Stella Maris Primary School 113 Oak Street, Beaumaris, · PDF fileStella Maris Primary School...

2016 Annual Report to the Community Registered School Number: 1554

Stella Maris Primary School 113 Oak Street, Beaumaris, 3193

Stella Maris Primary School

2016 Annual Report to the School Community

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Contact Details ………………………………………………………………………………...3

Attestation: Minimum Standards & Accountability……………....………………………….3

Our School Vision………………………………………………………………………………4

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

Principal's Report……………………………………………………………………………….7

Parish Priest's Report.....................................................................................................10

Education in Faith…………….………………………………………………………………..11

Learning and Teaching….…………………………………………………………………….14

Student Wellbeing……………………………………………………………………………..23

Child Safe Standards………………………………………………………………………… 28

Leadership & Management………….………………………………………………………..29

School Community…………………………………………………………………………… 34

Future Directions………………………………………………………………………………38

VRQA Compliance Data……………………………………………………………………...38



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Contact Details

Address:

113 Oak Street, Beaumaris, 3193

Principal:

Robert Horwood

Parish Priest:

Father Anthony Denton

School Board Chair:

Travis Quirk

Telephone:

9589 2641

Email:

[email protected]

Website:

www.smbeaumaris.catholic.edu.au

Attestation: Minimum Standards & Accountability

I, Robert Horwood, attest that Stella Maris School is compliant with:

All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA.

Australian Government accountability requirements related to the 2016 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

19 May 2017



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Our School Vision

Stella Maris has a strong school culture, fuelled

by an updated vision, guiding us to think about

or plan the future with imagination and wisdom.

Our Vision Statement

Potential, Learning, Energy, Faith, Courage

At the heart of Stella Maris is the desire to develop the infinite potential of every person. Learning is a journey of endless possibilities where we are energised

to seek and explore questions about the world around us. Nourished by a strong sense of belonging is the foundation upon which

our community can flourish. Through Jesus Christ, learning enlivens our Catholic Faith, so that we can live, learn and grow with ‘courage always’.

Our Mission

● Develop and nurture a deep understanding of Catholic Faith- its teachings,

traditions, liturgy and the celebration of the sacraments and feasts. We come to

know Jesus through Scripture and each other, as we follow His mission in our day

to day lives.

● Provide the environment, skills and opportunities where individuals can develop a

positive sense of self and foster healthy relationships.

● Interpret and design the curriculum so that it is inclusive, purposeful and

challenging while demonstrating best teaching practice, so all learners will realize

their full potential.

● Promote open, active and honest communication and democratic processes in a

spirit of inclusiveness.

● Invite the community to participate in school and Parish based initiatives and seek

ways in which we become active global citizens.



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School Overview

Vision and Mission

As our vision and mission statements articulate, Stella Maris is a Catholic Parish Primary School, where our Catholic faith, values, ideals and attitudes are taught, practised and valued within a Christian community. We are committed to respecting the individuality of all children, while aiming to develop their physical, social, intellectual, moral and spiritual capabilities. Our broad curriculum, based on the Victorian Curriculum, is relevant and challenging and encourages excellence. Children are encouraged, in a positive manner, to be optimistic, focused, independent learners and parents are encouraged to be involved in the development of their child's learning. Specialist programs are offered in the Japanese Language, Visual Arts, Physical Education, Performing Arts and Library. Reading Recovery is available for selected Year 1 students and Maths Intervention for selected Year 1, 2, 3 and 4 students.

Location and Composition of the School Established in 1956, Stella Maris is located in the Melbourne bayside suburb of Beaumaris, 22 kilometres from the City of Melbourne. In 2008, the parishes of St Joseph’s in Black Rock and Stella Maris merged to become the Catholic Parish of Nazareth, Rickett’s Point. In February 2016 there were 14 classes from Prep to Year 6, with an enrolment of 330 students, comprising of 144 girls and 186 boys. Our class structure included 2 grades of Prep, Year 1, Year 2, Year 3, Year 4, Year 5 and Year 6. Most of our families live locally and walk, ride or drive to school.

Most students remain at Stella Maris from Prep until Year 6. Stella Maris’ students mainly attend the following secondary schools; Kilbreda College Mentone, Star of the Sea Gardenvale, St Bede’s College, Mentone.

The school itself is located amongst natural vegetation, including many attractive gum trees. Our school grounds include an upper playground and a school oval. The upper playground has a sandpit, basketball/netball court, a pirate ship playground, a climbing adventure playground with rubberised base, as well as passive playing areas. The school oval includes a productive vegetable garden, chicken enclosure, barbeque and playground equipment. Movable AFL goalposts and soccer goals allow the children to practice their skills. The oval adjoins the Parish Tennis Courts and some children are involved in private tennis lessons, at lunch time.

Facilities

In 2009, under the Federal Government Stimulus Package ‘Building the Education Revolution’ we received 2 grants. Under the ‘Primary Schools for the 21st Century Program’ we received 2.5 million dollars and built a contemporary school building with larger learning areas, enabling more contemporary learning and teaching approaches. Our ‘Bunjil’ building, named after the aboriginal name for ‘eagle’, opened in July 2010 and features 3 Learning Neighbourhoods which can be opened up or closed off, according to the purpose of each learning activity. The Prep Learning Neighbourhood is made up of 2 classes, toilets and an outside learning area. The Year 1 Learning Neighbourhood



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consists of 2 classrooms and a large open space. The Year 2 Learning Neighbourhood consists of 2 classrooms, an open space and toilets. The Bunjil Building also has Physical Education equipment storage, a meeting room and upstairs it has open teacher offices and a staff toilet. An Art Room, Multipurpose/Performing Arts Space, Library, I.C.T. Room, Reading Recovery Room and Maths Intervention Rooms provide the children with space to learn and grow spiritually, academically, socially, emotionally, creatively and effectively.

School Governance Model- Education Board As a Catholic Parish Primary School, our Parish Priest, Father Anthony Denton, is the employer and has final responsibility for the conduct of the school (ultimately the Archbishop is responsible). The Parish owns the buildings and land on which the church and school reside. The Education Board has a Governance role and acts as an advisory body to the Parish Priest and the Principal. Sub-committees provide specific support as required (e.g. School Building Fund, Grants Sub- Committee, Finance Sub-committee and I.C.T. Sub-committee) Our Education Board meets at least once each term and more often when required.

Parents’ and Friends’ Association

The Parents’ and Friends’ (P&F) Association is the formal structure, recognised by the Church and Catholic Education Authorities, which represents all the parents in the school and acts in their interests and on their behalf. The P&F exists to support the school community and is involved in the total life of the school.

The Parish Priest and School Principal are ex-officio members of the P&F. The president has membership on the Parish Education Board to present a summary report of P&F activities at the Education Board meetings. The Committee will report on P&F activities to the Association regularly via the School newsletter and annually at the Annual General Meeting.

The Association does not hold itself out as agent of the School and has no authority to bind the school. Any decisions in relation to contractual matters are to be reached by consensus and discussed with the School Principal and the Parish Priest and entered into by the proper authority.



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Principal's Report

The children at Stella Maris are our inspiration and are at the centre of our decision making.

2016 showed the tremendous spirit of cooperation and support that exists at Stella Maris and which we hope to continue to develop. As Principal, I worked with many people who contributed to our achievements. On behalf of the school community, I thank all families for helping us to build a positive atmosphere at school. When the parish, staff, parents and the community see themselves as integral to the children’s learning, and work together, their commitment to Stella Maris provides many benefits.

