2019 St Martin of Tours Annual Report Report/2019 St Martin of To… · ST MARTIN OF TOURS PRIMARY...

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

St Martin of Tours Primary School 2-12 Silk Street ROSANNA VIC 3084

2019

REGISTERED SCHOOL NUMBER: 1582

ST MARTIN OF TOURS PRIMARY SCHOOL, ROSANNA

2019 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

Parish Priest’s Report ............................................................................................................................................. 6

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

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

Learning & Teaching ............................................................................................................................................. 10

Student Wellbeing ............................................................................................................................................... 14

Child Safe Standards ............................................................................................................................................ 18

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

School Community ............................................................................................................................................... 21

Future Directions ................................................................................................................................................. 23

School Performance Data Summary ..................................................................................................................... 24



Contact Details

ADDRESS 2-12 Silk Street ROSANNA VIC 3084

PRINCIPAL Mr Dane Malone Acting Principal: Ms Megan Williams

2020 Principal: Mrs Jacqueline Marshall

PARISH PRIEST Father Michael O’Connell

SCHOOL BOARD CHAIR Mrs Jessica Herrick

TELEPHONE (03) 8458 7500

EMAIL [email protected]

WEBSITE www.smrosanna.catholic.edu.au

E NUMBER 1209

Minimum Standards Attestation

I, Jacqueline Marshall, attest that St Martin of Tours 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 2017 (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 2019 school year under

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

(Cth)

• The Child Safe Standards prescribed in Ministerial Order No.870 – Child Safe Standards,

Managing Risk of Child Abuse in School.

25 June, 2020



Our School Vision

OUR VISION

The death and resurrection of Jesus, and the outpouring of his Spirit empowers and challenges

us to embrace life within the context of the Catholic faith. We are inspired by the St. Martin’s

school motto, Non Recuso Laborem (we shall not refuse the task), to be resilient and

compassionate members of our community.

OUR MISSION

Jesus’ message of love as expressed in the Catholic faith, doctrines, ideals and attitudes are

valued, taught and practised in the St. Martin’s School Community.

Through Baptism we are sons and daughters of God, therefore we believe that all individuals

have the right to grow spiritually, sacramentally, physically, intellectually, emotionally and socially

in a collaborative environment where everyone can learn and achieve success.

Because Jesus taught us to love others as we love ourselves, St. Martin’s provides an

environment where individuals are valued unconditionally and have respect for self and others.

St Martin’s offers an openness to religious questions and to a religious interpretation of the world.

St Martin’s school provides an inclusive, differentiated curriculum empowering all members of the

community to be curious, self-motivated learners and critical thinkers in an ever-changing world.

St. Martin’s provides a challenging and safe environment where individuals work together as

active members of the community, fostering respect, equity and empathy for all.



School Overview

St. Martin of Tours (St Martin’s) was established in 1958.

The student enrolment for 2019 February census was 512.

St. Martin of Tours Catholic Primary School is in the Parish of Macleod/Rosanna. It is situated in

the north/ east suburbs of Melbourne, approximately 15 km from CBD.

The school’s motto “Non Recuso Laborem” forms the base of the vision statement that calls us

to build capabilities and confidence to embrace life’s challenges.

St. Martin’s prides itself on the reputation of having a strong school community spirit. Key features

for building school community includes Monday morning whole school Community Prayer

Assembly, open classrooms once a term, Prep Grandparent morning and regular Friday night

dinners where parents gather at grade levels to share a meal. This year we held the working bee

and school tour on the same day to allow prospective families to speak to existing families about

the school. Community events such as the Parish Carnival are held biannually. All members of

the school community strive to do what’s best for the children.

The focus of the school is to ensure each child is supported and challenged in their learning.

Teachers and parents are committed to the children’s development.

Preparation for Sacramental celebrations and student-centred class Liturgies, give witness to the

Religious Education program. Showcases are held to complement Inquiry learning topics.

Students are offered enrichment and support programs including selection for inter-school

sporting activities, choir, literacy intervention, Maths Olympiad, Maths Games, Chess Club and

participation in writing competitions. An educational camp is offered to students in Year 4 and

students from Year 5 and Year 6 enjoy an outdoor education camp. A before school running club

is offered to grade 4-6 students in term 2. Students from years 4-6 are also involved in the

Heidelberg District sporting competitions.

