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ANNUAL REPORT TO THE SCHOOL

COMMUNITY

TRINITY CATHOLIC PRIMARY SCHOOL NARRE WARREN SOUTH

2016

REGISTERED SCHOOL NUMBER: 1993

Primary School


2016 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

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

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

Education in Faith ....................................................................................................................................... 6

Learning & Teaching ................................................................................................................................... 8

School Community & Student Wellbeing ................................................................................................ 14

Child Safe Standards……………………………………………………………………..………………………16

Leadership & Stewardship ....................................................................................................................... 18

Future Directions ....................................................................................................................................... 19

VRQA Compliance Data ............................................................................................................................ 20



Contact Details

ADDRESS 103-129 Oakgrove Drive Narre Warren South VIC 3805

PRINCIPAL Simon Dell’Oro

PARISH PRIEST Fr. Brendan Hogan

SCHOOL BOARD CHAIR Scott McLardie

TELEPHONE (03) 9704 1970

EMAIL principal@[insert domain name].catholic.edu.au

WEBSITE http://www.trinitynarre.catholic.edu.au/

Minimum Standards Attestation

I, Simon Dell’Oro attest that Trinity Catholic Primary School Narre Warren South 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

Australian Government accountability requirements related to the 2016 school year under the

Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

19 May 2017



Our School Vision

Vision Statement Trinity Catholic Primary School is committed to providing an education that develops the whole person. We believe that the social, emotional, moral, spiritual and physical wellbeing of our students is pivotal to student health, safety, learning and success.

Mission Statement At Trinity Catholic Primary School we:

Inspire students to develop a close personal relationship with God and challenge members to deepen their understanding of the Catholic Faith.

Ensure learning is relevant, challenging and engaging.

Ensure a love of learning is nurtured.

Motivate students to be confident, to own their learning and to seek learning challenges.

Accept responsibility for creating a welcoming, safe, inclusive, respectful and just community.

Encourage participation in leadership that actively contributes to the growth in learning of all members of the Trinity community.

Build relationships between family, school, parish and the wider community.

“So faith, hope and love abide, these three but the greatest of these is love.”

Cor 13:13)



School Overview

Trinity Catholic Primary School is part of Our Lady Help of Christians Parish and services families in the Narre Warren South area. We commenced 2016 with 498 students and 3 learning areas – Junior, Middle and Senior. Our learning focus continued with Ownership of Learning and we continued to work closely with parents to develop the whole child through a comprehensive curriculum where the learning is contemporary, engaging, exciting and relevant. In 2016 we began the refurbishment of our student learning areas to create contemporary, flexible and modern 21st century learning spaces. Further developments were made to increase student access to ICT resources to support student learning. Our assessment schedule allows us to identify areas of individual need and to cater our programs accordingly. We are very blessed to have such a professional, dedicated and welcoming staff. During 2016 we joined a Collective of 4 schools. Staff Professional Learning and development was an integral part of the Collective meetings throughout the 2016 school year. The professional learning aimed to ensure that we continue to deliver the best possible learning opportunities to the students in our care. Staff understanding and commitment to the Victorian Child Safe Standards was a priority in 2016 as well as ensuring our students are able to learn in a safe, welcoming environment that is well resourced and where everyone is respected.



Principal’s Report

It is with much pleasure that the staff and I welcome you to Trinity Catholic Primary School. Throughout 2016 we continued to strive to ensure we were delivering the very best learning opportunities we could for our students. Trinity is a wonderfully vibrant Catholic community and we pride ourselves on being a welcoming school where everyone is valued and respected. The committed and professional staff provide a safe, caring environment where we aim to engender a love of learning in every student. Trinity provides a comprehensive curriculum which caters for the individual needs of the students where contemporary teaching and learning is the major focus. Strong links between home and school are important to Trinity and parents are offered many different avenues through which they can become actively involved in their child’s education. We are very proud of our school and I hope that you thoroughly enjoy your involvement with Trinity. Please feel welcome to contact the Administration at any time should you wish to discuss anything in further detail than this Annual Report provides. Regards Simon Dell'Oro Principal



Education in Faith

Goals That the Catholicity of Trinity is vibrant and strong.

