2017 ANNUAL REPORT - Sacred Heart, St Albans · SACRED HEART PRIMARY SCHOOL ST ALBANS 2017 ANNUAL...

2017 ANNUAL REPORT TO THE SCHOOL

COMMUNITY

Sacred Heart Primary School, St Albans REGISTERED SCHOOL NUMBER: E1175

on

SACRED HEART PRIMARY SCHOOL ST ALBANS

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

Our School Vision ....................................................................................................................................... 4

School Overview .......................................................................................................................................... 5

Principal’s Report ........................................................................................................................................ 8

Education in Faith ..................................................................................................................................... 13

Learning & Teaching ................................................................................................................................. 16

Student Wellbeing ..................................................................................................................................... 19

Child Safe Standards ................................................................................................................................ 22

Leadership & Management ....................................................................................................................... 23

School Community .................................................................................................................................... 28

Future Directions ....................................................................................................................................... 30

VRQA Compliance Data ............................................................................................................................ 31



Contact Details

ADDRESS Winifred Street St Albans 3021

PRINCIPAL Ms Dianne Blake

PARISH PRIEST Father John O’Reilly and Father Maurie Cooney

SCHOOL BOARD CHAIR Father John O’Reilly and Father Maurie Cooney

TELEPHONE (03) 9366 0022 / (03) 9366 0266

EMAIL [email protected]

WEBSITE www.shstalbans.catholic.edu.au

Minimum Standards Attestation

I, Dianne Blake, attest that Sacred Heart School St Albans 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 2017 school year under the

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

19 April 2018



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Our Motto: Jesus, I Trust In You

Our Vision:

As The Catholic Community of Sacred Heart we pray, work and

share together, to develop the whole child for a life following

Jesus.

Our Mission:

We are called to be spirit filled servants, following Jesus, who was

the compassion of God.

Our Values: Jesus is our inspiration.

• Respect – We respect each person, as we believe all are

created in the image of God.

• Compassion – We seek to understand each family’s journey.

• Excellence – We strive for excellence in teaching and

learning.

• Relationships – We believe that through all our relationships,

we reflect Jesus, our role model.

• Community – We work in partnership with our whole

community, to foster a sense of welcome and belonging.

• Resilience – We strive to develop confidence, resilience and

forgiveness.

• Trust – We strive to develop the potential of each child,

because we treasure who we have been entrusted with.



School Overview

Sacred Heart Catholic Primary School, St Albans with the motto ‘Jesus I Trust In You’ is

located in the north west of Melbourne, and belongs to the Sacred Heart/Emmaus

Parish, which includes two Churches and three Primary Schools. The spirituality of St

Mary of the Cross is a part of our school culture, and is reflected in all our relationships.

In 2017, Sacred Heart School was 63 years old, having been established in 1954 by the

Sisters of St Joseph with an enrolment of 195 pupils. In 2017 the school had an

enrolment of 283 pupils throughout 12 grades. The grade structures included: two Prep

classes, three Grade 1/2 classes, two Grade 3 classes, two Grade 4 classes, two Grade

5 classes and two Grade 6 classes.

All parents are invited to be involved in our Parish through Ministry – there are 25

different ministries for parents to choose from.

St Albans is a very multicultural suburb, and this diversity is valued and celebrated

through our relationships each day in our school.



At Sacred Heart:

72% of families are eligible for Education Maintenance Allowance.

Families come from more than 18 different cultural backgrounds.

94% of our children or their parents were born in another country.

43% of the children at Sacred Heart were born overseas, with most of these

children coming from Iraq (28%), the Philippines (4%), Vietnam (2%), Egypt (2%),

Myanmar (1%), India (1%) and New Zealand (1%). Other children were born in

Jordan, Uganda, Japan, UAE, Canada, Croatia, Ireland, Greece, and Mexico.

33% of students at Sacred Heart are refugees, of which 28% are Refugees from

Iraq; the other 5% are refugees from Syria, Jordan, Egypt, India, and Myanmar.

14% of Refugee students from Iraq are New Arrivals who have arrived this year.