The school is serviced by a well-being counsellor who is funded under the National Schools

Chaplaincy and Student Welfare (NSCSW) Program. On-site speech therapy, occupational

therapy is provided each week. Weekly lessons include specialist programs for Italian language

program, music lessons, library, art, STEM and physical education.

Facilities include 20 well-resourced classrooms, a school hall (GECCO), seminar room, two music

rooms, LOTE room, STEM room, Art room, LRC (library resource centre), canteen and an

administration area. Yard facilities include rubber marked asphalt areas, adventure playgrounds,

sandpits and grassed areas.

The school community celebrated a whole school carols night at the end of the year which was

presented to the extended school community.

Students have the opportunity to be involved in extra-curricular activities. Rehearsals for the

School Concert Band are conducted at 8am each Wednesday and Thursday. Contract music

specialist teachers are engaged to teach piano, guitar, violin, brass, percussion and woodwind

instruments.



Principal’s Report

The year began as an exciting time for St Martin’s as the teachers and students settled into their

new learning spaces in the Mercy, Tours and Xavier buildings.

Specialist classes which included Art, STEM, LOTE and Music were taught in the McAuley

building which also had rooms available for OT and Speech lessons.

We now had ample space to provide differentiated quality learning programs across our school

to meet the needs of our students.

All members of St. Martin’s school community lived the school motto of “Non Recuso Laborem”

(Embracing Life’s Challenges) during 2019. This became more evident following the passing of

our Principal, Mr Dane Malone, at the end of Term 1. Megan Williams was appointed as the Acting

Principal for the remainder of the 2019 year along with Marita Anderson as the Acting Deputy

Principal. The Leadership Team supported Megan in continuing with the everyday running of the

school along with providing ongoing teaching and learning experiences for the students in

amongst dealing with the trauma caused by the loss of Dane.

The rest of the year became about providing ongoing support to staff, students and parents where

needed.

During third term, a process was undertaken to appoint a new Principal for St Martin’s school. Mrs

Jacqueline Marshall was appointed to the role commencing at the beginning of 2020. Mrs Marita

Anderson was also appointed as Deputy Principal for the 2020 school year.

The Mercy building was blessed and officially opened on Tuesday 19th of November by

Archbishop Peter Comensoli and Anthony Carbines MLC.



Parish Priest’s Report

I heard a comment recently about how a crisis reveals something about the people who’ve

been caught up in it.

Similarly, the shock and grief experienced by our parish school community from the sudden death

of our Principal on March 27, 2019, revealed something about us.

And what has been revealed?

I believe we’ve had reinforced for us, aspects of our parish school that are very special,

• The resilience and quality of our students.

• The professionalism and excellence of our teachers, admin staff and parish school

leadership team.

• And the strong sense of community amongst our families, which grew more palpable at

the time of the crisis and its immediate aftermath.

I’d like to publicly thank Megan Williams for stepping into the breach as Acting Principal for most

of 2019, and also acknowledge the contribution of Marita Anderson, Deputy to Megan. And indeed

it’s important to mention the entire parish school leadership team for their efforts to help our school

go as well as possible in 2019. I believe it’s also good to gratefully acknowledge the help we

received from Catholic Education Melbourne (CEM). In particular the way the CEM’s Critical

Response Unit enabled us to handle the crisis of Dane’s sudden death. CEM also provided great

support and oversight to Megan, Marita and the parish school leadership team throughout 2019.

As this may be my last report as the person responsible for the governance of St Martin’s parish

school (there will be a new model for governance in 2021), I’d like to say a big thanks to all whom

I’ve encountered and worked with over the past 11 years – the students, the families, the

teaching/admin staff and our parish school leadership teams.

I know our new principal Jacqueline Marshall is looking at us with fresh eyes, and is rightly excited

about exercising her role as a servant leader of a very good parish school. May we all be

responsive to God’s gifts and so continue to live out the spirit of our patron saint Martin of Tours,

by never refusing the tasks/challenges that come before us!



School Education Board Report

The board met 5 times throughout 2019, with the purpose of advising the Parish and School

Leadership team about school policies and procedures. The beginning of the school year saw 6

new members join the board, the board is comprised of the following: Parish Priest (Father

Michael), Acting Principal (Megan Williams), two PFA representatives, as well as 6 other parent

representatives.