In embracing Pope Francis’ announcement of the Extraordinary Jubilee Year of Mercy, in 2016 we decided to

follow the theme “Treasures of Our Faith.”

In 2015 Father Denton wrote in the newsletter about being grateful for the gift of our faith. “Today marks the beginning of the Year of Mercy. In addition to the obvious call of Pope Francis to return to the use of the sacrament of Mercy - aka confession, reconciliation, penance - it is a call for all Catholic Christians to practice both the spiritual and corporal works of mercy. I list them here to remind you of them.”

The staff and children spoke frequently about this theme throughout the year. The theme inspired us in many ways. At a staff level our theme inspired us to work towards achieving our Annual Action Plan, as part of our School Improvement Plan, a result of an external review of the school undertaken in 2012. Our theme prompted us to consider what it really means to be Catholic in the 21st Century and to be proud of our Faith.

The children learnt to sing “Gold,” a song written by students and written for students as part of “The Music: Count Us In.” The children discussed the fact that we all have a voice and can use our courage to show or care

for each other and those less fortunate by participating in spiritual and corporal works of mercy. It prompted us to take action to raise funds for Caritas and to be involved in other social justice activities.

Schools, as communities of learners, deal with issues internally, but also deal with issues from the wider community and the world. Inspired by our strong Catholic Vision and Mission statements, we will continue to model Catholic Traditions and Gospel Values, which are central to all we believe,

value and teach.



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Our theme challenged us to think creatively and determine a real and practical expression of action, suitable for the children’s age groups. Some great examples of this were when our Year 1’s organised a Grandparent’s Morning Tea and our Year 6’s ran a ‘Caritas Day’ to raise money for Caritas. A student at our school had a heart condition, and as part of their leadership training, our Year 5’s were challenged to show leadership in our school community. They ran Jump Rope for Heart and money raised went to the Heart Foundation. The Christian Life is both a call to listen to Christ and to serve Him in those with whom we live and work. In our own lives we can recall the satisfaction of contributing to the world in deep and meaningful ways to change the lives of others. We want the children to know this feeling and learn how they, no matter their age or ability, can change the world.

Father Anthony Denton For all we achieved in 2016, I thank Father Denton for his support, care and leadership. We look forward to Father Denton’s guidance and renewed vision, as we continue to grow together as the Parish of Nazareth, Rickett’s Point.

Education Board

I thank the Education Board, chaired by Travis Quirk. The Board supported, and assisted the school as we strive towards meeting our vision. The Executive Committee of the Board ensured that processes and systems have existed to provide specific support and recommendations to Father Denton and myself. The Board’s open communication, and positive support and encouragement for all that we achieved, was outstanding. The Education Board read and advised us about changes to school policies and development of new policies, particularly those associated with the Ministerial Order 870 and the Child Safety Policy and procedures.

Parents’ and Friends’ Association

I would like to congratulate the P&F, chaired the president Adrian Hills, for supporting our school vision. I would like to commend the P&F on their commitment to achieving the functions of the P&F. The P&F provided a medium of support, information and involvement for parents in their child’s education and the school community. They organised many terrific opportunities for gathering as a community and without the work of the P&F a great deal of Stella Maris’ proud traditions and history would be lost. I thank and congratulate the P&F on their many achievements over the year, many of which have been mentioned in the ‘School Community section of this report. The P&F raised much needed funds to support the purchase of extra school facilities that would not have been purchased from normal school finances. Notably in 2016, the ‘The Great Gatsby Night’ was the major fundraising event which, along with other social events, raised funds for the school. Importantly, the P&F demonstrated support for staff on behalf of the school community.

School Staff Our school staff and Leadership Team, particularly our Deputy Principal, Yvan Frederic continued to demonstrate strong and compassionate leadership as our Religious



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Education Leader and Teaching and Learning Leader. Our leadership Team, comprising of Carmel Fisher and Helena Graham (Literacy Leaders), Larissa Hoepfner and Gene Trutsch (Math’s Leaders), Josie Richey (I.C.T. Leader), and Marg Cairns (Student Wellbeing Leader and Individual Needs Leader) worked collaboratively to create an engaging learning environment. With the new Victorian Curriculum beginning in 2017 Tim Ruyg, as Sustainability/ STEM Leader (Science, Technology, Engineering and Maths) actioned the Minister for Education’s vision of equipping all Victorian students with skills are vital for the future success of our learners and for our future. Mary Maguire, with the support of Liz Bradley, played a key role in our school’s infrastructure a great deal of support to me and the whole school in her role as Administration Officer. In their day-to-day work, our admin staff played a pivotal role in complex communication, finance, record keeping & billing, personnel, distribution and logistics. Working collaboratively and as a team, each member of staff, whether they be a teacher, Learning Support Officer, or Administration Officer has contributed to making 2016 a very successful year, where excellence was pursued.

School Improvement- review year 2016 In 2016 we followed our Annual Action Plan, which included specific goals and targets in each of the 5 spheres. Surveys for children, parents and staff were repeated towards the end of the year, to inform us of our progress. This Annual Report includes some significant events and achievements under the headings of each of these spheres. Please see the Future Directions section of this report for some details of our School Improvement Plan.

I look to the future with much optimism and promise, knowing that I have the continued support of the Stella Maris Community. We strive for excellence in all that we do. By working together, in the spirit of faith and love we are continuing to develop a respectful and supportive Catholic community where each child can live and grow to their potential. Robert Horwood Principal

https://en.wikipedia.org/wiki/Record_keeping

https://en.wikipedia.org/wiki/Record_keeping

https://en.wikipedia.org/wiki/Invoice

https://en.wikipedia.org/wiki/Personnel_development

https://en.wikipedia.org/wiki/Logistics



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Parish Priest's Report Christmas Message

A Message from Father Denton at the conclusion of 2016 Dear Parents, Friends and Children, I wrote my Christmas message last year at the beginning of the Jubilee Year of Mercy, which concluded a few weeks ago on the Solemnity of Christ the King. As we come to the end of another school year it is natural that we look back over the past year and see how it went. I suppose the real question to ask in order to see how the year of mercy went is: “Am I more merciful now than I was last year?” Mercy is the attribute of God connected with forgiveness. In a world intent on revenge and payback Jesus’ call to forgive everyone, even those we don’t agree with or have hurt us, can be very challenging. One thing that the year of mercy has taught me is that many people like the Christian idea of mercy and forgiveness, but they don’t necessarily like practicing it. Among the people whom I have observed as practitioners of mercy, and not just talkers, are our school staff and particularly our leaders. I am so very grateful for Mr Rob Horwood and Mrs Carmel Stutterd and their deputies, Mr. Yvan Frederic and Mr Chris Seeber. Together we have collaborated to respond to the many challenges that 2016 has brought. Christmas is the season of the year that is important for Christians precisely because it is the event that kicked off God’s plan of salvation and forgiveness. We adore the Christ-child on Christmas Day because he is God, who came to save us and forgive us our sins by his death and resurrection. As Christmas comes once again I pray that you and your families and loved ones come closer to God through the birth of his son Jesus. Wishing you all a merry Christmas and a happy and safe new year. Fr Anthony Denton Parish Priest



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Education in Faith

Goals To cultivate a Christ centred community imbued with a Catholic worldview, where all members learn about, reflect upon and engage in the teachings and traditions of Catholic Church.

Intended Outcomes That Catholic values and beliefs will be more visible within our school community. That student understanding of the relationship between social justice actions and Catholic Christian identity will deepen.

