff

Catholic Culture - Behaviour of Students

Catholic Culture - Compassion

Catholic Culture - Social Justice

Graphs represent scores out of 100



Learning & Teaching


Goal

To create a stimulating and purposeful learning environment in which students achieve

continuous improvement and success.

Intended Outcomes

That students are more engaged through contemporary learning pedagogy.

That student achievement in English and Mathematics will improve.

Achievements

Literacy and Numeracy

Use student data for planning of personalised learning in English and Mathematics

Plan and assess rich and purposeful learning experiences using AusVELS

Explore multi-modal learning in Literacy

Review Mathematics Assessment Schedule and develop effective pre and post test for

maths units using AusVELS Curriculum

Review Mathematics Scope and Sequence to be in line with AusVELS and develop Term

Overviews for Mathematics

Explore best practice for best practice in teaching and learning of writing

Trial and review revised Literacy Assessment Schedule

Develop shared understandings on literacy teaching and learning in Professional

Learning Teams

Scope and sequence for Spelling and Grammar and Punctuation developed for Prep to

Year Two and Years Three-Six

Intervention Framework explored and support provided for intervention within the

classroom for students needing addition support or extension in Years 1-4



NAPLAN – National Assessment Program Literacy and Numeracy

Students in Years Three and Five participated in the NAPLAN Tests in May 2013. The school

continues to have 100%, or close to 100% of students in Years Three and Five meet the minimum

standards in Reading, Writing, Spelling, Grammar and Punctuation and Numeracy.

NAPLAN Results for 2013 indicate that our Year Three and Five students continue to perform well

in Reading, Writing, Spelling, Grammar and Punctuation and Numeracy. 100% of students met

the minimum standards in Reading, Writing, Grammar and Punctuation and Numeracy and

97.5% of students in Spelling.

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2011

%

2012

%

2011–2012

Changes

%

2013

%

2012–2013

Changes

%

YR 03 Reading 100.0 97.6 -2.4 100.0 2.4

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 100.0 97.6 -2.4 97.5 -0.1

YR 03 Grammar & Punctuation 100.0 97.6 -2.4 100.0 2.4

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 05 Reading 100.0 94.7 -5.3 100.0 5.3

YR 05 Writing 92.3 100.0 7.7 100.0 0.0

YR 05 Spelling 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 96.2 100.0 3.8 100.0 0.0

YR 05 Numeracy 100.0 100.0 0.0 95.2 -4.8



NAPLAN Mean Score Comparison – Year Three

2013 2012 2011

School

Mean

State

Mean

School

Mean

State

Mean

School

Mean

State

Mean

Reading 471 428 440 433 489 434

Writing 446 419 435 429 450 424

Spelling 420 412 414 423 461 417

Grammar & Punctuation 460 432 452 437 490 435

Numeracy 445 415 429 409 442 414

In 2013 our school mean for Year Three was above the state in all areas of NAPLAN. This

continues the general trend of our school performing above the state in almost all areas

consistently over the last three years. In 2013, our Year Three students performed particularly well

in Reading, in comparison with the state.

NAPLAN Mean Score Comparison – Year Five

2013 2012 2011

School

Mean

State

Mean

School

Mean

State

Mean

School

Mean

State

Mean

Reading 535 515 534 504 545 504

Writing 511 503 493 490 504 493

Spelling 537 507 518 498 498 492

Grammar & Punctuation 534 515 523 499 517 510

Numeracy 512 486 506 498 483 500

In 2013 our school mean for Year Five was above the state in all areas of NAPLAN. Our students

performed particularly well in Numeracy in comparison with the state. We have consistently

performed above the state in the areas of Reading, Writing, Spelling and Grammar and

Punctuation over the last three years. There has been a considerable improvement in our Year

Five results for Numeracy over the last three years.



Literacy Text Levels December 2013

Reading text level data is collected in December of each year for students in Years Prep to Year

Two. Results for December 2013 indicate that our students are achieving high levels of reading

accuracy at the end of Year One. Near to 100% of Prep – Year Two students reached the

minimum standard for Reading Text Level in 2013.