The school upholds St Martin’s motto “Non Recuso Laborem” with dedicated parents and teaching

staff not refusing the work but instead embracing and overcoming the challenges to provide a

quality education to the students. The following key items of discussion in 2019 were:

• Review of the school’s Privacy Policy and the Standard Collection Notice.

• Informed by the CEM of the Principal selection process.

• Approval of the new St Martin’s Wardrobe.

• Informed by Jamie Atherton (Student Wellbeing Leader) and approval of introduction of

family nights hosted by an expert outside agency to discuss adolescent development.

• Review of current finances and planning for the setting of fees and levies for 2020.

Jessica Herrick (Chairperson)



Education in Faith

Goals & Intended Outcomes

To give greater prominence to the school’s Catholic identity through prayer, active service and an

understanding of faith in today’s world.

That students are engaged and challenged in purposeful learning in Religious Education.

Achievements

• Whole school Masses for Beginning of the Year, Easter Paraliturgy, St Martin’s Feast

Day, Feast Day Masses and End of the Year Mass.

• Prep Family Welcoming Mass, Commitment Masses and Preparation Masses for

Confirmation and First Eucharist. For those levels that do not have a Sacrament, Level

Family Masses are celebrated at weekend Parish Masses.

• Retreat day for Eucharist students at Holy Cross Centre prior to First Eucharist.

• The school facilitates the Sacramental celebrations for Confirmation, Reconciliation

and First Eucharist for all members of the Parish. Fr Elio Capra ran a parent workshop

for First Eucharist, Confirmation and Reconciliation.

• Each class celebrated their own class Mass with parents and other members of St.

Martin’s Parish who attend morning Mass and celebrated afterwards with a morning

tea.

• School Captains attended the annual St Patrick’s Day Mass at the Cathedral to

celebrate Catholic Education Week.

• FIRE carries are heightening awareness of Aboriginal culture through school

assemblies and attending cluster days

• Social justice team organised a collection of clothing and blankets to support the St

Vincent’s Winter Appeal

• Teachers worked with the REL to plan R.E. with a contemporary learning experience,

to reflect an inquiry approach.

• Teachers participated in the ‘Scripture - Alive and Active’ professional development

day presented by Fr Elio Capra.

• Staff and students participated in the RE Pedagogy Survey. Results shared with class

teachers during RE planning meetings.

• Christian meditation is shared across the school 4 mornings a week.

• Community prayer which includes scripture readings is held in the topyard each

Monday morning.

• Each class has a school candle and prayer cloth that is presented at the Beginning of

Year School Mass. This candle is used for class shared prayer times. Prayer cloths

are displayed in the Church at the End of Year School Mass.



• Leadership continued to unpack best practice in light of feedback from data from

Enhancing Catholic Identity Project.

• Spirit Week was introduced. Students participated in St Martin’s Feast Day Mass,

school captains organised fun activities for the students throughout the week which

culminated in a Colour Run organised by the PFA committee.

VALUE ADDED

• Parents’ response to ‘CEMSIS’ Catholic Identity data was documented as at a

school positive average of 68% in comparison to like schools in Catholic Education

Melbourne

• Students’ response to ‘CEMSIS’ Catholic Identity data was documented as at a

school positive average of 51% in comparison to like schools in Catholic Education

Melbourne

• Staff response to ‘CEMSIS’ Catholic Identity data was documented as at a school

positive average of 56% in comparison to like schools in Catholic Education

Melbourne



Learning & Teaching


To develop an engaging, differentiated learning environment in which students achieve ongoing

improvement and success.

That student growth in Reading will be evident. That student growth in Numeracy will be evident.

That overall outcomes in Literacy and Numeracy improve.

That students will have a greater voice in learning that is purposeful, rigorous, engaging and

relevant.

Achievements

• Home learning policy developed and ratified for all levels across the school.

• Students across all levels participated in excursions and incursions to support Inquiry

learning.

• Teachers use online spaces to provide students with access to resources at school

and for home practice tasks.

• Consolidation of Seesaw application to share students’ work samples, pictures and

videos with parents. Seesaw is a platform for a student digital portfolio and simple

parent communication.

• Open classrooms for parents to view learning in different curriculum areas

• Introduction of Hapara through professional development of one team member per

level. Hapara is a website that allows teachers to view student documents, send work

to students, and also to monitor their internet activity.