Professional Growth- Teaching and Learning

● Offering experiences of meditation and prayer with the staff in meetings. ● Consolidation of 5 minutes of meditation to begin each day in each class. ● Integration of RE into other curriculum areas such as the literacy block. ● Use of stories and Picture Story books to support the teaching of sacraments

● Continued PD to effectively use assessment tasks, aligned with Standards. ● Religious education coordinator attended CEM religious conference at CLC. ● Rob our principal attended sabbatical at All Hallows College, Dublin. ● Fr Denton attended the holy land to continue to explore the Nazareth project and

how we can sustain the project. ● PD on establishing guidelines to follow in planning RE as an inquiry unit,

integrated with science and humanities. ● R.E. expectations for staff were reiterated. ● Staff Perception of Importance rose through:

More engagement in liturgies through songs and responses. More knowledge of the new liturgy and its purpose. Encouragement of more student participation in liturgy. Daily meditation and prayer rituals at the start and end of each day.

Education in Faith Achievements 2016

95.7% of Prep enrolments at Stella Maris were Catholic in 2016. The average for all Catholic schools is 71.0% and the target set for Catholic Schools is 93%.

Prayer & Liturgy ● Staff celebrated a beginning of the School Year Mass on the first day of term with

St Joseph’s staff at St Joseph’s Church, Black Rock. ● Our Beginning of School and Commissioning Mass set the tone for the year as

the staff promised to strive to achieve our vision & mission and act on our school theme: “Treasures of our Faith”

● Our school met to receive ashes at our Ash Wednesday Liturgy. We encouraged family prayer and discussion of helping those in need.

● Whole school masses with Fr Denton reinforced the practices and traditions of our faith and allowed for student centred songs and prayers. The children became more aware of the liturgical responses and prayers, through introducing



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individual copies of the order of the mass. ● At Level Masses once a term, Fr Denton incorporated a focus from the

classroom R.E. Unit into his sermon. ● Three whole school masses were celebrated each term. ● Children took a more active role in these Masses, through reading the scripture

of the day, Prayers of the Faithful and bringing up the gifts. ● Staff addressed the question-how can we/children become more actively

involved? Teachers were allocated the task of engaging the children by being involved and responsible for the preparation and presentation of Mass.

● Year 6 leaders attended the St. Patrick’s Day Mass at St. Patrick’s Cathedral. Archbishop Denis Hart presided at the Mass. Catholic Education Week helped us to realise that the teachings of Jesus and the Saints are still important today.

● We celebrated the sacramental life of the Church through Reconciliation, including Parent Workshops for Reconciliation, Eucharist & Confirmation.

● Our Confirmation Retreat and Reflection Day included school and local neighbourhood school candidates.

● Bishop Peter Elliott presided over the Sacrament of Confirmation and the Sacrament of Reconciliation.

● The Holy Week Prayer Story was created by individual classes, over 3 days, to create vibrant, engaging, meaningful and reflective prayer experiences.

● Individual Year Levels were involved in planning and leading prayer liturgies for Mother’s Day, Father’s Day, Mission Week and Remembrance Day.

● Individual classes led Advent Liturgies each morning, over 14 days, in Advent ● Each Year level was responsible for a Prayer Liturgy during the year. ● The nativity role play continued to be a highlight of our annual Christmas Carols

Concert. ● Graduation Mass formally marked the end of the year.

Assessment & Reporting

● We continued to align assessment tasks with RE standards focusing on the new R.E. standards and introducing staff with the new proforma that matches exemplar units with RE standards and the ‘working towards’ statements. Staff were given time to create rich assessment comments to match RE Standards. They were asked to record student performance in line with the standards.

● A student participation proforma was developed and staff were asked to record each student’s participation in liturgy.

Leadership (Catholic Culture)

● We discussed how our beliefs and actions can change over time and are influenced by strong leaders, such as Pope Francis, who, through his leadership and service to others provides a role model for us.

● Since the merging of St Joseph’s and Stella Maris parishes in 2008 to become the Catholic Parish of Nazareth, Rickett’s Point, there has been some sharing of meetings between the schools, principals & REC’s.

● Religious Education Leader Professional Development on the Religious Education Standards Assessment & Reporting in Religious Education.

● Celebration of Catholic Education Week’ and inclusion in the newsletter and



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Parish Community Bulletin. ● Our R.E. leader participated in R.E. Cluster meetings. ● Our Parish Priest and the REC met on a weekly basis.

Community/ Social Justice

● To assist our fundraising for the missions and the spirit of giving, we held a Colours of Compassion Day. The children came dressed in their house colours and donated a gold coin to Caritas.

● For Catholic Education Week we considered how we are called upon, as modern Christians, to imitate the apostle’s missionary energy and spirit of sacrifice. The children were challenged to reflect, pray and write about why they love Jesus or what their Catholic faith means to them.

● Family Week was celebrated with Mother’s Day Liturgy and Stall. ● To celebrate the Feast of the Sacred Heart we held a Whole School Mass for

The Poor. We collected non-perishable food items for St Vincent de Paul Society to distribute to those in need.

Catholic Culture Data

Our Insight SRC 2016 survey data for Catholic Culture is based on a 100-point scale.

Staff Importance at 77 Opportunity at 87

Compassion at 88

Social Justice at 83

Student Importance at 80

Opportunity at 85

Compassion is at 83


Parent Importance is at 71

Opportunity at 87

Compassion at 84




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Learning and Teaching Goals

To demonstrate improved levels of student achievement in Literacy and Numeracy across all dimensions.

To improve and develop consistent pedagogical practices from P-6

Intended Outcomes That student learning outcomes improve across Years Prep to 6.

That differentiated teaching will be directed to individual needs based on developmental learning.

Professional Growth- Teaching and Learning 2016

A whole school Teaching and Learning Plan for 2016 for all areas of the Curriculum was developed.

AusVELs in Catholic Schools updated based on the 2nd Iteration.

Updated Stella Maris Spelling Program to align with VELs.

Teacher knowledge developed by modelling clearer and more specific outcomes when facilitating Professional Learning Team Meetings for staff.

Sharing of successful practices and resources to achieve teaching focus with explicit emphasis on success criteria and feedback. The WALT, WILF and TIB structures are continually used in every class for reflections. (Learning Intentions and Success Criteria)

Improved data analysis with time to consult and moderate student work with other staff after using On Demand Testing.

Staff meetings focused on explicit teaching practices and developing a whole school approach to teaching.

Celebrations of Learning in Professional Learning Team Meetings.

In school reports, staff included specific goals, based on individual needs, and to have clear suggestions for how parents can help their child and what we will be doing at school.

Refined practices in assessment “as” learning to include student reflections

and goal setting. Again, Family Conferences were held for all students to discuss the areas of achievement and areas for improvement and how we can

work in partnership with the teachers to achieve the best outcomes for each individual child. Sample books of evidence were discussed.

Our Literacy Leaders conducted Classroom Helpers Parent Training sessions to encourage parents with a W.W.C.C. to assist in the classroom.

Parents were invited to our Parent Information Night, where teachers discussed important information about the curriculum and classroom routines.



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P-2 Literacy Text levels The literacy text levels for Years Prep, One and Two are outstanding. Minimum standards have been exceeded, with a majority of the children reaching the target standard and Stella Maris results showing significantly higher achievement levels than in “like schools”.