Developing positive relationships and creating a safe and calm environment is a

priority in our school. Religious Education is taught daily and permeates all that we

do. Developing students’ Literacy and Numeracy skills is also a key priority.



Other curriculum features of our school include:

School Based Religious Education Program

A Reading Recovery Teacher

Two Number Intervention teachers

The LOTE being taught is Japanese

Five New Arrivals-Refugee Support Teachers

Three Learning Support Officers

Speech Pathologist

Technology Manager

Personalised Learning Plans

Inquiry Based Learning

Physical Education, Music, Visual Arts and Inter-School Sports

Written and oral reporting to parents each semester with interpreters

Positive Behaviour Management

After-School Child Care

A Maintenance Coordinator



Principal’s Report

2017, has been truly a remarkable year. The construction of the new school which

began in June 2016 was completed towards the end of 2017. The old school was

vacated in December and was ready for demolition in January 2018. A new playground

was also established for the children in December.

I am truly grateful for the support received from: Fr John O’Reilly, Fr Maurie Cooney,

staff, students, parents, Catholic Education Melbourne and The Archdiocese,

throughout this challenging process.

The new school consists of 12 large classrooms with abundant natural light. The

classrooms are both connected, but with separate learning spaces. In addition to this,

there is a spacious new resource room and creative arts room. The main entrance to

our new office area will be in Theodore Street. The new school also has separate

offices for specialist intervention such as Reading Recovery, Number Intervention and

New Arrival Support.



In 2017 Sacred Heart, enrolled 40 refugee students from Iraq and 4 refugees from

Burma and Vietnam. As a Parish, we welcome our Catholic refugee families, who have

been forced to leave their countries.

In summary, an entire new school was built, the old school was prepared for demolition,

whilst the everyday running of the existing school continued. Throughout this process,

our focus has always been on teaching, student wellbeing and learning. This is

evidenced through an external report that was conducted at Sacred Heart by ‘Corwin’.

This involved looking for evidence of learning, through speaking to teachers and

students, as well as looking at routines and practices within the school.

The report from Corwin highlights that at Sacred Heart:

Students, staff and parents have a shared vision of the desired characteristics of an

effective learner. These are explicitly taught in all key learning areas.



Students, staff and parents have a shared vision of the desired characteristics of an

effective teacher

Feedback is collected weekly from students through surveys, classroom meetings,

and students’ reflections against success criteria

Feedback is given to staff through peer observations, use of feedback pro-formas,

and regularly from leadership team members

Students use Learning Intentions and Success Criteria, so that they are clear about

how to be successful, and what their next steps are

Learning is differentiated for students

Student data, and classroom observations, are used to guide teachers’ planning and

monitor student progress

Multiple assessment tools and resources are used, which enable teachers to collect

and use high quality data about individual student learning

Evidence of professional practices that focus on learning and progress include:

o The use of the Victorian Curriculum or English as an Alternative Language

Continuum as pathways for students



o Differentiated teaching where student data has been embedded into daily teaching

practices

o The assessment of each student’s prior knowledge through the use of pre-tests in

all curriculum areas that are shared with students and used to set learning goals.

o The collection of ‘Fountas and Pinnell’ student comprehension levels in fiction and

non- fiction texts

o Learning progressions developed across curriculum areas

o Displays of learning progressions made visible to students

o Documentation of success criteria with the use of ‘I can’ statements in writing

genres,

o The use worked examples of different writing genres

o The use of effect size data, and the sharing of this data with students

An emphasis on the importance of monitoring student progress closely, is evident

across the school. Teachers use evidence of learning to plan for and adapt teaching

approaches and work closely with school leaders to analyse and interpret student

data.

It was also observed through our report that, there is high relational trust across the

school and there are a variety of ways of raising teacher capability, including:

o Regular dedicated scheduled professional learning for all staff

o Teachers collaboratively planning each week in team levels with support from

members of the Leadership Team

o Internal and external professional development throughout the year

o Regular classroom observations and feedback provided to teachers

o Opportunities for modelling and observing other colleagues teaching

This is evidence that despite our enormous building project, and enrolments throughout

the year, our focus was always on students’ learning and our teaching.