• Weekly PLT meetings for Literacy / Numeracy were scheduled to analyse data and

continue planning strategies for improved student learning outcomes.

• Data tableaus were introduced across the school to help staff establish and measure

growth in Reading and Numeracy.

• All children participated in Testing for Literacy and Numeracy at the beginning and end

of the year. Numeracy testing is conducted prior and post teaching of units.

• All planning was in line with standards shown in the Victorian Curriculum.

• Two Learning Conversation sessions were conducted. Other interviews were held as

required.

• The Principal wrote a weekly memo to staff to address current school issues.



• Weekly Professional Learning Meetings were held with a whole school staff focus on

whole school needs.

• Report formats revised to include specific outcomes for curriculum learning areas.

• Compass reporting was introduced across the school.

• VIT mentor training for staff supporting graduates.

• The deputy writes a daily staff bulletin to share organizational details with staff through

Compass.

• All report outcomes aligned with Victorian Curriculum.

• Participation in Fractions project for professional development for Year two level

teachers.

• Selected students participated in Maths Olympiad Team and Maths Games Team.

• Year 6 teachers organised teaching and flexible grouping of students for Maths

sessions.

• Provision of Fountas and Pinnell professional materials for staff to assist with the

implementation of the related assessments as well as support for the use of the

associated resources.

• Provision of Phonics in context professional development for Prep teachers.

• Intensive Literacy coaching was provided to five staff members.

• Introduction of book boxes across the school and professional development pertaining

to their use.

• Purchase of decodable texts for students with additional needs.

• Professional development in NCCD collation and expectations was provided to staff.

• NCCD was collected, collated and used to drive learning outcomes for individual

students with additional needs across the school.

• Introduction of dance lessons with culmination in a Basket Supper to showcase

learning.

• Students represented St Martin’s in District Athletics, Cross Country and State

Swimming.



STUDENT LEARNING OUTCOMES

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2017

%

2018

%

2017 - 2018 Changes

%

2019

%

2018 - 2019 Changes

%

YR 03 Grammar & Punctuation 97.2 97.3 0.1 100.0 2.7

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 03 Reading 100.0 98.7 -1.3 96.3 -2.4

YR 03 Spelling 100.0 98.7 -1.3 100.0 1.3

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 98.6 98.7 0.1 98.5 -0.2

YR 05 Numeracy 100.0 100.0 0.0 98.5 -1.5

YR 05 Reading 98.6 100.0 1.4 97.1 -2.9

YR 05 Spelling 94.5 98.7 4.2 100.0 1.3

YR 05 Writing 100.0 98.7 -1.3 98.5 -0.2



Year 3 Naplan results showed positive upward movement with 100% of students in Year 3

meeting minimum standards in Grammar and Punctuation, Numeracy, Spelling and

Writing. Year 5 data showed 100% of students meeting minimum standards in Spelling, whilst

continuing to maintain a high number of students meeting minimum standards in Grammar and

Punctuation, and Numeracy.



Student Wellbeing


To further develop a positive school and classroom environment which empowers students to be

independent, self-motivated, successful and resilient learners and leaders.

That students will demonstrate increased motivation, confidence and ownership of their learning

and behaviour.

That students’ sense of safety will be improved.

Achievements

• Successful Government funding for National School Chaplaincy Program (NSCP) to

service students and parents.

• Professional development for untrained staff in the Promoting Alternative Thinking

Strategies (PATHS) social and emotional program.

• Increased time allocation for Student Wellbeing leader from 1.5 to 2 days per week.

• Wellbeing and Learning Diversity support meeting, twice each term that includes the

Principal, Deputy, Learning Diversity Leader and Student Wellbeing Leader to review

student needs.

• PSG (Program Support Group) meetings were held for integrated students on SWD

programs. Teachers met following these meetings to write the PLPs.

• Health and Physical Education Program includes Year 4 city sleepover and an outdoor

education camp for Year 5 and 6.

