Sacred Heart Primary School,Westmead12 Ralph Street, Westmead 2145Principal: Mrs Mary KastounPhone: 02 8633 4500 Fax: 02 8633 4599Email: SacredHeartWestmead@parra.catholic.edu.auhttp://www.sacredheartwestmead.catholic.edu.au

Introduction

About the Annual School ReportSacred Heart Primary School is registered by the New South Wales Education StandardsAuthority, NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for Sacred Heart Primary School,Westmead.

At Sacred Heart Primary School, we believe that all children are unique and bring to our learningcommunity special gifts and talents. Children learn at their developmental level and throughtheir preferred learning style. The school environment is a positive, happy place where there ismutual respect, and where diversity is celebrated.

Our school is on a journey of transformation. We are creating a culture of 'deep learning' that isprofound and continually emerging. We prepare students to become lifelong learners bydeveloping the Deep Connected Learning (DCL) using the competencies of Communication,Collaboration, Critical Reflection and Creativity. Our aim is to foster curiosity, spark theimagination, and develop agency and the dispositions for life-long learning.

We believe children should be taught: how to relate (cooperative learning); how to learn; how tochoose; and how to think.

Our school is characterised by quality learning and teaching, education that is grounded in theteachings of Christ, values education, and a strong sense of community spirit.

Sacred Heart Primary School prides itself on being a creative centre for learning.

ParentSacred Heart Primary School is a small family community. We encourage the active involvementof parents in the life of the school and in the educational wellbeing of their child.

In 2018 parents were invited to participate in Parent Education Forums or join our many ParentInterest Groups such as library, reading, sport, or special events, where parents could becomeinvolved in the community. Parents also had the opportunity to become involved in the life ofthe school through volunteering in the classroom, canteen, reading groups, library, fundraisinginitiatives, helping to run sporting activities, coordinating social and community buildingactivities, and attendance at masses, events and other celebrations.

At Sacred Heart Primary School we value the partnership between home and school and fosterthese relationships.

There is an open door policy at the school and parents are always welcome to provide feedbackon school programs.

StudentSacred Heart Primary School is a school where cooperative learning is practised in all classrooms.The students have many opportunities to engage in a variety of academic, sporting and creativeactivities in a safe and supportive environment.

In 2018 all students had a voice and were encouraged to share their ideas. Our Year 6 studentswere all given the opportunity to take on a leadership role within the school. Rather thanelecting a school captain or vice captain, every student was part of a leadership team such as:assembly, liturgy, technology, media, sport, or library team. The students took their roles veryseriously and lived up to the high expectations asked of them.

The Peer Support program, facilitated by the Year 6 students, encouraged relationship buildingamongst the student body and developed positive leadership qualities in all students.

The Year 6 and Kindergarten buddy system helped Kindergarten students experience a positiveand supportive transition to school.

Our students have wonderful facilities, learning spaces and technology resources to enhancetheir learning experiences.

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Who we are

History of the schoolSacred Heart Primary School, Westmead, was established in 1956 and is a single stream schoolcatering for 210 students. It was founded by the Sisters of Mercy. The Mercy tradition continueduntil 1993, when the first lay principal of the school was appointed.

A close relationship exists between the parish and school and we are fortunate to have SacredHeart Church on site. From December 2002 to early 2015 the parish community was led by theCamillian Priests (Ministers of the Infirm).

In 2012 a second parish school, Mother Teresa Primary School, opened in Westmead.

We celebrate our faith, our multiculturalism and our achievements as a parish and schoolcommunity.

We pride ourselves in being actively involved in the Westmead Catholic Community whichincludes the parish, Mother Teresa Primary, and Parramatta Marist and Catherine McAuley Highschools.

Location/drawing areaThe school is located on Ralph Street, Westmead, and draws on students from Westmead andother neighbouring suburbs. If vacancies exist, or if pastoral or medical necessities exist, we alsodraw on students from other areas as there are four hospitals within the Westmead boundary.