Finally, our end of year Christmas Mass, is always a time for us to thank God for all that

we are, and all that we have been given. It is also a time when the individual gifts of

students are celebrated as they reflect and present to our community, their individual

journey at Sacred Heart. We are proud of all our students, and we are particularly proud

of the individual growth they show in all areas including: faith, relationships, confidence,

physical and academic abilities.

Our students are our greatest success. As I said to all families at our end of year Mass:

We come from many countries,

We speak many languages,

But we love each other

And grow in compassion,

As we are a part of a Catholic Community

Who are called to serve others.

“Love one another as I have loved you”



Education in Faith

Goal:

To be a Catholic community that prays, works and shares together to develop

the whole child for a life following Jesus in the world today

Intended Outcome

That students develop a post-critical belief

Key Improvement Strategy

Engage in dialogue to support students to re-contextualise their faith

Achievements

To begin the year, a combined staff Mass (Sacred Heart, Emmaus and Cana), was

held at Emmaus Church with the theme: “Spirit Filled Service”

Staff professional development included:

o Weekly planning with a Religious Education Coordinator

o Attendance at Family Sacramental Weekends

o A ‘Mary MacKillop’ Committee of students was established to welcome newly

arrived students from Iraq, this included an orientation book and the distribution of

free fruit to all students each week

o Working with John Burland and Alyssa and Daniel Agius (Unlimited) to enhance

liturgy through music

Students engaged in daily prayer, and weekly through our celebration of the

Eucharist together

Parish parent meetings were held. At these meetings, each school’s story was

shared, and a staff member spoke about why they had chosen to teach in a Catholic

school. In response to these meetings many families increased their Thanksgiving

and contributed to the Parish Building Fund

A beginning of the year Mass was celebrated for all students and parents

Blessing masses for all year levels were held each month:

o 1st week of the month - Year 3 Reconciliation Blessing Mass



o 2nd week of the month - Year 4 Eucharist Blessing Mass

o 3rd week of the month - Year 5 and 6 Confirmation Blessing Mass

o 4th week of the month - Year Prep, Year 1 and 2 Blessing Mass

Students attended the annual St Patrick’s Day Mass at St Patrick’s Cathedral

Eucharist Family Days - were held to prepare students and parents for First Holy

Communion

Reconciliation Family Days - were held to prepare students and parents for First

Reconciliation

Confirmation Family Days - were held to prepare students and parents for their

Confirmation

All families attended a ‘Family Chat’ at the presbytery, to reflect on their faith journey

and commitment to our community

Year 4 students celebrated the Sacrament of First Reconciliation in May

Year 4 students celebrated the Sacrament of First Holy Communion in June and July

Year 6 students celebrated the Sacrament of Confirmation in October



All staff attended Sacramental Family days and the celebration of Sacraments

Sacred Heart Feast Day was celebrated on Friday 23rd June with Mass, a band and

an open morning where families were invited into classrooms

The Sacred Heart/Emmaus Parish Community came together to celebrate Mass on

Sunday 16th July to thank Fr O’Reilly for his 49 years of service to our Parish.

The Feast of St Mary of The Cross MacKillop was celebrated on 8th August, 2017.

We remember Mary’s words “Never see a need without doing something about it.”

The Grade 6 students visited The Mary MacKillop Heritage Centre to learn about the

life, work and charism of Mary MacKillop

Prep students visited our Parish schools - All Prep students from Sacred Heart

visited Emmaus and Cana

A Parish Federation day was held, where students participated in a sports day with

Cana and Emmaus students

Our students attended the annual Mission Mass at St Patrick’s Cathedral

The year was concluded with an end of year Christmas Mass, which also celebrated

our Grade 6 students’ achievements

VALUE ADDED

98% of students and families preparing for Sacraments attended Sacramental Family Days on

weekends

100% attendance at weekly Wednesday morning Masses by staff and students

97% of families attended Family Chats in the Presbytery with the Parish Priest or a member of

the Leadership team

The establishment of a weekly mass in our Parish in Arabic and Assyrian has supported the

Iraqi families to continue their strong faith in prayer and worship

The Iraqi and Burmese refugees’ strong commitment to their faith has added another

dimension to the school community’s Catholic Identity



Learning & Teaching

Goal:

To provide learning opportunities and effective teaching practices to develop

and nurture the potential of each child.