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NAPLAN Student Data Analysis Stella Maris has performed consistently over the past 3 years in National Testing. The school’s 2016 Year 3 and 5 performances in NAPLAN, was very strong overall and compared very positively with State School averages in each dimension of English and Numeracy. In 2016 96% of Year 3 students were above the National Minimum Standard in Reading In 2016 4% of Year 3 students were at the National Minimum Standard in Reading In 2016 100% of Year 3 students were above the National Minimum Standard in Writing. In 2016 94% of Year 3 students were above the National Minimum Standard in Writing In 2016 6% of Year 3 students were at the National Minimum Standard in Numeracy In 2016 93% of Year 5 students were above the National Minimum Standard in Reading In 2016 4% of Year 5 students were at the National Minimum Standard in Reading In 2016 98% of Year 5 students were above the National Minimum Standard in Writing. In 2016 89% of Year 5 students were above the National Minimum Standard in Numeracy In 2016 4% of Year 5 students were at the National Minimum Standard in Numeracy

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2014

%

2015

%

2014–2015 Changes

%

2016

%

2015–2016 Changes

%

YR 03 Reading 97.9 97.9 0.0 100.0 2.1

YR 03 Writing 100.0 97.9 -2.1 100.0 2.1

YR 03 Spelling 97.9 100.0 2.1 100.0 0.0

YR 03 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0

YR 03 Numeracy 97.9 95.8 -2.1 98.0 2.2

YR 05 Reading 100.0 100.0 0.0 97.8 -2.2

YR 05 Writing 97.8 97.7 -0.1 100.0 2.3

YR 05 Spelling 100.0 97.7 -2.3 97.9 0.2

YR 05 Grammar & Punctuation 97.8 97.7 -0.1 100.0 2.3

YR 05 Numeracy 100.0 100.0 0.0 93.5 -6.5



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Literacy

● Minimum school based targets maintained for Prep-2 Literacy Advance with a high percentage exceeding these.

● School Assessments and PROBE Reading 2-6. Minimum targets maintained and exceeded in many cases. Starting new program- BAS

● PAT Reading comprehension assessments in Years 2--6 to provide quantitative and qualitative data on student achievement.

● Year 2-6 trialled Essential Assessments Reading and Writing to provide more information about student performance. Questions are aligned with Victorian Curriculum

● Parents completed training to become classroom helpers for literacy sessions. ● AusVELS English Content Descriptor planner used for planning P-6. ● CAFE Reading (comprehension accuracy, fluency, expanding vocabulary)

structure continued in Year 2, 3 and 4. ● CAFE Reading teacher and student resources consolidated

● NAPLAN marking guide used across levels 2-6 for moderation of writing. ● Maintenance of continuous Running Records and PROBE 2 Comprehension, to

monitor student progress in Reading. ● ACER SWST to identify gaps in spelling skills was administered from Year P-6

● Stella Maris Spelling Scope and Sequence Program updated to be aligned with Aus / VELS and consolidated in class programs.

● Resources purchased for Guided Reading Groups. ● Sunshine On Line interactive literacy resource re-subscribed. ● Storybox Library subscribed to as a resource to support Literature strand of Aus /

VELs ● LLI (Levelled Literacy Intervention) training for Reading Recovery teacher. ● LLI Red Level Kit purchased. ● Fountas and Pinnell BAS Reading assessment used for students with additional

needs. ● IPad apps used for P-6 Literacy. ● Literacy leader and 5 teachers participated in training with Sarah Asome on MSL

(Orton Gillingham) approach to teaching reading and spelling for students who exhibit Dyslexic behaviours in literacy and for teaching the phonological awareness spelling knowledge to all students

● PLT’s allocated to enhancing teacher knowledge and effective strategies for teaching spelling

● Literacy Leaders planned with teachers during Facilitated Planning times ● Author George Ivanoff conducted 3 x 1 hour Writing Workshops for students in

Year 3, 4, 5 and 6 - Developing Characters and Setting, Structure of stories, The Language and Mechanics of Writing. This culminated with a Writing Competition which was judged by George with winners announced during Book Week.

● Victorian Curriculum English was explored and the adjustments from AUS / VELS clarified



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Numeracy

● Continued with Numeracy Intervention, Year 2 and Year 3. ● Ongoing professional development for Numeracy Intervention teachers. ● Modelling of successful intervention strategies to classroom teachers and

incorporating them into classroom settings. ● Mathematics Leaders attended relevant PD’s ● Maths meetings continued to focus on professional reading, pedagogy, planning,

data analysis and strategies for differentiation. ● Continued professional learning on data analysis, and the tracking of individual

students. ● Ongoing facilitated planning sessions and staff PD to develop teacher capability

to deliver a high quality, differentiated curriculum, identifying students at their various points of need (including extension opportunities for the upper cohort)

● Consistency with planning for the year, progressing from using AusVELs planners to Victorian Curriculum.

● Continued emphasis on problem solving across all levels. ● Using data and pre testing to group children. ● Use of various assessment strategies including formal tests, rich assessment

tasks, assessment rubrics and journal writing. ● Trial of new Numeracy assessment program, Essential Assessment. ● Rich Assessment Tasks incorporated into Assessment Schedule. ● PAT Maths test online for Years 1-5 and report developed to track student's

progress. ● Blitz Master and Mathletics used to support children's development of automatic

recall. ● Continued use and sourcing of relevant ICT programs and IPad apps ● Updating maths resources for improved teaching and engaged learning. ● Ran a successful Maths night, ‘Stella Olympics - Maths in Action’ focussing on

multiplicative thinking across the curriculum P-6

Intervention & Enrichment Programs

● CEM Number Intervention PD undertaken by Maths Intervention Specialist Teacher and Number Intervention Program for Year 2 and Year 3 students at risk.

● Maths Support Groups for identified Year 1, Year 2 and Year 3 students

● Maths extension group for identified Year 3 students Semester 1, Year 2 students Semester 2.

● School Based Intervention Framework committee met to analyse individual children at risk or those needing further extension.

● Continuation of “Fountas & Pinnell” levelled literacy program to support Year 2 and 3 students with additional needs.

● Literacy Support Group for Prep students at risk Term 4

● Literacy support for Year 3 - 6 within the classroom. ● Individual monitoring of children post-Reading Recovery. ● Reading Recovery provided a short term, early literacy intervention, which helps

students in Year 1 who have not yet established effective literacy processes.



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Inquiry

● Continued to refine practice and procedures to create a stimulating and enquiring learning environment.

● Continued to use the new scope and sequence of Units for 2015 to integrate History, Science and Religious Education.

● Integrated Learning for 2016 matched up learning foci and developed big questions for all of 2016 units.

Extra-Curricular Components of our Learning and Teaching Program

CAMPING PROGRAMME

Year 4-October Year 5-Sept Year 6-March

Destination Golden Valleys Lodge Main Ridge

Camp Allambee Strzelecki Ranges

Canberra

Focus of Camp Environmental issues Bike Education

Developing teamwork and leadership skills

Australian history and Government focus

Duration 2 Nights, 3 Days 3 Nights, 4 Days 4 Nights, 5 Days

● The Grade 5 Bike Education ‘on road’ component was successfully completed in the streets surrounding the school.

● An oral language 8 week ‘Yellow Lantern’ program was continued for Year 5 students and a Graduation Night was held to showcase to parents the value added.

● Grade 4 undertook the theory of Bike Education and in- school based activities. ● Student led Book Week Parade and activities. ● Many children were involved in the 2016 Premier’s Reading Challenge

● Regular lunchtime Chess Club. ● Coding Club run in Term 4.

Information and Communications Technology (I.C.T.)

● IPads (IMovie, Pic Collage)

● Cyber safety P-6 taught in all classrooms.

● Google+ and Google Docs used in Year 3 - 6 classroom and for staff planning

and communication.

● Google Suite, including calendar for staff to use as a communication tool

● Google Classrooms introduced for Year 3 - 6 for homework, classroom tasks and

as a communication tool.