• Whole school initiatives that promote Student Wellbeing and link to the SEL

Curriculum include

➢ Respectful Relationships Partner School

➢ National Day Against Bullying and Violence

➢ Child Safety “Day for Daniel”

➢ National Walk Safe to School Day

➢ First Aid in Schools Program

➢ Kids Helpline online sessions

➢ Human Sexuality Information Night (Year 6)

➢ The Australian Dental Van Annual Visit

➢ Metro Train Safety incursion

➢ Metro Trains senior students transition incursion

• Compassion in Action: Year 6 Fundraising Week Initiative



• Seasons in Growth grief and loss education program professional development for the

Student Wellbeing Leader

• eSmart school registration

• Parenting Ideas Registration

VALUE ADDED

• Students’ response to ‘CEMSIS’ School Engagement data was documented as at a school positive average of 50% in comparison to like schools in Catholic Education Melbourne

• Students’ response to ‘CEMSIS’ School belonging data was documented as at a

school positive average of 74% in comparison to like schools in Catholic Education Melbourne

• Students’ response to ‘CEMSIS’ Student safety data was documented as at a


Curricular and extra-curricular activities: • School concert bands / private lessons (piano, brass, guitar and woodwind)

• Camps for Year 5 & 6. City Experience and overnight stay for Year 4

• Whole school activities day for footy day

• Student organised assemblies

• Involvement by students in Premiers Reading Challenge

• Whole school carols night

• Weekly chess clubs

• Junior and Senior Choir

• Book Week celebrations

• Attendance by choir and band at Eisteddfod

• Fundraising week for Year 6

• St Martin’s Feast Day and Spirit Week

• Sports carnival



STUDENT SATISFACTION

• Students’ response to ‘CEMSIS’ School Engagement data was documented as at a school positive average of 50% in comparison to like schools in Catholic Education Melbourne

• Students’ response to ‘CEMSIS’ School belonging data was documented as at a


• Students’ response to ‘CEMSIS’ Student safety data was documented as at a school

positive average of 53% in comparison to like schools in Catholic Education Melbourne

STUDENT ATTENDANCE

Aims:

• To maximise student learning opportunities and performance by ensuring that

children required to attend school do so regularly

• To ensure any unexplained or unapproved absences are investigated

• To provide accurate attendance information in an emergency situation, ensuring

the safety of all staff and students

Implementation:

Responsibilities and Delegations:

Parents and Carers:

• All enrolled students are required to attend school unless reasonable and

valid grounds exist for them to be absent.

• Parents have a responsibility to ensure that their children attend school

regularly, and are only absent if ill or if absolutely necessary.

• Parents have a further responsibility to alert the school of a student

absence and provide notification to the school via the Compass portal

explaining why an absence has occurred.

• Parents are required to provide this notification before 9:30am on the day

of absence (or in advance if known) or the parent will be contacted by the

school to explain the absence.

• If students arrive at school after 9am, parents are required to come to the

school office to sign their children in as they are noted as a late arrival. If

leaving prior to 3:30pm parents are required to come to the office and sign

their child out as an official early departure. s.

• Parents need to openly communicate with the school where a child has an

ongoing medical condition resulting in an ongoing absence.



Principal:

• The Principal has a responsibility to ensure that attendance records are

maintained and monitored at school.

• The Principal has a further responsibility to ensure that unexplained

absences are investigated on the day of the absence, and that high levels

of absenteeism are adequately explained.

• Ongoing unexplained student absences, or lack of cooperation from

parents / guardians regarding student attendance, will result in a formal

consultation involving the Principal, teachers, parents

/guardians. Unresolved attendance issues will be reported by the Principal

to the Department of Health and Human Services (DHHS).

Teachers:

• Teachers are to record all student absences on the Compass database

both in the morning and the afternoon. Staff unable to access Compass

need to record attendance in a hardcopy and notify the school office before

9.30am.

• Replacement teachers need to mark the roll in a hardcopy and notify the

school office of any absences before 9.30am.

• In an emergency, the record of absences is to be accessed through

Compass by a nominated staff member and brought to the emergency

assembly area.

• In an emergency, classroom teachers are to bring a hard copy of their class

list for reference.

• Compass implementation will be managed by Digital Technology Leader.

Office Staff:

• Office staff must ensure that class attendance rolls are marked

• For unexplained absences office staff will ensure that parents are notified

via SMS or a phone call.

• Upon notification of an absence office staff will ensure the students record

is updated.

Attendance Record Usage:

• The Department of Education and Early Childhood Development (DEECD)

and enrolment auditors may seek student attendance records.

• Student attendance and absence figures will appear on student half year

and end of year reports.