That staff and students take ownership of learning in Religious Education lessons, the Parish Sacramental Program and Religious Feasts and Celebrations.

Outcomes High quality pedagogy consistently reflects and promotes our Catholic school

Our lived actions demonstrate to all in our community we are a Catholic school.

The Religious Education Curriculum is central to creating an environment of dialogue and re-contextualisation.

Achievements Theme Year of Mercy Commitment to Vocation As a Parish community, staff from the three Parish schools began the school year with Mass, celebrated by Parish Priest Fr Brendan Hogan. Staff declared their commitment to their vocation in a Catholic school at the Parish Commitment Mass. Staff continue to be actively involved in the family centered, parish based and school supported Sacramental program by attending Sacramental celebrations and conducting Reconciliation, Eucharist and Confirmation workshops and reflection days. Staff continued to deepen their faith throughout the year by actively engaging in PLT and Staff Meetings, focusing on enhancing dialogue and exploring the Revised Religious Education Curriculum. Dr Rose Duffy and Dr Rose Marie Prosser facilitated a Spirituality and Faith Formation day on Creation through the Scriptures. These sessions allowed staff to explore and reflect on their own personal faith journey and how as catholic educators they are called to be part of the evangelising mission of the Church.

Catholic Education Week Theme God’s Mercy is from age to age To celebrate the launch of Catholic Education Week, the Year 6 School Leaders gathered with representatives from Parish schools across the Diocese to celebrate mass at St Mary’s Cathedral in Sale. Families and members of the school community were also invited into the classroom each day to join with the students in their daily prayer sessions. During this time the students focused on Trinity’s motto of Faith, Hope and Love and shared their learnings and understanding about Jesus. The school also celebrated their own cultural diversity with a dress up day, recognising and celebrating cultural differences and similarities. The school’s Open Days occurred during this week, where the school welcomed potential new families.

Trinity Feast Day Celebrations Our school Feast Day was celebrated on Friday 20th May. All students travelled to our Parish Church, Princes Hwy Narre Warren by bus to celebrate Mass at 10.30am. Families joined us at the Church as we celebrated what makes Trinity special and then a shared lunch was held back at school. Cross aged activities were orgainsed for the afternoon and families were invited to join in the fun. Our school celebrated Trinity Sunday in the Parish Church at the 9.15am Mass on Sunday 22nd May. Many Trinity families attended this Mass to celebrate our feast and extend companionship to our wider Parish community. Students, families and teachers carried out the ministries and reflected on the importance of parish/school partnerships.



Excursions / Incursions The Year 4 students went on an excursion to the Melbourne Cathedral, exploring the history, religious architecture and symbolism evident in our faith.

Memorial Services Trinity marked both ANZAC Day and Remembrance Day at school and in the wider community. Families and staff represented Trinity at the Berwick ANZAC Day service, where a wreath was laid. On Remembrance Day, a special whole school prayer service was held to honour all those courageous men and women who have lost their lives through warfare, and who continue to fight today to protect and serve their country.

VALUE ADDED

Sacraments Thirty-nine year six students joined with their fellow Parish Confirmation candidates for a Reflection Day facilitated by St Francis Xavier Year 10 and 11 students. Sixty-four students preparing to receive their First Holy Communion also participated in a Reflection Day at St Francis Xavier. The candidates were taken through a series of workshops, exploring their understanding of this sacrament. Students receiving Sacrament of Reconciliation: 56 Students receiving Sacrament of Eucharist: 64 Students receiving Sacrament of Confirmation: 39 Principals and Religious Education Leaders joined with the Parish Priest and Sacramental Coordinator to evaluate and modify the current Parish Sacramental Program. Several changes were made for 2017, including a proposal to restructure the Sacramental Program Booklet in order to more effectively cater for the large number of candidates.