Japanese ● Yuki, our visiting student teacher from Japan, enriched our understanding of

Japanese culture and language. She was a fantastic teacher. ● Japanese pop and greeting songs used in teaching to increase engagement. ● iPad apps expended for Japanese language class. ● Year 6 skyped with sister school in Japan. ● 14 families hosted students from Azumino Provence, for one week. The students

taught language and cultural aspects to the children and staff.



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Music and Performing Arts

● A range of private music lessons were made available to families. ● The children joined thousands of students across Australia to sing ‘Music Count

Us In.’ ● A bright and fun Christmas Concert was performed at school ● A highlight of the year was the “Pirate’s Cantata” Concert. It was an exceptional

display of performing and visual art. Serena Jordan –Munro’s pursuit of

excellence and her professionalism, as she meticulously prepared the students

over the term, was very much appreciated. Each child had the opportunity to

perform to their utmost best and the standing ovation at the end made each

teacher and parent very proud of the children at Stella Maris. A very special

thank you to all parents who assisted us with the performance.

Physical Education and Sport

● Successful District Swimming at the beginning of the year. ● Our Athletics Carnival was successfully held at Dolomore Athletics Track. ● The children embraced the events and demonstrated good sportsmanship. ● Year 6 Girls Soccer Gala Day. ● Intensive swimming lessons ran over 8 days culminating in a House Swimming

Carnival for Years 3-6. ● 5/6 Interschool sport in terms 1 & 2 (Year 5 in Term 2 only). ● School and District Cross County participants performed very well. ● District and Division Athletics with the most students we've had compete at each

level. ● Participation in School Sport Victoria competitions and the Cheltenham District

Sports Association events- - Girls soccer ● Our Years 5 students participated in a ‘Hoop Time’ basketball competition and

Milo Cricket. ● Bike Ed Program (Years 4 & 5) and celebration ride (Year 5). ● Sporting visits from AFL Victoria, Footsteps Dance, Sandringham Basketball and

Cricket Victoria.

Visual Art ● The children continued to be involved in many hands on Art activities with a

variety of materials and studying the elements of line, shape, form, colour, texture, space and value (lights & darks)

Library

● The Library furniture was enhanced with an extra carousel and Picture Book Frame to provide better access to books for the Junior school students. Extra shelves were purchased for the Year 3 - 6 Fiction collection.

● Library teacher (Helena Graham) participated in Webinar training for using features - Circulation, Cataloguing.

● SCIS now being used when cataloguing. ● Library collection hugely extended and parents were involved in covering of

books.



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● New resources in Library collection supported classroom Literacy and Inquiry programs.

● Increase in student registration for the Premier’s Reading Challenge. ● Student borrowing continues to increase with more students using the Library on

Thursday lunchtime for reading and Library related activities. ● The Library is used for lunchtime Chess Club on Wednesdays and Board Games

on Tuesday. ● Incursion for Prep - 2 Students with author Patrick Guest. ● Author George Ivanoff conducted Writing Workshops for Year 3, 4, 5 and 6 ● Incursion for P-6 from author George Ivanoff during Book Week P-2 ,3/4, 5 / 6

groups. ● Students in Year 2, 3, 4 and 6 participated in the Bayside Literary Festival at

Sandringham which hosted authors Ailsa Wild, Patrick Guest, Alan Brough and Damean Posner.

● Our Book Week celebrations & parade with the theme, ‘Australia, Story Country’, were very successful 100% participation in costume parade and in student voting for the best book.

Staff, Student and Parent Satisfaction

Our Insight SRC School data, for Teaching and learning, based on the 2016 survey data 100-point scale.

Staff Teamwork 73

Role Clarity 75 Quality teaching 79

respect for students 90

Student Purposeful Teaching at 81

Student Motivation at 87 Teacher Empathy 86 Learning confidence 78

Parent School Improvement at 75 Learning Focus at 76

Parent Partnerships 83

Stimulating Learning at 80



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Student Wellbeing

Goals

To promote and engender social, emotional, physical and spiritual wellbeing in students. To increase student efficacy.

Intended Outcomes That all students feel safe, have a sense of self-worth and are stimulated in their learning. That students will develop a positive belief in themselves as learners. That students have a representative voice. Professional Learning

● Year 2 of School Wide Positive Behaviour Support (SWPBS) Program with the whole staff.

● SWPBS PD at Staff Conference- Patrice Wiseman[CEM] ● Mindfulness PD at Staff Conference ● Staff completed Level 2 First Aid Training. ● Staff completed Mandatory Reporting Professional Learning. ● Staff completed Safe Schools Framework - Child Safe Standards 1-7 - Schools

Professional Development ● Well Being Leader attended- Bayside Youth Resilience Feedback Forum and

follow up sessions. ● Chris Daicos- “Difficult Conversations Coaching” offered to all staff- 20-30

minutes over 2 days.

Student Wellbeing Achievements 2016 Parent Education- Michael Carr Gregg Information Evening. Michael spoke about Resilience as being ‘… the human capacity to face, overcome, be

strengthened by and even transformed by adversity. ‘

Michael discussed the characteristics of resilience- ● Spirituality. Are the children connected to faith and spirituality? Are you/ they

living the values? See life as it is, but focus on good bits. Children absorb attitudes and beliefs.

● Does your child have regular contact with a charismatic adult, someone they look up to? Identify an adult person in their life to draw strength and drive from?

● Positive self-talk. Thoughts that determine feelings, that determine their behaviour. Focus on good how good it is and turn things around. Listen to your child's self-talk. Try Mood Gym online. Get early intervention when patterns of negative self-talk

● Look for the silver lining. Slightly change the way you think about things and model emotional competence. Do you model really good social skills - conflict resolution, problem solving and decision making?

● Islands of competence. Does your child have at least one special interest? What



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are the sparks that get kids up in morning? Does your child have a spark? Art, music, dance drama, etc.

School-Wide Positive Behaviour Support Program (SWPBS) ● A Staff team registered for year 2 CEM School Wide Positive Behaviours Support

Program ● Staff meetings followed to ensure the implementation of the

program in 2016. ● A logo was designed to highlight Respect, Responsibility

and Resilience and a Behaviour Matrix evolved through Staff input in Staff Meetings throughout the year.

● The Behaviour Matrix was implemented and specifically taught in Years P-6 in line with the Respect, Responsibility and Resilience [3Rs] logo.

● School assemblies continued to have a School Wide Positive behaviour focus with reference to our behavior Matrix to embed what has been taught about ‘expected behaviours’ in each classroom.

School Psychologist

● We continued our partnership with OnPsych provided our students with access to psychological services.

National School Chaplaincy Welfare Grant NSCP

● In the Archdiocese of Melbourne, the term ‘pastoral care worker’ will be used for NSCP-appointed chaplains to differentiate them from the archdiocesan-appointed chaplains who are ordained priests. In 2016 the National School Chaplaincy Welfare Grant continued in partnership with OnPsych. Vanessa Haden worked closely with our Wellbeing Leader, Marg Cairns, as Pastoral Care Worker for 2 days each week until July. A new Pastoral Care Worker, Juliette Armstrong, was appointed in July. Our Pastoral Care Worker attended cluster meetings with local schools to share ideas and resources.

● Parents and students were able to see the Pastoral Care Worker for additional support and referral of services when required.