Sacred Heart Primary School is a short walk from Westmead Station. Many students walk to andfrom school or are picked up by parents.

The school serves the Parish of Sacred Heart, Westmead.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

20

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

14

Number of teachers accreditated to teach Religious Education 13

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 7

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 96

Percentage of 2018 teaching staff who were retained from 2017 100

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesPrayer is central to the life of the school. The school community follows the liturgical cycles. Theparish priest is an integral part of the prayer and liturgical life of the school.

In 2018 each day began with prayer at morning assembly. The fortnightly whole-school assemblycommenced with prayer, either led by the Year 6 leaders or a class. Staff members joinedtogether once a week for morning prayer before school.

Classes attended parish masses, whole-school masses and Reconciliation. Prayer was an integralpart of each day. Gospel and Mercy values were demonstrated in interpersonal relationships andwere integrated into the curriculum. Cooperative learning was the lived action of gospel valuesand was embedded in the curriculum across the school. The principal had an open door policy,so was always willing to meet with, and listen to, parents.

Each year a spirituality day is held for staff. In 2018 staff reflected on and deepened theirunderstanding of God, exploring God's presence in Scripture and all around us.

The children had opportunities to share their faith each week via our News From the Heart faithpage in our newsletter and also actively participated in Reconciliation, First Eucharist andConfirmation Sacramental programs.

Social JusticeThe school showed pastoral care to families in need and to the St Vincent de Paul Society by wayof donations of Christmas hampers and the Winter Appeal for blankets, clothes and food. Staffmembers bought gifts at Christmas for people in need in our community. They were representedby tags on the giving tree in our church. We encouraged students and families to participate inthe Caritas appeal during the Lenten season and money was collected for the ProjectCompassion Appeal. Families were also invited to participate in the Diocesan Works FundAppeal.

During Mission Week each class completed chores at home to receive pocket money. The moneyraised supported the work of Catholic Mission and Caritas.

In 2018, our Stage 3 students initiated a fundraiser to raise awareness of the plight of theAustralian farmers who were drought stricken.

School home and parish partnershipsAt Sacred Heart Primary School we believe in the importance of education being collaborativeand community-based.

Parishioners and parents were invited into the school to help with class-based activities.

Copies of the school's weekly newsletter were placed in the church for parishioners. School andchurch notices were placed in each other's newsletters. The principal attended parish councilmeetings. The parish priest was always included in school celebrations and staff functions.

Parents could attend Parent and Friends meetings and play an active part in parent interestgroups. Parents supported the school with fundraising initiatives throughout the year.

Religious EducationClasses followed the designated units set out for each grade in the Parramatta Diocesan, SharingOur Story, syllabus. Through the Religious Education (RE) curriculum we aimed to foster inchildren the knowledge, understanding, appreciation and celebration of our rich Catholictradition.

Students experienced Eucharistic and prayer celebrations throughout the liturgical year. Theyparticipated in grade and class masses, and also in Sacramental Reconciliation. The studentsattended whole-school masses and Liturgies of the Word for special feasts and celebrations. Thewhole school joined together in communal prayer every morning, led by the Year 6 leaders.

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The Sacramental program at the school was parish-based. Sacramental units, however, weretaught in the classroom to coincide with the program. The Sacrament of Reconciliation wasreceived in Year 2; the Sacrament of Eucharist was received in Year 3 and Confirmation wasreceived in Year 6.

Professional Learning of staff in Religious EducationIn 2018 staff improved their knowledge and understanding of God in Scripture. Professionalreadings and an action research task was carried out by all staff to Increase their comprehensionof Scripture passages and their understanding of God's presence in our daily lives. RE lessonswere structured to include mental warm-ups, visual literacy, critical thinking skills - senses ofScripture, and an opportunity to respond and apply their learning to life today.

Professional learning also centred on developing learning intentions and success criteria, usingSenses of Scripture and linking it to outcomes.