Percentage of students at Minimum and Target Standards - Prep

2011 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 2.17 97.83 78.26 13.04 6.52 2.17 2.17

All Schools 4.10 95.90 80.91 29.53 20.89 10.74 6.98

2012 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 85.00 37.50 17.50 10.00 5.00

All Schools 3.73 96.27 81.89 32.64 23.48 12.48 8.59

2013 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 3.03 96.97 66.67 18.18 15.15 12.12 0.00

All Schools 3.39 96.61 83.07 33.45 24.25 12.77 8.60

Year Level Minimum Standard Target Standard

Prep Level 1 Level 5

Percentage of students at Minimum and Target Standards – Year One

2011 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 100.00 97.96 93.88 67.35 61.22

All Schools 0.16 99.84 98.63 84.60 72.96 51.99 41.46

2012 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 100.00 95.35 83.72 46.51 37.21

All Schools 0.18 99.82 98.66 87.09 75.46 53.64 43.04

2013 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 100.00 97.37 81.58 50.00 42.11

All Schools 0.53 99.47 98.41 88.73 76.96 55.34 43.64


Year 1 Level 15 Level 20



Percentage of students at Minimum and Target Standards – Year Two

2011 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 100.00 100.00 100.00 92.86 85.71

All Schools 0.03 99.97 99.77 97.38 94.67 85.69 77.22

2012 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 100.00 100.00 95.83 93.75 89.58

All Schools 0.03 99.97 99.73 97.30 94.58 85.59 77.47

2013 0 1+ 5+ 15+ 20+ 26+ 28+

Our School 0.00 100.00 100.00 100.00 97.50 85.00 80.00

All Schools 0.36 99.64 99.26 96.89 94.25 86.59 79.22


Year 2 Level 26 Level 28

Inquiry and Contemporary Learning

Introduction of iPads (Prep – Year Two) and Edmodo (Years Five and Six) to support

personalised inquiry

Revise Inquiry Planners in line with Contemporary Learning

Develop a consistent skills capacity for ICT through Digital Excellence program

Identify preferred learning style and introduce a range of thinking strategies

Opportunities for cross-curricular learning experiences and cross-age learning

Implementation of the new AusVELS History and Science curriculum through Inquiry units

Introduction of Learning Intentions, Success Criteria and Feedback for Personalised

Learning

School Improvement Surveys

All staff, students in Years 5 and 6 and 80 parents selected randomly from the school roll

completed the 2013 School Improvement Surveys.

The extent to which teachers at the school believe that there is effective communication in the

planning of the curriculum has remained steady. Teachers believe to a high extent that the

school is focused on quality teaching and creates a learning environment that maximises

outcomes for students and that teachers encourage learning using activities and discussions.




The extent to which parents feel the educational programs and standards of the school address

the needs of their children has increased and the extent to which they believe their children

enjoy and are motivated by the teaching and learning provided by the school.

The extent to which students are motivated to learn and want to do well has remained

consistent. The extent to which parents see their children wanting to be at school has increased.

The extent to which parents believe that their children’s homework aids their learning and

teaches organisational skills has remained steady.

Staff Surveys

Student Surveys

Parent Surveys




Student Wellbeing


Goal:

To develop student resilience in a positive school climate.

Intended Outcomes

That student learning confidence and resilience improves.

That student perception of safety improves.

Achievements

Explore self-directed learning opportunities through goal-setting & student-led

conferences

Provide opportunities for students to engage outside the classroom and with the local

community through Social Justice initiatives and Inquiry Actions

Develop shared agreement and understanding of student-focused ILPs

Evaluate and revise anti-bullying policies for students and staff

Improve playground and classroom incidents tracking procedures

Develop shared understanding and language about bullying, and a whole school

approach to student safety

Cyber-safety education for students, parents and staff


The School Improvement Surveys measured staff, student and parent perceptions in the areas of

Student Wellbeing, Student Engagement and Student Behaviour. The school has continued to

score between 70% and 90% in most areas.

The extent to which students are motivated to learn and want to do well remains above 75%.

The extent to which students feel they are motivated to achieve and learn remains above 80%.












Teachers believe to a high extent that students are treated as responsible individuals, are

respected, and are encouraged to experience success in this school.

The extent to which students feel that other students are disruptive in class has remained steady,

as has the extent to which students have a positive perception of their ability as a student and

feel positive at school. The extent to which parents believe the school has appropriate and fair

behaviour management practices has remained steady. Parents believe to a high extent that

their children are developing effective social skills.

The extent to which parents believe their children have positive relationships with other students

has increased, as has the extent to which parents see their children enjoying and wanting to be

a part of the learning at school. The extent to which parents see their children wanting to be at

school has increased.

Student Surveys

Parent Surveys

Staff Surveys




Student Attendance

AVERAGE STUDENT ATTENDANCE RATE BY YEAR

LEVEL

%

Year 1 98.11

Year 2 95.15

Year 3 96.01

Year 4 96.19

Year 5 94.87

Year 6 97.58

Overall average attendance 96.32

Attendance is recorded electronically each day by the classroom teacher, with parents

required to notify the school if their child is absent. Continual or unexplained non- attendance is

followed up by the Principal.