Social Justice Trinity’s commitment to social justice continued in areas of awareness raising, advocacy and fundraising. The Social Justice Leaders and the Student Representative Council worked collaboratively throughout the year to lead a range of initiatives. Trinity raised money for Caritas Australia, The Heart Project, Very Special Kids, Refugee Australia and St Vincent de Paul

Lent and Easter Celebrations At Trinity, we celebrated the beginning of Lent with a whole school mass in the Readman Hall. Students and staff were encouraged to reflect upon their own relationship with Jesus and how they can take up the cross and follow in his footsteps. During Lent, the students raised money for Caritas Australia by donating their loose change and carrying out chores at home to earn money. The year six students performed an Easter play for the whole school, focusing on Holy Week and the Resurrection of Jesus. Many families attended the Lent and Easter celebrations.

Christmas Play Trinity celebrated the Season of Advent and the Birth of Christ with a modern day Christmas Play, Prayer Service and Christmas concert. Many families and friends joined with the school to celebrate this special occasion.



Learning & Teaching

That the students, staff and parents continue to develop the ability to be able to own their learning behaviours.

That Trinity implements ICON and GAFE to transform learning and teaching.

Goals & Intended Outcomes

Learners actively own and are responsible for their learning. o There is an upward trend in all indicators in the Insight SRC Data. o There is an upward trend and consistent growth in NAPLAN Data. o There is an upward trend in ACER PAT Assessments (Reading and Mathematics).

Flexible, collaborative learning spaces are dynamic and effectively utilised. o The Victorian Curriculum is effectively implemented and reported against. o ICON is effectively implemented. o Students and staff are actively engaged in Open Learning spaces.

Achievements

Our Learning Theme for 2016 continued to be Ownership of Learning. The first two weeks of Term One focussed on the essential elements of learning in Learning to Learn. The Learning to Learn Unit referenced the AusVELS Domain areas of Interpersonal Development, Personal Learning and Thinking Processes. Learning to Learn included, such things as, students:

setting up their classrooms and learning spaces.

selecting strategies and thinking tools that will assist them in their learning.

Identifying attributes of good learning behaviours eg: persistence, learning from mistakes.

identifying ways of working collaboratively.

setting and monitoring learning goals. The beginning of the year Family Learning Conversations (Parent Teacher Interviews) were held in the open areas of the Allen, Marian and Joyce Buildings. Students shared their learning goals from the Learning to Learn focus and demonstrated Ownership of Learning by taking their parents on a tour of their classroom, sharing with their parents, how they set up their learning spaces. Report Writing and Student Portfolios were updated to focus on Student Portfolios as the main part of the reporting process. This allowed staff to create learning intentions and success criteria in line with AusVELS learning outcomes, support students in the Ownership of Learning theme and provide an avenue for on-going assessment and feedback to students on their learning throughout the year. nForma reports were modified to compliment the Student Portfolios. In 2016 Trinity joined a Collective of schools within the Sale Diocese. Our Collective comprised of the following four schools:

Trinity, Narre Warren South

St. John’s, Koo Wee Rup

St. Agatha’s, Cranbourne

St. Michael’s Traralgon The aim of the Collective in 2016 was to focus on the following question - How will we build expert teacher practice to ensure a rate of progress for every child in English through the implementation of the SPA Platform? Philip Holmes-Smith SREAMS was engaged as our Facilitator of Learning for the SPA Collective Professional Learning Days.



Staff Collective Professional Learning days focussed on the following:

TERM FOCUS

1 Monday 19 February, 2016

Facilitator of Learning – Philip Holmes-Smith SREAMS

Understanding the types of performance data (3 tiers)

What types of data should schools be collecting for school accountability purposes?

Understanding NAPLAN

What is the purpose of NAPLAN? How can NAPLAN be used effectively?

Understanding PAT testing and choosing appropriate tests

Why is the 30-70% rule so important? Why use the PAT Scale Score and NOT a Stanine Score OR Percentile Rank?

Analysis of each school’s current situation

What does the data suggest?