Workshops were also held by the parish priest to deepen staff understanding of God.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 100 94 89 73

Literacy 99 95 91 73

Reading 96 96 89 76

Writing 100 94 96 72

Spelling 100 94 85 70

Numeracy 100 96 78 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 97 94 69 64

Literacy 99 93 67 58

Reading 100 95 69 66

Writing 100 90 55 44

Spelling 100 94 86 64

Numeracy 100 96 55 58

Sacred Heart Primary School once again performed strongly with almost all students reaching at,or above, minimum standards. The percentage of students who were in the top three bands hascontinued to improve, with the school percentage well above the national average.

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Our trend data for Year 3 indicated that reading, writing, spellling and grammar andpunctuation were areas of improvement from 2017-2018.

Our trend data for Year 5 indicated that reading, spelling and writing were areas of improvementfrom 2017-2018.

The school will continue to address needs in all areas with a focus on numeracy in order to gainmore positive growth in all areas from Year 3 to Year 5.

Sacred Heart Primary School has a high percentage of students who have English as a SecondLanguage (ESL). With this taken into account, the results of NAPLAN were overall very pleasing.

School curriculumThe school curriculum is mandated by the National Education Standards Authority (NESA) foreach of the subject areas. The Religious Education document called Sharing Our Story wasdeveloped by the Catholic Education Office, Parramatta, and is currently under review.

The mandatory documents were therefore used as the basis for programming, assessing andreporting. The curriculum was delivered in a precise, creative and engaging way to promoteoptimum learning opportunities for all students at their point of need.

At Sacred Heart Primary School we offered a holistic approach to learning, making available tostudents a variety of co-curricular programs. The program opportunities offered in 2018 included:Maths Olympiad and International Competitions and Assessments for Schools (ICAS). Universitycompetitions in computers, science, writing, spelling, English and Mathematics were also held.

In the Creative Arts, we offered keyboard and band instrument tuition as well as a school choir.

Sporting opportunities for children included carnivals at school, zone, diocesan, state andnational levels in areas such as swimming, cross country and athletics. There were also soccerand touch football gala days, and specialist programs in gymnastics and dance. Learn to swimclasses were conducted for students from Kindergarten to Year 6.

Other activities included Voice of Youth, various excursions and a two day excursion toCanberra for the Year 5 and Year 6 students.

Preschool children attended three orientation sessions to help with their transition to school.New Kindergarten parents attended literacy and numeracy workshops while transition wasoccurring. The transition program was run by the Kindergarten teacher and special educationteacher for all of the preschool children.

Early intervention is an important part of the transition program. Consultation with CatholicEducation Office personnel occurs when advice is needed.

Initiatives to promote respect and responsibilityThe school's cooperative learning philosophy promoted mutual respect, individualaccountability, positive interdependence, equal participation, simultaneous interaction, and no'put downs'. It developed social skills and relationship skills.

The school is a Catholic school, so the Catholic ethos permeates the school and its curriculum.

Respect and responsibility were a big part of the gospel values the school promoted. The Mercyvalues were also aligned to the curriculum and explicitly taught.

Students were recognised for respecting others through Value Awards that reflected the Mercyvalues.

Professional LearningDuring 2018 professional learning focused on three areas: formation, literacy and numeracy.

The formation goal was to deepen our understanding of the key concept of God throughScripture.

The literacy focus was the further development of communication skills, with a focus onSacred Heart Primary School, Westmead Page 9

The literacy focus was the further development of communication skills, with a focus onaudience, ideas, spelling and sentence structure, within the context of writing.

Teachers continued to examine the pedagogical content knowledge associated with theExtending Mathematical Understanding (EMU) project and worked towards effectively trackingstudents along the growth points. We worked on improving visualisation and geometricreasoning as it applies to the domains of length, space and visualisation.

Professional learning continued in Kagan cooperative learning structures, visual literacy, dramaliteracy and the development of the 4C's (communication, collaboration, critical thinking,creativity) as overarching areas of focus across all Key Learning Areas.