Leadership & Management


Goal

To strengthen the professional learning culture in the school, with a commitment to

continuous improvement.

Intended Outcome

That the Performance and Development Culture of the school is strengthened.

Achievements

Provide opportunity for strategic and supportive professional learning

Opportunities for staff to give and receive multiple forms of feedback

Provide physical and human resources to meet the needs of the school

Cyclical policy review and development

Implement and review Induction process for new staff

Review OH&S policies and procedures

Teacher goal setting and Professional Learning Plans

Change 2 implementation plan for Contemporary Learning and ICT put into place

Level planning fortnightly involving Literacy and Mathematics Leaders

Back-to-Back planning release provided for teachers to plan in teams

ICT Leader team teaching in classrooms

Resources for Intervention support teachers in Mathematics and Literacy

Maths Leader released to work in classrooms to coach, mentor and team-teach with

teachers










The extent to which staff feel they know what is expected and required of them has increased.

Staff believe to a high extent that they try to improve the way they do their job and achieve

high standards.

The extent to which there are formal and informal processes that enable staff to receive

feedback on how they are performing their role, as well as the extent to which staff efforts are

recognised has remained steady, as has the extent to which staff goals and approach to work

are aligned with the goals and approach of the school. The extent to which parents believe the

school has a focus on improving its performance has improved. The extent to which parents see

teachers as being enthusiastic and passionate about their work has remained steady.

Staff

Parents




Expenditure and Staff Participation in Professional Learning

XX staff participated in Professional Learning in 2013. The total expenditure on Professional

learning was $64,596 ($1,899.88 per staff member).

Professional Learning in 2012 focused on:

Contemporary Approaches to Primary Science

Personalised Learning using Learning Intentions, Success Criteria and Feedback

Change 2 Facilitator training

Cyber-safety

AusVELS History Curriculum

Thinking tools for Inquiry

Student-centred learning through Inquiry

Assessment in Religious Education

Mandatory Reporting

CPR and Anaphylaxis training for whole staff

Contemporary approaches to religious education

Sacrament of Confirmation

Forms of Prayer and Christian Meditation

Using iPads in the classroom for student engagement

Restorative Practices and Circle Time

Indigenous Perspectives in the Australian Curriculum

Levels of Intervention and Intervention Framework

Behavioural Intervention Strategies

Severe Language Disorder

Myers-Briggs personality types and effective teamwork



VRQA Compliance Data

STAFF RETENTION RATE

Staff Retention Rate 86.96%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 11.11%

Graduate 11.11%

Certificate Graduate 0.00%

Degree Bachelor 77.78%

Diploma Advanced 0.00%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

23

FTE Teaching Staff

16

Non-Teaching Staff (Head Count)

10

FTE Non-Teaching Staff

5

Indigenous Teaching Staff

0

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 88.4%



School Community


Goal

To build effective community partnerships.

Intended Outcome

That school partnerships with parents and the wider community are strengthened.

Achievements

Provide opportunities for parents to engage with the school & parish community

Implement revised governance guidelines for PAEB

Create social justice links with wider community


The extent to which parents have an opportunity and are encouraged to make a contribution

to school planning has increased, as has the extent to which parents feel that they are engaged

in collaborating with staff to achieve student outcomes. Parents believe to a high extent that

the school is receptive of, and understands, the views and concerns of parents.

Parent Surveys






Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 384,285

Other fee income 18,830

Private income 22,349

State government recurrent grants 553,080

Australian government recurrent grants 1,622,433

Total recurrent income 2,600,977

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 1,817,217

Non salary expenses 452,080

Total recurrent expenditure 2,269,297

Capital income and expenditure Tuition

Government capital grants

Capital fees and levies 127,367

Other capital income 88,600

Total capital income 215,967

Total capital expenditure 67,674

Loans (includes refundable enrolment deposits and recurrent, capital

and bridging loans)

Total opening balance 1,322,904

Total closing balance 1,209,880

Note that the information provided above does not include the following items:

System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings

for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to

the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting

requirements will require system level income from Government grants and some private income to be allocated by school. This will be a

small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school

generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school

include both recurrent and capital school fees.



Future Directions

The school has identified Key Improvement Strategies for 2014, in line with the Goals and

Intended Outcomes in our School Improvement Plan 2012-2016. NAPLAN, Literacy and School

Improvement Surveys have formed the basis for these Key Improvement Strategies.