Intended Outcomes

That the learning growth of all students in literacy and numeracy will improve.


Ensure consistent use of data with teachers and in collaboration with students,

set achievable student learning goals.

Achievements

Staff were released for 3¼ hours each week. Planning protocols were agreed on by

all staff. Teachers planned with Coordinators in the areas of Maths, Literacy, Religion

and Inquiry Learning

The Victorian Curriculum and EAL Continuum were used for teaching, assessing and

reporting to parents

Staff agreed on a consistent work program structure, which included teaching

students to use Learning Intentions and Success Criteria

The Victorian Curriculum was written in ‘parent friendly’ language, and was used in

all reports to parents

Grade 5 and 6 students used e-portfolios to record evidence of their achievements to

inform parents

Prep- Grade 4 students used folders to gather evidence of their achievements

In Reading, Fountas and Pinnell testing texts were being used to track students’

comprehension levels in both fiction and factual texts

In writing, pre-assessments for each text type provided information on future

individual student goals. Post assessments then showed individual student growth.

Samples of writing for each year level, and each text type, using the Victorian

Curriculum, were developed with explicit success criteria



In Maths, pre and post assessments were also used to group students for daily

teaching and to track student’s growth

Teachers calculated ‘effect’ sizes to show evidence of student growth

Teachers worked with a colleague using an ‘observation tool’ to provide each other

with feedback about teaching and learning.

Description of Observation Tool

Part 1

o Asking the teacher and other students questions

o Discussion about learning

o Voicing and demonstrating high expectations

o Supporting peers learning

o Seeking feedback from the teacher and other students

Part 2

o Collecting evidence of teacher’s interactions in 1 minute intervals

Part 3

o Collecting student feedback

CRC staff met with feeder primary school representatives, to calculate student

growth from Year 5 to Year 7. This was facilitated by Philip Holmes-Smith.

Effect size data was calculated for individual students, using PAT-Maths and PAT-

Reading for both individual students and grade cohorts of students. This shows the

impact of teaching on student learning.

Staff triangulated data using: PAT Reading and Maths Tests, Fountas and Pinnell

results, Pre and Post test data, NAPLAN and Essential Assessment data

Four staff attended a Visible Learning professional development day

The National Art Gallery, provided two days of professional learning for five art

teachers on: Indigenous art and Van Gough

All Grade 5 and 6 students visited the Australia Gallery



All Grade 3, 4, 5 and 6 students visited the Van Gogh exhibition at the Art Gallery

A review of the one to one laptop program was conducted across the three schools

Student- Parent -Teacher conferences were held at the end of Terms 2 and 4

Three staff members participated in the TESMIC course facilitated by Margaret

Nutbean

STUDENT LEARNING OUTCOMES

Naplan data 2015-2017 shows:

Consistent results of 100% of students achieving the minimum standards in Year 3 Grammar and Punctuation

A 2.9% increase in the number of students achieving the minimum standards in Year 3 Numeracy 2016-2017

A 5.7% increase in the number of students achieving the minimum standards in Year 3 Reading 2016-2017

Consistent results of almost 100% of students achieving the minimum standards in Year 3 Spelling

Consistent results of 100% of students achieving the minimum standards in Year 3 Writing

A 6.7% increase in the number of students achieving the minimum standards in Year 5 Grammar and Punctuation 2016-2017

A 3.2% increase in the number of students achieving the minimum standards in Year 5 Numeracy 2016-2017

Consistent results of 100% of students achieving the minimum standards in Year 5 Reading

Consistent results of almost 100% of students achieving the minimum standards in Year 5 Spelling

Consistent results of 100% of students achieving the minimum standards in Year 5 Writing

At Sacred Heart other sources of data used to track students growth included:

PAT-Maths conducted yearly in November

PAT-Reading conducted yearly in November

Fountas and Pinnell Reading Comprehension conducted termly or as required

Small Group daily achievement of success criteria

Moderation of work samples

Pre and post assessments

Individual meetings with all students, parents and teachers twice a year, with interpreters

Personalised learning plans for students with additional needs



Student Wellbeing

Goals

To enhance student wellbeing and strengthen positive relationships in light of

gospel values

Intended Outcomes

That students personal and social skills will continue to grow


Explicit teaching and learning of personal and social skills

Achievements

Classroom meetings were held each week, for students to share successes and raise

any concerns

Staff completed the 20-hour online autism professional development course

The library was open during break one and two to provide an alternative quiet space

for students

Twenty different kindergartens were visited as part of the Prep Orientation Program.