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School Improvement

Annual school prioritiesPriority 1 Within the context of writing, for all students to develop their

communication skills, with a focus on audience, ideas, spelling andsentence structure, with 90% of students making expected growth inNAPLAN writing

Reason for priority 1 NAPLAN item analysis within writing showed that no students in Year 3,Year 5 of Year 7 reached the top band in spelling, sentence structure,ideas and audience.

There was a significant drop of 14.7% from 2016-2017 in the top band6, and more students (3.8%) in band 2 from 2016-2017.

In grammar and punctuation there was no real shift in the topNAPLAN band (0.2%) from 2016-2017.

Steps taken to achievepriority 1

We took the following steps:used school-wide tracking of student growth in writing using theAustralian Curriculum Assessment and Reporting Authority(ACARA) learning progressionsdeveloped an understanding of the spelling strategies used bywriters to spell correctlyexplored learning intentions and success criteria using languagefrom the syllabuscreated our eight big ideas around writing in order to achieveconsistency in practice

Status of priority 1 Ongoing

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Priority 2 For all students to demonstrate measurable growth (of at least onegrowth point) in the domains of visualisation and geometric reasoning(through a particular focus on fractions and decimals)

Reason for priority 2 Students in higher grades were not achieving growth point 7 in theMathematics Assessment Interview (MAI) domains of number, countingand place value.

Of Year 3 students 32% did not know how to calculate multiples of aunit fraction to complete a whole in NAPLAN.

Of Year 5 students 71% did not know how to identify a decimal withthe given digit in the thousandths place in NAPLAN.

Steps taken to achievepriority 2

We took the following steps:set Specific, Measurable, Achievable, Realistic and Time Framed(SMART) learning goals with the students that focused on spaceand visualisationanalysed NAPLAN distracters and areas of growth for ourstudentsprovided a numeracy coach to work with the teachers in class tomodel good practice and questioning techniques to enable andextend student understanding

Status of priority 2 Ongoing

Priority 3 For all students to demonstrate a deeper understanding of the keyconcept of God as measured by a minimum growth of 3% in ReligiousLiteracy Assessment (RLA) data

Reason for priority 3 Religious Literacy Assessment (RLA) data indicated that the Year 4results were below the diocesan average in the content strand of God(school: 61.3% compared to diocese 66.4%).

Steps taken to achievepriority 3

We took the following steps: deepened the understanding of the staff regarding God inScripture through professional readingcreated pre, mid and post assessments that were rigorous anddemonstrated the literal, spiritual and application sensesworked with the parish priest to deepen our understanding ofhow God is present in Scripture

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 All students will demonstrate a deeper understanding of key Scripture

(with a focus on the three senses: literal, spiritual and application).

Reason for Priority 1 In 2018 staff used the three senses of Scripture in their planning andteaching of their units. They did not, however, necessarily apply thethree senses to assessment and tracking of students.

Interpretation of Scripture has been at a literal level and needs tomove to the spiritual and application sense.

Steps to be taken toachieve Priority 1

We will:develop staff understanding of the three senses of Scripture (asthey apply to assessment)continue to use the theological and educational background inSharing Our Story to enhance staff knowledge of Scripturecreate pre and post assessments to track student understandinglearning intentions and success criteria to be based on studentoutcomes and incorporate the three senses of Scripture

Priority 2 All students will achieve at least year's growth in creating texts (with afocus on ideas, sentence structure and vocabulary).

Reason for Priority 2 Data from 2018 NAPLAN writing shows that:cohesion: 92.6% of Year 3 achieved a score of 2/4 and 89.7% ofYear 5 achieved a score of 2/4ideas: 59.3% of Year 3 achieved a score of 3/5 and 79.3% of Year5 achieved a score of 3/5sentence structure: 40.7% of Year 3 achieved a score of 2/6 and11.1% achieved a score of 4/6 and 27.6% of Year 5 achieved ascore of 2/6 and 6.9% achieved a score of 4/6vocabulary: 92.6% of Year 3 students achieved a score of 2/5and 72.4% of Year 5 achieved a score of 2/5

Steps to be taken toachieve Priority 2

These will include:professional learning on ACARA literacy learning progressions –unpacking the element of Creating Texts and understanding thenotable differences between each level of the sub-element ofCrafting Ideas, Text Forms and Features and Vocabulary toensure high expectationstrack all students on a writing data wall, focusing on theelement of Creating Texts, using the literacy learningprogressions at the beginning, middle and end of the year

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Priority 3 All students will achieve at least one year's growth in number senseand algebra (with a focus on interpreting fractions).