Using SPA Standard / Tracker to facilitate reflection on a school’s learning & teaching strengths and weaknesses

SPA reports that place individual students along a continuum of development SPA reports that evaluate average cohort growth over time SPA reports that can triangulate data to help make informed Teacher judgements SPA reports that enable teachers to use data to help plan for differentiated learning in the classroom SPA reports that identify trends over time Using SPA Tracker Module When is the best time to use each of the SPA reports?

Setting Targets

Setting challenging but achievable targets for improvement and how SPA can be used to monitor school improvement against these targets.

2

Friday 29 April, 2016


Theory - Learning Intentions and Success Criteria

Why framing intentions and success criteria is important Defining learning intentions and success criteria How to identify and frame learning intentions and success criteria

Theory - Writing Effective Assessments based on your Success Criteria

Practice - School Teams Developing Learning Intentions and Success Criteria for a Unit of Work

3

Monday 15 August, 2016


How to write appropriate assessment tasks that match learning intentions and success criteria.

The art of writing good pre- and post- assessments to inform teaching, and reflect on the quality of that teaching.

Using formative assessments as feedback for students.

Evaluating what students already know and what they need to do next using SPAmarkbook

School Teams Developing an Assessment Task for an unit of work

4

Monday 3 October, 2016

Keynote speaker – Martin Keogh Facilitator of Learning – Philip Holmes-Smith SREAMS

Analysis of 2016 NAPLAN data

Setting 2017 NAPLAN targets

A data room was established to visibly record student BAS reading data (independent level). This data was used in PLT meetings for teachers to collaborate and share ideas such as Guided Reading practices and effective reading strategies. The Leadership Team attended webinar meetings facilitated by Cheryl Lacey which focused on unpacking BAS Classroom Resource Kits, setting up effective Guided Reading and Writing about Reading.



OTHER STAFF PROFESSIONAL LEARNING 2016

TERM FOCUS

1 Staff Collective – see previous table Staff First Aid – CPR, Anaphylaxis, Asthma Mandatory Reporting eLearning Module GRADUATE Staff attended:

Choice Theory Training (4 days)

GRADUATE Induction Camp (CEOS) Leadership Team: CEOS Learning & Teaching Network

2 Staff Collective – see previous table Leadership Team: CEOS Learning & Teaching Network

3 Staff Collective – see previous table The Child Safe Standards Leadership Team: CEOS Learning & Teaching Network RE Spirituality Day with Sr. Rose Duffy

4 Leadership Team: CEOS Learning & Teaching Network Webinar facilitated by Cheryl Lacey, Pearson Focus:

BAS Guided Reading

Writing About Reading Staff 2016 Planning Day

2017 Curriculum Planning

Little Learning Love Literacy Professional Learning

Five Graduate staff were trained in Choice Theory Reality Therapy with Mary Ellen Davis, Psychologist as part of a school wide approach to support Student wellbeing and to implement a common language in responding to students’ needs. Mary Ellen also facilitated Staff Meetings focusing on Choice Theory in the classroom, having difficult conversations with colleagues, working collaboratively in open learning spaces. Other opportunities for staff professional learning focused on CPR Refresher Training, Anaphylaxis and Asthma Training, Mandatory Reporting eLearning Module and The Child Safe Standards Modules, ILP updates, PSGs and SMART goals review. The feedback from staff on the elements of support received within the school was very positive. Teachers appreciated the clear focus and time for input and discussion within and across teams. Staff reflected on their learning and the feedback given to further consider ways to assist students to build responsibility for their learning. Teachers continued to capture their learning through Professional Learning Journals, referenced by the AITSL Standards of Professional Practice.