The key improvement strategies in each of the five spheres in our Annual Action Plan for 2014

are as follows:

Education in Faith

Goal

To build a living and authentic Catholic culture, which enables students to experience

Christ, and to live actively in the Catholic community.

Intended Outcomes

That the Catholic culture and identity of the school is more valued and recognised by

members of the school community.

That there is a recognisable link between the actions of the school and its Catholic

identity.

Key Improvement Strategies

Opportunities to identify and celebrate our catholic identity

Regularly expressing our Catholic Identity as the basis of all the school's activities

Place an emphasis on building positive relationships at all levels in the school

Staff members to play active roles in planning liturgies, with increased involvement of

students in planning

Staff involved in critical reflection on the school’s Catholic Identity

Termly parish masses and whole school masses and liturgies

Opportunities for the school community to show compassion in everyday life

Identifying and acknowledging acts of compassion through wellbeing leaders and

assembly

Beginning of year mass theme: Compassion

Social Justice initiatives linked to Gospel Values



Learning and Teaching

Goal:

To create a stimulating and purposeful learning environment in which students achieve

continuous improvement and success.

Intended Outcomes:

That students are more engaged through contemporary learning pedagogy.

That student achievement in English and Mathematics will improve.


Literacy and Numeracy

Deepen content knowledge of AusVELS English and Maths Curriculum through

Professional Learning Teams

Explore and trial opportunities for peer and self assessment

Develop shared and consistent pedagogy for explicit teaching in small focus groups for

writing

Explore and share pedagogy for writing and spelling

Establish shared agreement on Literacy Block to drive explicit writing groups

Daily small focus groups for writing from Prep-year Six

Term planners developed in Professional Learning Teams

‘Data Day’ for teachers to analyse Literacy and Numeracy data and identify student

need

Differentiate learning using Literacy and Numeracy data to inform teaching

Build teacher content knowledge through Professional Learning Teams

Develop shared agreement on teaching and learning

Develop quality pre and post test through Professional Learning Teams

Contemporary Learning

Further embed use of contemporary tools for engaging Inquiry

Shared agreement of Inquiry, including pedagogy, structure & timing of units

Opportunities for cross-age learning

Professional learning and sharing of practice in using Google Web 2 tools

Use of contemporary tools made explicit in Inquiry Planners

Professional learning on student learning styles using SMARTS

Professional Learning on quality iPad apps linked to pedagogy

Learning Intentions and Success Criteria implemented across all learning areas



Professional Learning to consolidate understanding of quality Learning Intentions,

Success Criteria and Feedback

Shared agreement on Personalised Learning using Learning Intentions, Success Criteria

and Feedback

Learning Intentions and Success Criteria made explicit to students and visible on planners

Student Wellbeing

Goal:

To develop student resilience in a positive school climate.

Intended Outcomes

That student learning confidence and resilience improves.

That student perception of safety improves.


Student Goal-Setting Termly

All students set personal goals at the beginning of each term

Shared agreement on goal-setting developed

Year 5 & 6 student-led conferences

Implement student meditation across the school

Introduce Mindfulness Meditation from Prep-Year Six

Agreement developed on whole-school approach

Consistent approach to Restorative Practices and Circle Time

Student goal setting linked to Personal Learning Journals

Shared agreement on timing of regular Circle Time across the school

Opportunities for professional learning and modelling of circle time

Review Behaviour Management Policy



Leadership and Management

Goal

To strengthen the professional learning culture in the school, with a commitment to

continuous improvement.

Intended Outcome

That the Performance and Development Culture of the school is strengthened.


Peer Mentoring implemented and sustained

Build the capacity of teams across the school

Provide opportunities for greater parent participation

Opportunities for staff to lead in teams

Opportunities for staff input and evaluation

Professional Learning on ATSI Standards

Professional Learning on giving and receiving feedback

Teacher goals linked to Learning Intentions, Success Criteria and Feedback

Peer Mentoring and Feedback opportunities twice a term

Goals reviewed as Part of ARMs

Goal-setting for Leadership Team

School Community

Goal

To build effective community partnerships.

Intended Outcome

That school partnerships with parents and the wider community are strengthened.


Community Arts Project

Art Show

Social Justice links with St Vincent De Paul & Caritas

2013 Primary Template v1 - sjmalvern.catholic.edu.au

Documents

Transcript of 2013 Primary Template v1 - sjmalvern.catholic.edu.au