Individual Needs LNSLN (Literacy, Numeracy and Special Learning Needs) Funding Applications 2016

● LNSLN is government funding to support students with Asperger's/ autism, social and emotional learning, oppositional defiance disorder, auditory processing, behavioural issues, language disorders or ongoing chronic health problems. Money received pays for our 6 Learning Support Officers. In 2016 we had 14 funded children with six Learning Support Officers employed to support the learning goals of the children. Each child had a Personalised Learning Plan, which includes individualised short and long term goals and strategies and termly meeting with parents, and outside professionals.

● Our Response to Intervention Flow Chart [RTI] continued to be used to monitor



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Tier 1, 2 and 3 students. Meetings were held to discuss students requiring intervention throughout the year.

● Allocation of funding to students with special needs was used strategically by grouping of children with needs to maximise effectiveness.

● Private speech, tutoring and occupational therapy sessions were held in the school buildings.

● Timetabling of Learning Support Officers to assist students at risk, socially, in the playground.

● Learning Support Officer monthly meetings to discuss best practice for encouraging social skills in the playground and a means of professional support in the classroom.

● LSO’s were again offered professional development. LSO’s were given feedback by the teachers each term to ensure communication is optimal.

● Individual Needs Coordinator attended Student Services Meetings. Several students were referred to the CEM for further language testing.

Social and Emotional Learning

● In partnership with Bayside Council and Resilient Youth Australia and Andrew Fuller, we participated in the Bayside Youth resilience surveys -Year 1, 2016. Data was given back to all participating schools to monitor resilience levels from Years 4-6 in Bayside. Stella Maris will continue to participate over the next 3 years.

● All students, P-6 participated in a lesson in the Life Education Van. Life Education programs influence long-term behaviours and choices. They teach life-skills via problem-solving, lateral thinking and role-play resulting in improved knowledge and growth. They are curriculum aligned, relevant and provide support to the whole school community.

● P-6 children participated in a wellbeing performance, “Saving Lil and Archie.” The children learnt about connectedness, bullying and cyber safety.

● Social and Emotional Skills programs such as You Can Do It! are designed to help all children achieve to the best of their ability and experience social, emotional and behavioural wellbeing. Topics include Confidence, Persistence, Getting Along, Organisation and Resilience.

● ‘S.T.A.M.P.’ reinforced anti- bullying strategies. This included a strong message of standing up for those who are having a difficult time.

● S.T.A.N.D.’ reinforced anti-bullying strategies online and reinforced the need to get support from parents or teachers to deal with situations.

● Anger and anxiety posters were purchased for teachers to use to enhance the emotional literacy of our students

● Social and emotional picture books were purchased to use with our Social Skills Program from P-2.

● Staff revisited our 5 school rules and consequences and 5 playground rules to establish consistency of approach. Displayed in all rooms and advertised through the newsletter.

● Lunchtime activities continued for students such as Garden Club, Art, Library, Chess Club and IT to assist those students with difficulties with unstructured play.



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● Our Year 5 students ran Take Action interest groups in Terms 3 & 4 including Art and Chess lessons, footy & basketball clinics and Glee Club.

● A timetable for eating food inside at school, with no papers outside, to ensure safety for children with allergies and to prevent children from throwing their lunches away so that they can play continued in 2016

● Children were permitted to continue to have water bottles on their tables at all times to keep them well hydrated and to eat a healthy fruit snack at 9:45am.

● The school continued to subscribe to Michael Grose’s ‘Parenting Ideas’ website, enabling parenting tips and advice to be published on the school website and in the newsletter

● Extra support was given for new families who have children with individual needs to make the transition to 2017 smoother.

Transition

● A ‘Talking Tactics,’ Year 6 transition day where the Year 6’s spent a day with past

● Year 6 students to learn about the Secondary School experience continued. Our Prep

● Transition Included a morning where students meet and participate in an activity with the Art, P.E. and Japanese Specialist Teachers.

● Our P & F president organised ‘Plays in the Park’ for Prep 2016 families, on weekends to enable our new students to know each other.

Student Leadership

● The restructuring of the student leadership allowed for more children to experience positions including four school captains, eight House Team Captains. The Year 6 Student Representative Council (SRC) leaders, Library Leaders, Wellbeing Leaders, Information & Communications Technology (I.C.T.) Leaders, Curriculum Leaders, Art leaders Social Justice leaders.

● Our leadership development continuum includes our Sacramental Program, the Year P& 6 Buddy System, Year 6 Young Leader’s Day and Year 4, 5 & 6 Camp.

● Our Year Prep & Year 6 Buddy Program enabled supportive relationships. ● Bullying No Way / Harmony Day organised by our Year 6 students.

Staff Wellbeing

● UNESCO’S World Teachers Day encouraged students to write a letter, card or poem about their teacher. Staff loved the afternoon tea put together by parents.

● All staff were offered the opportunity to have the flu injection. ● Written feedback from staff each term assisted in monitoring the wellbeing

of staff and suggestions given were considered by the Leadership Team, particularly in regards to work load for teachers, distribution of responsibility for ‘extra’ whole school events and the timing of events.



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Attendance ● The children are very happy at school. Our average student attendance

rate for the year was very healthy, at 92.36%.

Dealing with Non Attendance

The electronic roll is to be completed as near as possible to 9.00 am and as soon as the class comes in after lunch (before 2:30am). Classroom teachers monitor daily attendance and identify any recurring absences from school. Teachers notify parents of unexplained absences and unsatisfactory overall attendance. Attendance details are recorded in School Reports. A letter about unsatisfactory attendance is included with the reports of students with poor attendance and the matter is discussed at Family Conferences. Procedures for the Department of Education’s “Every Day Counts’ are followed. Staff, Student and Parent Satisfaction

Our Insight SRC school data, based on the 2016 survey data 100-point scale.

Staff Respect for Students at 90.48

Student Motivation at 84.55

Student Behaviour (School) at 87.20

Student Connectedness to Peers at 80.58

Connectedness to School at 77.59

Teacher Empathy at 85.67

Parent Parent Partnerships 74.86

Social Skills at 78.52

Student safety at 78.52

Connectedness to Peers at 83.33


AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 91.53

Y02 93.33

Y03 94.11

Y04 92.18

Y05 92.54

Y06 90.46

Overall average attendance 92.36



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Child Safe Standards Goal

To implement the Child Safe Standards to bring about cultural change in the school community.

Intended Outcomes

That strategies are embedded in an organisational culture of child safety, including through effective leadership arrangements.

That a Child Safe Policy is established.

That a Code of Conduct is developed to establish clear expectations for appropriate behaviour with children.

That screening, supervision, training and other human resources practices are implemented to reduce the risk of child abuse by new and existing personnel.

That processes for responding to and reporting suspected child abuse are known by all staff.

That strategies are strengthened to identify and reduce or remove risks of child abuse.

That strategies are strengthened to promote the participation and empowerment of children.

Achievements

Child Safety was a huge focus in 2016 as we started to change our culture. Stella Maris Primary School holds the care, safety and wellbeing of children and young people as a central and fundamental responsibility of our school. We are committed to the Victorian Child Safe Standards as set out in Ministerial Order 870. These seven standards will be outlined sequentially over the next seven weeks in our weekly newsletter.

All children deserve as a fundamental right, safety and protection from all forms of abuse and neglect. Stella Maris has a zero tolerance for child abuse and all adults in our school have a responsibility to care for children and young people, to positively promote their wellbeing and to protect them from any kind of harm or abuse.

Staff meetings were organised to review, update and communicate key messages, policies and processes. Newsletters updated the community on staff development and training. Parents were consulted on our Child Safety Policy and Code of Conduct, which were ratified at School Education Board level.