Professional readings and collegiate conversations in PLTs explored the use of Learning Intentions and Success Criteria, unpacking BAS Classroom Resource Kits, Guided Reading and Writing about Reading. Teachers & ESO Staff referred to the Design Principles for Learning during PLT & Staff Meetings. The Design Principles for Learning include:

Every Leader an instructional Leader

Every teacher an expert teacher

100% of students, 100% of the time

Improve student opportunities & outcomes ESO (Education Support Officers) PLTs continued to focus on effectively implementing BASLLI Supplementary Reading Intervention Program and to consider ways to effectively utilise the resource in all classrooms. EMU (Extending Mathematical Understanding) program continued through 2016 to target students in Year 1 who did not reach expected Mathematics levels. Learning Adjustments for Students With Disabilities (Integrated and non-integrated) were reviewed each term. The Program Support Group Meeting (PSG) structure set up in 2015 with students sharing their learning achievements and goals at the beginning of the PSG meetings continued throughout 2016. Five Graduate Teaching staff completed their VIT Evidence of Professional Practice – Proficient Level and gained their full Teacher registration. At the end of Term 1 the Learning Areas in the Marian, Joyce and Allen buildings were refurbished and re-designed into flexible, collaborative learning spaces. The Marian building became the Junior Building, housing Foundation, Level 1 and Level 2 students. The Joyce building became the Middle area for Levels 3 and 4 and the Allen building became the Senior area for Levels 5 & 6. All student learning areas have toilet facilities within each building. The Library and teacher resource room moved to the space near the Art room. A Discovery centre will be set up in the old library space in 2017. The 2016 school year concluded with a staff professional learning (Little Learning Love Literacy, Synthetics Phonics Approach) and 2017 Staff Planning Day.



STUDENT LEARNING OUTCOMES

The graphs below summarise the percentage of students meeting national minimum standards in English and Mathematics as assessed in the National Assessment Program (NAPLAN). In addition to NAPLAN, selected Year 6 students participated in the on-line trials of the NAP Civics and Citizenship (National Assessment Program Civics and Citizenship). NAPLAN data from 2014 to 2015 in Year 3 and Year 5 showed an increase in student performance in the following areas:

Year 3 – increase in student performance Year 5 – increase in student performance

Reading

Writing

Grammar & Punctuation

Numeracy

Numeracy

NAPLAN data from 2015 – 2016 in Year 3 and Year 5 showed an increase in student performance in

the following areas:

Year 3 – increase in student performance Year 5 – increase in student performance

Spelling Reading

Writing

Spelling

Grammar & Punctuation

Numeracy

In the context of our Year 3 student cohort, our data reflects the significant amount of student learning needs in the 2016 student cohort. As a school we continue to focus on making appropriate learning adjustments to support student learning needs where required. Our school focus is to gain more consistency in the upward trend of data from year to year and an improvement in NAPLAN results for all students.



PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2014

%

2015

%

2014–2015

Changes

%

2016

%

2015–2016

Changes

%

YR 03 Reading 97.1 100.0 2.9 95.8 -4.2

YR 03 Writing 95.7 100.0 4.3 97.2 -2.8

YR 03 Spelling 98.6 94.7 -3.9 95.8 1.1

YR 03 Grammar & Punctuation 94.3 98.7 4.4 97.2 -1.5

YR 03 Numeracy 95.7 96.1 0.4 95.8 -0.3

YR 05 Reading 98.7 92.5 -6.2 95.7 3.2

YR 05 Writing 100.0 98.5 -1.5 97.1 -1.4

YR 05 Spelling 100.0 95.5 -4.5 98.6 3.1

YR 05 Grammar & Punctuation 94.7 91.0 -3.7 97.1 6.1

YR 05 Numeracy 93.3 97.0 3.7 97.1 0.1



School Community & Student Wellbeing


That students and staff develop the skills and confidence to be resilient members of their community.

That we see an upward trend in the students and staff connectedness to school and an improvement in student and staff morale.

Outcomes All in our Catholic school community contribute to and experience a sense of welcome and belonging.

All in the community are responsible for their own wellbeing.

Achievements

Every relationship is different, but they all matter. In 2016 at Trinity, the staff, students and school community continued to build and strengthen positive relationships. This was achieved through our social and emotional programs such as the FRIENDS Program and the City of Casey’s Adolescent Male Program and the implementation of Choice Theory. Assisting parents to access community services and familiarise themselves with school based initiatives was also a strong focus. The Safety Audit was conducted each term, as an additional tool to monitor student safety.