Child Safe Standards

Goals and Intended Outcomes

To ensure through our policies and procedures that St Martin of Tours School community is committed to the Child Safe Standards:

• All members of the community uphold the safety and wellbeing of children and young people.

• Families, children, young people and staff are empowered to have a voice and raise concerns.

• Rigorous risk management and employment practices are implemented.

Achievements

Embedding Child Safe Standards continued to be a focus for the St Martin of Tours staff and community in 2019. Standard 1 Embedding an organisational culture of child safety Building a shared understanding of the importance of Child Safety practices was communicated to the school community. Through induction with new staff and volunteers the school’s commitment to child safe practices were highlighted. Standard 2 Child safety policy and/or statement of commitment to child safety Our Child Safety Policy, Wellbeing Policy, Learning and Teaching Policy were modified to reflect the principle of inclusion and Child Safety and posted on our school’s website. Standard 3 Child safety code of conduct A Student Code of Conduct was discussed with departing student leaders with the aim of addressing school safety issues through the formation of a Student Action Team. Standard 4 Staff selection, supervision and management practices for a child safe environment A folder containing processes, procedures and documentation for engagement of contractors and volunteers continues to be developed. Standard 5 Responding to and reporting allegations of suspected abuse Staff revised the Four Critical Actions for schools documents and PROTECT documents to refresh the appropriate responses to allegations, evidence or disclosures of child abuse. Standard 6 Strategies to identify and reduce/remove risks of child abuse With the opening of the school’s new Mercy Building (Senior 4 - 6) a new set of protocols for students and teachers were created to ensure all community members remain safe. The design features of the building highlight open spaces, floor to ceiling glass doors and windows that provide both flexible learning spaces and transparent communication. Standard 7 Strategies to promote child empowerment and participation Through the Child Safe Curriculum all students engaged in the explicit teaching of strategies to embed Child Safe practices. Senior classes participated in KidsHelpline online sessions that highlighted the steps they can take to seek help when unsafe and the schoolwide practice of building personal safety networks was again implemented.



Leadership & Management


To strengthen the school as a professional learning community through the provision of effective

and supportive educational leadership.

That Staff Engagement (Teamwork, Ownership & Empowerment) improves.

That the four pillars (Empathy, Clarity, Learning & Engagement) of Organisational Climate align

and improve

Achievements

• Use of weekly memo to staff to communicate management issues.

• Use of daily on-line bulletin to communicate events for each day.

• Weekly Leadership meetings for Principal, Deputy, Curriculum Leaders, REL, Learning

Diversity, Student Wellbeing, Maths Leaders and Literacy Leaders.

• Meeting with Consultative Committee to discuss class structures for 2020 and face to face

teaching workload in alignment with the CECV Enterprise Bargaining Agreement.

• Inclusion of OH & S Reports and Child Safety Standards in all staff meetings.

• Agendas and minutes for PLT meetings recorded electronically on Public and Google for

all staff to share.

• Format for Annual Review Meetings reflecting aspects of teacher initiatives to lead to

improved student learning.

• Annual Review Meetings for all staff.

• Policies reviewed for presentation to Parish Education Board.

• Attendance by Leadership at Parish Pastoral Council, Parish Education Board and

Parents and Friends Association meetings.

• Leadership presentation for Prep Parent Information Enrolment Session.

• Coordinated approach to Prep offers through discussion with neighbouring schools.

• Mentoring across all curriculum areas.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2019

• Scripture with Fr Elio Capra

• Inquiry PD with Deb Vietri

• SPA Analysis of Data and creation of tableaus PD

• Eastern Region PD Networks

• Onsite First Aid Training

• Mandatory Reporting

• NCCD PLMs

• Well being BeYou PLMs

• Dynamiq – Emergency Management

• Fractions PD Year 2 Level

• Momentum Language PD Prep Team

• Catholic Dialogue PD

• Akorn Robogals Workshop

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2019 53

AVERAGE EXPENDITURE PER TEACHER FOR PL $589

TEACHER SATISFACTION

Staff response to ‘CEMSIS’ School climate data was documented as at a school positive

average of 79% in comparison to like schools in Catholic Education Melbourne



School Community


To strengthen communication and collaboration with parents, parish and the wider community to

enhance student learning and wellbeing.

That parents are more actively engaged and have a greater understanding of their child’s learning

and the variety of approaches to learning and teaching.