Reason for Priority 3 Students in primary grades are not achieving beyond growthpoint 5 in the MAI domains of addition and subtraction whichlinks directly to fractions.Data from the 2018 NAPLAN shows: 44.4% of Year 3 and 24.1%of Year 5 could not identify a quarter of a whole subdivided intoeight parts and 0% of Year 5 students could identify equivalentfractions used in context.

Steps to be taken toachieve Priority 3

These will include:professional learning on ACARA numeracy learning progressions– unpacking the element of number sense and algebra andunderstanding the notable differences between each level ofthe sub-element, interpreting fractions, so as to ensure highexpectationstracking all students on a numeracy data wall, focusing on theelement of number sense and algebra (sub-element interpretingfractions) using the numeracy learning progressions at thebeginning, middle and end of the year

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, the Catholic Education Diocese of Parramatta conducted the Tell Them From Me(TTFM) survey to provide feedback from parents, students and staff about our school. Thissurvey is conducted annually.

The TTFM data collected and reported showed that parents felt welcomed and informed. Theyfelt that their child was safe at school and the behaviour of students was positive.

Student satisfactionThe 2018 TTFM data revealed that students liked the school and felt connected to it. Studentsfelt that their classes were engaging and met their learning needs. Students had positiverelationships with their peers and enjoyed engaging lessons where there was a depth andpurpose to the learning and teaching. They felt interested and motivated to learn.

Teacher satisfactionThe 2018 TTFM data revealed that staff felt they belonged to an inclusive school. Staff werepersonally enthusiastic and passionate about their work and were on board with goals. Theyagreed that the school goals were visible.

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Student Profile

Enrolment PolicySacred Heart Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 91 121 212

2017 101 108 209

2018 95 108 203

We had a couple of families leaving the area, moving interstate and further out west for moreaffordable housing, hence the drop in enrolments from 2017 to 2018.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Kindergarten 89

Year 1 89

Year 2 86

Year 3 96

Year 4 89

Year 5 86

Year 6 89

School Average 86

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 93

Students with disablities (SWD) 8

Indigenous 0

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingSacred Heart Primary School, Westmead Page 16

within several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careThe school policies are based on choice theory and reality therapy, where children takeresponsibility for their choices and behaviour. The policies are based on the principles of naturaljustice and procedural fairness. As cooperative learning is a big part of the school, children areexpected to have mutual respect, no 'put downs' and attentive listening. Students who do notact in accordance with the policy are given verbal warnings, have time out, or their parents arecontacted. There is a School Behaviour Management policy, an Anti-bullying policy and anAcceptable Use of the Internet policy. Corporal punishment expressly forbidden in this school.

All policies are updated each year and revised to ensure all staff comply with policy requirement.The full text of the student welfare, discipline and anti-bullying policies can be obtained from theschool office.

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP) ComplaintHandling policy. A copy of the school policy is available from the school office or is available onthe CEDP website http://www.parra.catholic.edu.au/policy-central.

There has been no change in this policy in 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (65.3%)Capital (0%)State (19%)Fees (14.7%)Other (1.1%)

Capital (2.4%)Salary (73.3%)Non-Salary (24.3%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $1,847,950

Government Capital Grants 2 $0

State Recurrent Grants 3 $536,687

Fees and Private Income 4 $415,344

Other Capital Income 5 $31,322

Total Income $2,831,303

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $65,864

Salaries and Related Expenses 7 $1,979,958

Non-Salary Expenses 8 $656,553

Total Expenditure $2,702,375

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

14.7%

19%

65.3%

■■■■■

24.3%

73.3%

■■■

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