Seasons for Growth Trinity facilitated the Seasons for Growth Program for children in our school who may have experienced grief or loss through a death in the family, moving house, serious illness or family separation. The program explored issues such as change, loss, managing feelings, coping strategies and support networks with children. Seasons is a small group, eight session program which concludes with a ‘Celebration’ session. A junior, two middle and one senior group were run.

Adolescent Male Program (AMP) The City of Casey facilitated a four-week program called AMP (Adolescent male Program). This program targeted boys in year five and six and aimed to help them become better equipped for their world. The boys learnt about the importance of team building, communication, making and owning their choices and their role in society.

Secondary School Transition Program Seven year six students participated in a 6 week course on Transition to Secondary schools. Students explored language and protocols in social situations, time management, communication, making friends, seeking help and managing resources, heading into Secondary School.

FRIENDS Program FRIENDS stands for Fun, Relaxing, Innovative, Enjoyable, Nurturing, Diverse and Social. The aim of the program is to build student self-esteem and confidence, whilst at the same time celebrating and building on the strengths and talents that the student already has. It is a program run in partnership with the school for 45minutes a week or fortnight, where a volunteer works 1:1 with a student negotiating a range of activities that are of interest to the students. In 2016, thirteen students and seven volunteers participated in the program.

PAL The Year 5 and 6 students did a wonderful job of running activities at playtimes and lunchtimes as part of the PAL program. Through games they get to know the Prep and Junior students and assist them with making friends. The peer learning and interaction that take place with the Buddy Program run with Year 6 and Prep students, and Year 1 and Year 5 students, are other effective ways of creating connectedness.



Lunch Time Clubs In 2016, Trinity offered the students the opportunity to express their creative talents through the school choir and dance club. These activities were run throughout the year at lunch time and an opportunity to show case what they had learnt was made possible at school assemblies.

A description of how non-attendance is managed by the school The attendance roll is taken twice daily as per compliance obligations. Teachers report concerns for non-attendance to the Principal, Deputy Principal or Student Support Coordinator, in addition to leadership monitoring. Parent meetings are held to determine the reason for non-attendance and support is offered to families, if applicable. Meetings are documented and student attendance continues to be monitored.

VALUE ADDED

Weekly Assemblies, Class Masses, Trinity Carnival, Grandparents Day, Athletics Day, Mother’s Day and Father’s Day Breakfast and the Christmas Concert, were all well attended by students, parents and family members. Overall there was a genuine sense of community and positive feedback from all sectors.

STUDENT SATISFACTION

The Insight SRC data demonstrated an upward trend in student engagement and in their connection to the school community. Students responded positively to the new learning spaces and to the lunch time activities provided.

PARENT SATISFACTION

School Board feedback was positive towards the new learning spaces and the implementation of the Child Safe Standards. Overall, the parent population was very positive in viewing the new learning spaces and the intended school directions which include such things as the Discovery Centre, playground activities, extension programs and sporting events.



Child Safe Standards

Goals and Intended Outcomes

That Trinity creates a culture of child safety.

That all staff are committed to providing an education that develops the whole person.

That the social, emotional, moral, spiritual and physical wellbeing of our students is central to our decision making to ensure student health, safety, learning and success.

Achievements

Development of Policies and Commitment The following policies were reviewed and updated in relation to the Child Safe Standards:

Child Protection and Safety Policy

Child Safe Principles

Pastoral Care Policy

Protection of Children – Failure to Disclose Policy

Protection of Children – Failure to Protect Policy

Protection of Children – Grooming Policy

Staff and Student Professional Boundaries Policy

Statement of Principles regarding Catholic Education Policy

Child Safety Code of Conduct In addition to this, a child safety commitment statement was reflected in such things as our Newsletter header and Role Description header. As part of Child Safe Standard 4 – Staff Selection, Staff employment practices were updated to reflect Child Safe Standard regulations. As part of Child Safe Standard 5 – Processes for Responding to Suspected Child Abuse, incident report templates were updated in line with Child Safe recommendations.