Father Denton and I worked on improving the security of the school. Improvements included: Installing locked gates and screening fencing to the presbytery garden. Installing lockable doors from the church to the multipurpose room. Installing new fence and gate near the front office area.

Staff worked with staff from SECASA (South Eastern Centre Against Sexual Assault) to teach the, “Feeling Safe Together,” protective behaviours program for all students P-6



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Leadership & Management Goals Ensure that school leadership and management is characterised by efficient and effective structures, processes and succession planning.

That a clear shared vision and purpose leads to mutual support, trust and high levels of professional growth and that the school community clearly understands the school's improvement efforts and has an opportunity to be involved in decision making.

Intended Outcomes That staff are clear in regard to their roles and responsibilities and there is a culture of distributive leadership and teamwork in the school.

That a clear, shared vision and purpose underpins the decision making practices of the school and school community. That staff feel confident to express thoughts and opinions in an open and supportive environment and an environment of trust is established.

Leadership and Management Achievements 2016

Staff Professional Learning Throughout this report the professional development undertaken by staff has been listed. The expenditure for each of 29 (FTE) staff members averages out to be $2,128 per person. Catholic Education Network Meetings are attended by Leadership Team members, who then share what they learn with staff.

Learning & Teaching Network

Student Services Network

Deputy Network

Student Wellbeing Meetings

REC network

Principal Network

Reading Recovery Continuing Contact

Literacy Cluster Meetings

Mathematics Intervention Meetings

Maths Cluster Meetings

CAPS meetings (contemporary approaches in Primary Science education) continued in 2016/2017

Readiness for Victorian Curriculum 2016,

implemented 2017

School Wide Positive Behaviour Support

Implementation of Child Safe Schools

New Religious Education Guidelines

I.C.T GAFE- Embedding e-Learning



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Two-day Staff Conference

Maree Holmes Patrise Wiseman from CEM

● Horizons of Hope. ● Vision and Mission in light of the Horizons of

Hope ● Child Safety ● Mindfulness ● SWPBS (School Wide Positive Behaviour

Support)

School Review

In 2016 Olwen Horton conducted a review of the school as part of our 4-year School Improvement Cycle. The Review included examination of evidence that we have met the Victorian Registration and Qualifications Authority (VRQA) Minimum Standards and Other Requirements for School Registration. On Day 1 of the Review meetings with The Parish Priest, Principal, Leadership Team and Focus Groups of parents, Teachers and Students were arranged and the Reviewer will visit the classrooms. On Day 2 the Reviewer met with a school Panel, including some of the above and a Board Representative

and Catholic Education Melbourne Principal Consultant.

TEACHER QUALIFICATIONS 2016

Doctorate 0.00%

Masters 15.79%

Graduate 21.05%

Certificate Graduate 5.26%

Degree Bachelor 78.95%

Diploma Advanced 57.89%

No Qualifications Listed 0.00%



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Our School Review gave us some honest and thought provoking feedback and a strong direction for the future. Our yearly SIP surveys give us insight into the strengths and opportunities we need to continue to improve. Leadership

● The children were empowered to speak about their goals for learning at Family Conferences and parents were invited to have input into future learning goals. Families were given the opportunity to have a private discussion with the teacher if they desired.

● Leadership Team liaised with Principal and Deputy to plan for meetings based on Annual Action Plan, School Improvement Plan and identified needs.

● Action by Wellbeing Core Team to achieve goals on the Annual Action Plan. ● Leadership Team consciously focussing on modelling best practice, with explicit

agendas and using contemporary tools and strategies. ● Part of the role of Leadership Team to be in classrooms often to keep in touch

with current teaching practices. ● Goal for leadership Team to have a direct impact on improved data through their

role. ● Leadership Team using Learning Walks to gather information and give feedback

to staff. ● Our Parent Information Night attendance was strong as Michael Carr Gregg

presented information about Student Resilience. ● The Meet and Greet Evening was well attended and provided an opportunity for

staff and parents to meet and share information. ● The Parent Helper’s Course was well attended.

2016 Enrolments 2 Prep/Foundation classes 22 & 24

2 Year 1 classes 22 & 22






TOTAL Enrolment 330

TOTAL Enrolment Our Target to keep the single level classroom structure and to keep the classes at numbers between 24 and 25.



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Staff Composition 2016

STAFF COMPOSITION 2016

Principal Class 2

Teaching Staff (Head Count) 27

FTE Teaching Staff 20.5

Non-Teaching Staff (Head Count) 7

FTE Non-Teaching Staff 3.9

Indigenous Teaching Staff 0

Calculation of staff composition FTE Teaching Staff = Total of FTE for all staff included in Teaching Staff Head Count. FTE Non-Teaching Staff = Total of FTE for all non-teaching staff included in Teaching Staff Head Count. Non-Teaching Staff includes Specialist Support, Aides and Assistants, Administrative and Clerical et al.

Positions of Leadership Name Release Time

Deputy Principal Yvan Frederic 2 days per week

Wellbeing Leader Marg Cairns 1 day per week

Teaching and Learning Leader

Yvan Frederic 1 day per week

Junior Literacy Leaders Carmel Fisher 1 day per week

Senior Literacy Leader Helena Graham half day per week

Senior Maths Leader Gene Trutsch half day per week

Junior Maths Leader Larissa Hoepfner half day per week

ICT Leader Josie Richey half day per week

RE Leader Yvan Frederic 1 day per week

Sustainability Leader Timothy Ruyg Half day per week

Position of Responsibility Name Release Time

ICT Level Leader Gene Trutsch P-2 As required

Individual Needs Marg Cairns 1 day per week

Chaplaincy & Welfare Grant Marg Cairns 1 day per week

Staff Attendance & Retention 2016 The average attendance rate for teaching staff was very healthy, at 86.92%. The average attendance rate for all staff was 84%. I thank the staff, who demonstrated a high level of commitment by involvement in Sacramental Meetings, Masses, camps, excursions, after hours' meetings and extra-curricular activities. When staff were away on leave or long-term sickness, we attempted to employ consistent staff to replace the teachers so that students were not disadvantaged.



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Staff Satisfaction

Our Insight SRC school data about Leadership and Management, based on the 2016 survey data 100-point scale.

Staff

Performance and Development Culture

School Morale at 73.57

Supportive Leadership at 73.57 Role Clarity 74.78 Teamwork 72.62

Appraisal and Recognition 69.52 Professional Growth at 72.68

Teacher Confidence 88.07 School Improvement Focus 78.79

Quality Teaching at 78.69



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School Community

Goals To develop inclusive links between the School, Parish and wider community

Intended Outcomes Ensure that the school community is vibrant, engaged, committed and working with a clear vision in mind.

Student Led Initiatives (also refer to Religious Education & Student Wellbeing) Social Justice in Action-St Vincent de Paul Soup Van Christmas Hampers 2016

Due to many kind donations from the Parish and schools, 166 hampers were packed at Stella Maris and together with 55 hampers prepared by East Doncaster Baptist Church, delivered to residents of 12 boarding houses in North Melbourne and Fitzroy and to people at the substation in the Fitzroy Gardens. Many of the homeless people were waiting for the arrival of the hampers and were absolutely delighted with their beautiful gifts. A huge thank you to everyone for your donations and for help shopping, packing and delivering the hampers. It was a tremendous community effort.

Year 5’s Taking Action

To develop the Year 5 Students’ Leadership Skills, we challenged them to organise some lunchtime activities for the other children in the school to volunteer to participate in. I congratulate the Year 5’s on their wonderful leadership in leading Jump Rope for Heart to support the Heart Foundation.