In addition to this, Prep students for 2018 attended five orientation sessions at

Sacred Heart

Program support Group Meetings for students with disabilities were held each term

with parents to update Personalised Learning Programs

Three Learning Support Officers conducted the ERIK Reading program

E-smart accreditation was evaluated

Personal and Social Capabilities from the Victorian Curriculum were unpacked with

all staff

All staff completed the Online Mandatory Reporting Survey

All teachers, support staff, contractors and volunteers have been given the CECV

Commitment Statement to Child safety



All staff and volunteers signed a Code of Conduct which lists acceptable and

unacceptable behaviours prior to working at Sacred Heart

All staff were given the Federation Child Safe Policy

A parent meeting was held in Assyrian to outline acceptable and unacceptable

behaviours as listed in the Child Safe Code of Conduct

All workers coming into Sacred Heart are expected to present their Working with

Children Check. All workers are supervised and sign the Child Safe Code of Conduct

which details acceptable and unacceptable behaviours

A Speech Pathologist worked each Friday with students requiring therapy

A ‘Back To Sacred Heart’ Year 6 - Year 7 Transition Morning was held to support

students in their transition to secondary school

CRC staff met with Grade 6 teachers to support students transition to Year 7

An Orientation Day was held in December, which gave students the opportunity to

meet their new teacher

Grade 6 students attended camp for three days at Mt Eliza



Student non-attendance is followed up:

with a phone call to discuss why students are not at school

At the beginning of each year, at a parent meeting, all parents are reminded

that students need to be at school every day and trips overseas need to take

place during holidays

Parent meetings are held to discuss any regular absenteeism

DHS or Family First are involved as required

VALUE ADDED

After School Care offers the following activities:

Karate, Art Sculpting, Music, Cooking, Netball, Homework Club, Science and Basketball.

CEM Learning Consultant, Susan Ongarato, provided teachers and students with support in the areas

of Autism and Behaviour

Year 6 students rehearsed and performed a school production of, “Charlie and the Chocolate Factory,”

in front of family and friends

STUDENT SATISFACTION

100% of students completed a fortnightly feedback form reflecting their wellbeing and learning

All teachers receive feedback daily about their teaching from the students in their classroom

Regular classroom meetings to celebrate successes and address challenges

School Leaders met regularly to celebrate successes and address concerns from students which

was then shared at Staff Meetings

Mary MacKillop Group met weekly to organise food packages for families in need

Mary MacKillop Group prepared breakfast for students one morning each week

Grade 5 students participated in Soccer Gala Days, Interschool Sport and School Sport Victoria

Athletics Events



Child Safe Standards

Goals and Intended Outcomes

To ensure the safety of all students at Sacred Heart Parish Primary School

To work closely with teachers, learning support offices, administration staff,

technology manager and maintenance coordinator, to ensure that they know

and follow our Child Safe Policies including our Code of Conduct

To ensure all families know and follow our Child Safe Policies including our

Code of Conduct

To ensure all external people coming into our school know and follow our

Child Safe Policies including our Code of Conduct

Achievements

Writing

o Child Safe Policy

o Privacy Policy

o Code of Conduct

Discussing and explaining these to parents, teachers, learning support officers,

administration staff, technology manager and the maintenance coordinator

Ensuring that these policies are followed at all times

Employment of new staff includes the use of an explicit referee check proforma

Meetings with volunteers in English and other languages, to ensure they understand

and sign the Child Safe Code of Conduct: Acceptable and Unacceptable Behaviours

Keeping a record of Working With Children Checks for all volunteers, and ensuring

that they wear a name tag, indicating expiry dates

Children complete weekly surveys about how they are feeling at school



These policies and practices are designed to ensure that we have an embedded culture

of child safety at Sacred Heart. They explicitly state acceptable and unacceptable

behaviours with children. They also detail processes for responding to and reporting

suspected child abuse.