Training and awareness raising strategies Staff training covered the Seven Child Safe Standards and related Modules including:

Module 1 – Child Protection Training Program Overview

Module 2 – Child Abuse and Key Risk Indicators

Module 3 – The Legal & Regulatory Child Protection Framework

Module 4 – The Victorian Child Safe Standards

Module 5 – Child Protection and Safety Policy and Child Safety Code of Conduct

Module 6 – Responding to a Child Protection Incident Internally

Module 7 – Child Protection Reporting to External Agencies

Module 8 – Information on Working With Children Check (WWCC)

Module 9 – Staff and Student Professional Boundaries Staff Training also included the annual Mandatory Reporting eLearning Module.

Consultation with the community Child Safe Standards information was written in several newsletters and the CECV commitment to child

safety was put up around each of the learning areas and the main administration area.

A Child Safe Standards display was erected in the atrium foyer and included information on Child Safe Standards, updated school policies, Family First pamphlets, Protect Child Safe Booklet etc.

The school website was updated to include Child Safe Standards & Policies and links to government departments and Child Safe websites.

Child Safe Standards were presented at School Board Meetings and P&F committee. School Board members and P&F committee members signed the Trinity Code of Conduct.



New Human Resources practices All staff, School Board and P&F Committee members signed the Trinity Code of Conduct as well as

visitors to Trinity including psychologists, incursion staff, CEOS visitors etc.

For parents wishing to assist in the classroom, the existing practice of a parent helper workshop was revised to include Child Safe Standards information. A register of all parents completing the Parent Helper Workshop along with their WWCC card and signing of the Code of Conduct is kept in a folder in the office area.

The newsletter header was updated to include a statement of child safety.

All Role descriptions within the school were updated to include the statement of child safety.

In line with Child Safe Standard 4, applications for employment were updated to include an application template and a staff selection checklist.

In line with Child Safe Standard 5, an Incident Report Template was updated for staff to record incidents reported to Child First and Department of Human Services.



Leadership & Stewardship


That staff and student leadership structures work proactively and effectively, respecting the feedback from all members of the school community.

That Trinity creates a learning environment that supports contemporary learning practices.

There is a successful implementation of the Building Project.

Targets

Students are the centre of all leadership actions and decision making.

Leadership aligns with, and supports, the school’s vision and contemporary practice.

Leadership capacity and succession planning responds to the dynamics of the school community.

We enact our duty and responsibility to respect and care for Trinity.

Achievements

Trinity commenced 2016 with 72.97% of the teaching staff from the previous year remaining. Having the majority of staff continue created continuity for the students and was appreciated by the parents, however, the influx of some new staff allowed us to explore new opportunities. Specialist subjects included Health and Physical Education, ICT and Art from Foundation to Year 6. The Library was set up next to the Art room and teacher resource centre. Students were given the opportunity to borrow weekly from the library and to utilise the library space when classes were not rostered on. We were again very blessed to be able to offer Languages Other Than English (LOTE), Performing Arts, Drama and Music. Parents regularly expressed how pleased they are that the school can offer these subjects for the children to enjoy. The staff continuing to be lifelong learners is highly important to Trinity and it is an expectation that staff regularly attend and participate in Professional Development (PD) to continue to improve their skills. This ensures that the children are presented with the most up to date and comprehensive curriculum we can offer. As well as the Collective Professional Learning Days, staff participated in Religious Education (RE) and learning weekly Staff Meeting and Professional Learning Team meeting where the emphasis is on learning from each other and sharing our collective skill sets. Within this environment staff challenge each other to provide the best possible learning opportunities they can to the children by focussing on improving their teaching techniques, using data to inform their practice, learning from each other, coaching, feedback and being accountable. The staff all set individual learning goals for themselves that they strived to achieve as well as reflecting heavily on their current practice and what they can do to better themselves. Leadership roles and positions of responsibility are shared amongst the staff of Trinity as we employ a team approach. The Leadership Team meets weekly to monitor and discuss the progress of the school, guide future direction and look for areas where we can constantly challenge ourselves and improve. Courses to improve leadership skills are encouraged at all times. We also had staff members continuing their Catholic Accreditation and two staff members continuing their Master Degree in Educational Leadership. At the end of 2016 Trinity reviewed its leadership structure to ensure it aligns with contemporary practice in education. Learning Areas in the Allen, Marian and Joyce Buildings were refurbished and designed to include open, collaborative, flexible and contemporary learning spaces. Staff Meetings, facilitated by Mary Ellen Davis, Psychologist, focused on supporting staff to move into open learning spaces.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2016