That students will be more connected with the wider and global community through their learning.

Achievements

• Using the application Seesaw as a way of sharing student work with their families in a

timely manner.

• S.T.E.M and Art were included as specialist classes for students which exposed them to

a variety of teaching and learning approaches

• Open classrooms were utilised by teachers and students to showcase their work to the

community

• Continuing our use of Compass as a parental portal to the school.

• Compass is used to formulate semester reports of the students for families.

• Parents are able to login to compass to have access to their child's attendance and

reports.

• Parents are automatically contacted if their child is absent from school and it has not

been logged on Compass.

• Information sessions for Prep parents to assist with transition to school.

• Training sessions for parents to assist in classrooms with P-2 Literacy sessions.

• Presentation by school captains at Parish Education Board.

• Regular communication between Leadership and Parish Priest.

• Social events organised by the Parents and Friends Association.

Parent involvement for:

• Parents and Friends Association / Parish Education Board

• School band concert

• Shrove Tuesday Picnic

• Classroom helpers

• Supervision on excursions

• Year 6 inter-school sport

• Sacramental celebrations

• Parent Representatives from each class organised celebrations for class events



• Parents organised Tea and Tissues for prep parents when prep children commenced

school

• Experienced school parents acted as liaison for new prep families

PARENT SATISFACTION

Parents -

• School belonging data for parents was at a school positive average of 80% in comparison

to like schools in Catholic Education Melbourne

Students -

• School belonging data for students was at a school positive average of 74% in

comparison to like schools in Catholic Education Melbourne

Families -

• Family engagement is the degree to which families are partners with their child's school.

This was at 56% which is at school positive for Catholic Education Melbourne.



Future Directions

Drawing from the St Martin of Tours vision and mission statements the school aims to identify a

set of practical core values to guide our learning, teaching and behaviour. We aim to review our

whole school approach to positive behaviour support that includes the embedded practice of

Restorative Practice, student feedback and positive reinforcement. There is a need to continue

to embed the planning and delivery of the Social and Emotional Learning curriculum that is drawn

from the Victorian Curriculum and to evaluate the school’s approach to the assessment, recording

and reporting of Personal and Social Capabilities. Review of both the Promoting Alternative

Thinking Strategies (PATHS) SEL program and the complimentary Buddy Program will enable

further improvements in the delivery of the SEL curriculum.

The school aims to collaboratively reflect on good practice in the classroom to allow for

consistency across the school in different learning areas. The plan is to map the curriculum

structure across the school and audit assessment and reporting practices. We will continue to

work on building self-regulation skills of learners through self-reflection and the use of formative

assessment.

Future Literacy direction at St Martin of Tours will continue to focus on the intention of overall

growth in student reading and writing. Regular and focused Literacy Professional Learning

Meetings will have a focal point of improving teaching practice. These meetings will take place

with the intention of enabling teachers to ensure literacy skills are explicitly taught and a culture

that enables a lifelong love of reading and writing is fostered. Teachers will continue to plan

together and learn from each other as they implement data driven strategies to improve student

capabilities.

In Numeracy we will continue to build a shared understanding of good practice in Mathematical

pedagogy. We endeavour to support teachers in developing their practice through more

collaborative planning and using data effectively in Mathematics to identify students and their

stage of learning, in particular the ‘students of wonder’. We aim to provide opportunities for

parents to gain insight into the Mathematics program in the school.



School Performance Data Summary

E1209 St Martin of Tours School, Rosanna

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 83.1%

STAFF RETENTION RATE

Staff Retention Rate 81.5%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 32.4%

Graduate 5.9%

Graduate Certificate 2.9%

Bachelor Degree 82.4%

Advanced Diploma 38.2%

No Qualifications Listed 0.0%



STAFF COMPOSITION

Principal Class (Headcount) 3

Teaching Staff (Headcount)

46

Teaching Staff (FTE)

34.8

Non-Teaching Staff (Headcount)

14

Non-Teaching Staff (FTE)

8.7

Indigenous Teaching Staff (Headcount)

0

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 94.6

Y02 92.8

Y03 93.7

Y04 92.3

Y05 93.7

Y06 93.4

Overall average attendance 93.4

2019 St Martin of Tours Annual Report Report/2019 St Martin of To… · ST MARTIN OF TOURS PRIMARY...

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