Leadership & Management

Goal

To further develop a powerful, professional learning culture

Intended Outcome

That staff feel empowered in their practice


Ensure that staff participate in rigorous conversations at planning sessions to

make informed choices about individual student learning

Through performance development coaching, staff use data to reflect on

teaching and learning and set personal goals

Achievements

Professional development was provided for all staff on:

o Positive Behaviour Management

o Data Analysis with Philip Holmes-Smith

o Visible Learning- What makes an effective Catholic Teacher?

o The New Victorian Curriculum

o Autism

o Specialist staff attended a day at the Art Gallery.

o ACHPER provided professional development in the area of physical education

o Visible Learning

o Feedback

o Number Intervention

o “Berry Street” - Wellbeing Approach

o Child Safety: The Next Steps

o Reportable Conduct

o Online Mandatory reporting



o Nationally Consistent Collection of Data

o Teaching Young Children English in Multi-Lingual Contexts

o National School Improvement Tool

Farewell to Fr O’Reilly after 49 years and welcome to Fr Maurie Cooney

The Corwin Visible Learning Team walked through all classrooms, and provided a

“Capability Assessment Report” on Sacred Heart. This report indicated that Sacred

Heart was performing very high in all areas:

o The Visible Learner

o Inspired and Passionate Teachers

o Know Thy Impact

o Effective Feedback

o Aspirations

o Strategic Tools and Actions

o Shared Understandings



o Professional Practice

Graduate teachers participated in a mentoring program

Occupational Health and Safety issues were raised weekly at staff meetings

Two information meetings were held for prospective parents to Sacred Heart,

Emmaus or Cana. At these meetings the Parish philosophy of Praying, Working and

Sharing together was detailed. Enrolment Applications were then given to

prospective parents after masses in May

In 2017 the total number of refugee students at Sacred Heart was 92. Four New

Arrivals Teachers were employed to meet the needs of these students. Professional

development was provided to all staff to support these students’ learning

All staff completed Level 2 First Aid yearly update of CPR, Anaphylaxis, Asthma and

Defibrillator training in December

Fortnightly building meetings were attended by the principal, 2Construct, Henderson

and Lodge, and a representative from the Archdiocese

The new school due to be completed in June, was completed in December

A new adventure playground and a special rubber surface underneath was installed

in December 2017



The school nurse conducted checks on all prep students and newly arrived students

to Australia

Centre of Catholic Teacher Formation: ACU, CEM and all Primary and Secondary

schools in our Federation, met regularly to discuss improvements to Pre-Service

Teacher Education at ACU. A student from ACU participated in an extended practical

program

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2017

P-10 Student Performance Data and VCE Workshop

Professional Development for Physical Education

First Aid-EAM-Anaphylaxis

Consulting Specialist Teachers Observation, feedback and plan

TESOL-Semester 1-School 1/3 Portion - Language, Culture and Communication

The Arts – Professional Development New Arrivals Professional Development for 3 teachers

Collaborative Impact Program 2017

Naplan and PAT Consultation

Staff Professional Development – Understanding the Iraqi Refugee journey

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 24

AVERAGE EXPENDITURE PER TEACHER FOR PL $3,831.80

TEACHER SATISFACTION

Annual Review Meetings for all staff with the Principal in Term 3

Individual meetings for all staff with the Principal each term

Scheduled observations and peer to peer feedback

Weekly staff meetings with agenda items included in minutes

End of year reflection, discussion and evaluation of strengths and challenges

Weekly planning with coordinators

The Corwin Report stated that there was a high relational trust across the school, and there are a variety of ways of raising teacher capability