4 Staff Collective Professional Learning Days facilitated by Philip Holmes-Smith (outlined in Learning & Teaching Section)

RE Staff Professional Learning facilitated by Dr. Rose Duffy

Choice Theory Training for Graduate Teachers, 2 classroom teachers and 2 office staff facilitated by Mary Ellen Davis, Psychologist

Staff First Aid – CPR, Anaphylaxis and Asthma Mandatory Reporting eLearning Module Child Safe Standards Staff Professional Learning Modules CEOS Learning & Teaching Network days attended by Leadership Team Webinars focusing on BAS Guided Reading & Writing about Reading facilitated by Cheryl Lacey,

Pearson and attended by Leadership Team CEOS Graduate Induction Camp 2017 Staff Curriculum Planning Day Little Learners Love Literacy – Synthetics Phonic approach facilitated by Maureen Pollard

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 34

AVERAGE EXPENDITURE PER TEACHER FOR PL $1,750.50

TEACHER SATISFACTION

Our Collective internal survey conducted at the conclusion of our 4 Collective Professional Learning days showed a positive result with 99.9% of staff indicating that the professional learning had improved their professional capacity. Staff also requested their Professional Learning continue in the Collective and to be in a similar format as 2016. Other Staff Professional Learning such as First Aid, Child Safe Standards, Choice Theory, Curriculum Development and Little Learners Love Literacy were all positively received.

Future Directions

In 2017 we look forward to the completion of our building program which will provide students, staff and parents with state of the art facilities to support our Ownership of Learning theme. We wait in anticipation for the opening of our Discovery Centre which is a purpose built facility to support student learning in STEM subjects. We remain focused on fully implementing the Victorian Curriculum and the new RE Curriculum as well as continuing to provide a welcoming, safe, contemporary learning environment where students remain at the centre of all our decision making and actions.



VRQA Compliance Data

E4040

Trinity Catholic Primary School, Narre Warren South

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2014

%

2015

%

2014–2015

Changes

%

2016

%

2015–2016

Changes

%

YR 03 Reading 97.1 100.0 2.9 95.8 -4.2

YR 03 Writing 95.7 100.0 4.3 97.2 -2.8

YR 03 Spelling 98.6 94.7 -3.9 95.8 1.1

YR 03 Grammar & Punctuation 94.3 98.7 4.4 97.2 -1.5

YR 03 Numeracy 95.7 96.1 0.4 95.8 -0.3

YR 05 Reading 98.7 92.5 -6.2 95.7 3.2

YR 05 Writing 100.0 98.5 -1.5 97.1 -1.4

YR 05 Spelling 100.0 95.5 -4.5 98.6 3.1

YR 05 Grammar & Punctuation 94.7 91.0 -3.7 97.1 6.1

YR 05 Numeracy 93.3 97.0 3.7 97.1 0.1



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y05 96.80

Y06 96.46

Y01 96.48

Y04 96.14

Y03 95.98

Y02 95.63

Overall average attendance 96.25

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 88.09%

STAFF RETENTION RATE

Staff Retention Rate 72.97%



TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 11.11%

Graduate 22.22%

Certificate Graduate 3.70%

Degree Bachelor 88.89%

Diploma Advanced 29.63%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

34

FTE Teaching Staff

28.780

Non-Teaching Staff (Head Count)

20

FTE Non-Teaching Staff

11.698

Indigenous Teaching Staff

0

2015 Primary Template v1 - Trinity Primary School · Easter play for the whole school, focusing on...

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Transcript of 2015 Primary Template v1 - Trinity Primary School · Easter play for the whole school, focusing on...