Sustainability Initiatives The Sustainability Signpost The Sustainability Signpost is in place. Thanks to the Joughin family for concreting the post in place and the many student helpers who assisted in the attachment of the signs to the post! This project was commenced by Mr Gene Trutsch with Bayside Men’s Shed. Night Vision Camera The Night Vision Camera has generated a lot of interest about our nocturnal visitors to our school grounds! This Science initiative links firmly to our stewardship of Stella Maris and our local area as we observe and manage the many natural elements of living in this area. Composting at Stella Leftover fruit and vegetable scraps that your children have at school are composted at Stella Maris. The compost bin has been moved to the corner of the office block to allow our Year 4 Chop and Chat students to add the food scraps in a space that is easier to access. Bayside Community Plant Nursery The Bayside Community Nursery on Reserve Road has provided 50 Indigenous Poa



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grasses in tubes for us to plant in our Peace Garden. Dolphin Research Institute - See, I Care, Leader’s Program Groups of four of our Year 6 Leaders experienced diving with dolphins the life of a waterway as they observed a litter trap emptying process, litter collection, freshwater invertebrates and water testing activities throughout the year. Walk to School Month VicHealth Walk to school Month! The numbers are in: 280 students participated during the month of October for a grand total of 4723 walks! We received $500 in funding from VicHealth through Bayside Council. This allowed us to provide a healthy fruit snack to students entering school on foot or wheels on the final school day of October. STEM Design Competition Students were challenged to design scooter stands for the Stella Maris bike shed to be built using the funds from VicHealth and Bayside Council and a $1000 grant from CEM. Active Routes to School In partnership with Bayside Council, our consultant Bart and students in our school, we have developed a map of routes to school that target exactly where our students walk, scoot or cycle to school. These routes will be labelled with the school logo and directions to our school that provide the most direct and safest conditions. Peace Garden The Peace Garden was closed for replanting and rehabilitation and will reopen in 2017. Garden Club We focused on planting in the Up Oval planter boxes and down oval Kitchen garden. Student Action Team for the Chooks! We visited Beaumaris Primary School and have consulted with Rooney’s Chooks for a new chook shed and flock management session. Port Phillip Eco Centre Partnership Bronnie from the Eco centre worked with Year 6 groups on a range of water awareness and conservation sessions which led to hands on projects around our school. ResourceSmart schools We submitted our water and biodiversity modules which will lead (hopefully) to our third star being awarded.

Our Pledge

At the beginning of the year, each child made a pledge to act as a ‘steward of creation’: “I pledge to act to the best of my ability to help make the Earth a safe and sustainable home for present and future generations”.

Parents’ and Friends’ Initiatives I would like to commend The P & F, particularly the Executive Team, on their commitment to achieving the functions of the P & F. The P & F have provided a medium



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of support, information and involvement for parents in their child’s education and the school community.

These opportunities for gathering as a community would not occur without the work of the P & F and therefore, a great deal of Stella Maris’ proud traditions and history would be lost. I would like to thank and congratulate the P & F on their many achievements over the year, such as:

● Morning Coffee for new families on Day 1, ● Welcome Morning Tea for Class Reps

● Mystery Movie Night on the Oval, ● Easter Bonnet Parade, ● End of Term Hot Dog Days and Children’s Discos, ● Mother’s Day Breakfast and Mother’s Day Stall, ● Father’s Day Breakfast, ● Casino Night, ● Walkathon, ● World Teacher’s Day

● Stella Carols in Bunjil Domain, ● Graduation, ● Support for individual families in need.

The P & F have also raised much needed funds to support the purchase of extra school facilities that would not have been purchased from normal school finances. On behalf of the teachers, children and parent community I would like to thank the P&F for providing funds for the school. The Classroom Liaison Officers, or Class Reps, took responsibility for various functions over the year. We thank them for their support, commitment and optimism in achieving great results.

Many other parents work quietly within our community. I thank all of our parent helpers who work in the classrooms each day, supporting the children.

● Maintenance Team

● Working Bees

● The Uniform Shop ● Scholastic Book Program

● Newsletter Advertising ● Washing the bed linen in Sick Bay

● Delivering the lunch orders, ● The cake raffle

Great Gatsby Casino Night A special mention of our P & F major fundraiser, The Great Gatsby Casino Night. It was a very successful evening, with costumes and games creating a fabulous atmosphere for fun, laughter and socializing from all involved. It is nights like this that bring our



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community together. Congratulations Kerrie, Olivia, Emma, Mairin and the Year 1 Casino Night Planning Team

The Parish Nazareth Project

Since 2012, St Joseph’s, Black Rock and Stella Maris (the Parish of Nazareth, Rickett’s Point) have a unique bond with Terra Santa School and the Church of the Annunciation, in Nazareth, Israel. In 2015 three students and one teacher from Stella Maris visited Nazareth and Jerusalem for 2 weeks. They stayed with host families and learnt about the religious, historical and cultural life of Christian community in Israel.

The project enabled children and adults form our community not only to visit and learn about Nazareth and the Holy Land, but also bring peace, respect and understanding between the people of countries. The teacher’s experiences provided an opportunity to develop their own faith and insights which they could then draw upon in their own teaching of our faith and the faiths of other people. In the same way, the children and parents developed their own faith and shared their understandings with their classmates in their Religious Education lessons. In 2016 Father Denton visited Nazareth and discussed the future of the Nazareth Project. More information will be available when decisions have been made.

In July we celebrated the Parish of Nazareth’s Feast Day with our visitors from Nazareth and the students and staff of St. Joseph’s Black Rock. It was a very proud day for me, as principal, and Carmel Stutterd, from St Joseph’s, to see the exemplary behaviour of the children at Mass, to hear the politeness and respect with which they spoke to each other, and to see the high level of cooperation evident during the tabloid sports and Mass. The aim of the day was to encourage the children to get to know each other and to play together. All parents in both schools should be proud of the children’s efforts.

Parent Satisfaction

Our Insight SRC school data for School Community, based on the 2016 survey data 100-point scale.

Staff Students Parent

Parent Partnerships 82.95 Connectedness to Peers 80.58


Stimulating Learning at 80.00 Approachability of Staff at 77.50 Teacher Morale at 79.54 Reporting 77.41



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Future Directions STRATEGIC INTENT To create a school, parish and home community that is engaged with our Catholic faith and nourishes the wellbeing of all individuals. To create a school where every student and staff member is empowered, challenged and supported to achieve continuous growth and improvement.

EDUCATION IN FAITH GOAL To cultivate a Christ centred community imbued with a Catholic worldview, where all members learn about, reflect upon and engage in the teachings and traditions of Catholic Church.

LEARNING AND TEACHING GOAL NUMERACY: To provide purpose and engaging contemporary learning for all students. LITERACY: To provide purpose and engaging contemporary learning for all students. STUDENT ENGAGEMENT: To provide purpose and engaging contemporary learning for all students. INTERVENTION (Students at Risk): To provide purpose and engaging contemporary learning for all students.

STUDENT WELLBEING

To appropriately challenge each student in his or her learning. To provide a safe and consistent learning environment that maximises the learning and wellbeing of each student.

LEADERSHIP AND MANAGEMENT

To build a vibrant learning community characterised by the Stella Maris shared vision for faith and learning.

SCHOOL COMMUNITY To improve student learning outcomes through family, parish and community engagement.

VRQA Compliance Data

NOTE:

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

Registration and Qualifications Authority and will be available for the community to access

from their website from October 2017.

Victorian Registration and Qualifications Authority

http://www.vrqa.vic.gov.au/Pages/default.aspx

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