Reflection on year’s work with Philip Holmes-Smith



School Community

Goal

To engage parents as active partners in their children’s education

Intended Outcome

That parents understand the language of school and student learning


Engage parents in all that we do as a school

Achievements

A Grade 6 production of ‘Charlie and The Chocolate Factory’ was enjoyed by all

students and parents

Four ‘Mercy Connect’ volunteers worked in classrooms one morning each week to

support students

Six Iraqi students gave a presentation to adult classroom helpers at Catholic

Education Melbourne, about their journey to Australia

Shadforth Financial Group visited their Grade 6 literacy buddies, whom they had

been in contact with through letter writing (Ardoch Foundation)

Grade 6 students visited the Shadforth Financial Group workplace

A Pre-Prep Parent Meeting was held in December

Students attended Interschool Sport, Regional Cross Country Championships,

Divisional Athletics and a Soccer Gala Day

Sacred Heart Feast Day was celebrated with Mass, a band and morning tea



Students and staff raised $3,200 at the Mini-Fair

Book Week, “Escape to Anywhere” was celebrated by our whole school community

Parents were invited to attend a ‘Trivia Night’

A Parish Federation Sports Day was held

Parents, staff and students celebrated ‘Harmony Day’, through dressing up in

different cultural clothes and presenting performances about other countries

All parents were invited to attend a Cyber Safety parent meeting. This was

compulsory for all Grade 5 and 6 students.

A parent meeting was held in Assyrian for all newly arrived students from Iraq

detailing: School Rules, Ministry, Mass, Cybersafety and Sacramental expectations

Great support was given by our New Arrivals families in assisting the movement of

resources, furniture and supplies from the old school to the new

PARENT SATISFACTION

Semester 1 and 2 Report feedback forms from parents

Grade level meetings for parents was well attended

Prep Home Visits and Family Chats

Beginning of year small group parent meetings with Principal and Deputy Principal

Good attendance at Sacred Heart Feast Day, Harmony Day, Book Week and Working Bees

Opportunities for parents to view and engage in learning experiences, such as Inquiry Expos

In 2017 Father O’Reilly and the Parish community of Sacred Heart/Emmaus supported the Iraqi

families in establishing a weekly Mass in Arabic and Assyrian at Emmaus Church in Sydenham.

This has been welcomed by our Catholic Iraqi families and is incredibly well attended each week.

Interpreters in Arabic, Assyrian, Hakka, Vietnamese and Albanian were used at enrolments, parent-

teacher interviews, parent meetings and sacramental meetings. This communication enabled families

to feel connected and valued to our school and parish community.



Future Directions

In 2018, an external review will be conducted, through the use of the “National

School Improvement Tool”

Evidence of the school’s achievement will be gathered in the areas of:

1. An explicit improvement agenda

2. Analysis and discussion of data

3. A culture that promotes learning

4. Targeted use of resources

5. An expert teaching team

6. Systematic curriculum delivery

7. Differentiated teaching and learning

8. Effective pedagogical practices

9. School-community partnerships

The aim or purpose of the investigation:

To use the National School Improvement Tool, to reflect on teaching and learning at

Sacred Heart, with the aim of improving learning and wellbeing for all students.

The rationale for the selection of the focus area:

This tool has been chosen as it brings together findings from international research

into the practices of highly effective schools and school leaders. This tool will assist

our school to review and reflect on what has been achieved to improve the quality of

teaching and learning. It will also be a lens through which current practice and areas

for improvement will be discussed with students, parents and staff.

The scope of the area to be reviewed:

In addition to the nine areas listed above, Sacred Heart, as a Catholic Parish Primary

School, will also review the area of Religious Education and Catholic identity.

Timeframe of Specific Focus School Review:

Week 1 – Term 4 2018, ACER personnel will visit Sacred Heart, St Albans.

In Term 1, 2019, the results from the National School Improvement Tool will be used

to complete a School Improvement Plan and Annual Action Plan for 2019-2022



VRQA Compliance Data



NOTE:

The School’s financial performance information has been provided to the Australian Charities

and Not-for-profits Commission (ACNC) and will be available for the community to access from

their website at www.acnc.gov.au

http://www.acnc.gov.au/

2017 ANNUAL REPORT - Sacred Heart, St Albans · SACRED HEART PRIMARY SCHOOL ST ALBANS 2017 ANNUAL...

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