ANNUAL REPORT TO THE SCHOOL

Transcription

1 ANNUAL REPORT TO THE SCHOOL COMMUNITY St ITAS CATHOLIC PRIMARY SCHOOL Drouin 2015 REGISTERED SCHOOL NUMBER: 1929 Primary School

2 Contents Contact Details... 2 Minimum Standards Attestation... 2 Our School Vision... 3 School Overview... 4 Principal s Report... 5 Parish Priest s Report... Error! Bookmark not defined. School Education Board Report... Error! Bookmark not defined. Education in Faith... 6 Learning & Teaching... 8 School Community & Student Wellbeing Leadership & Stewardship Financial Performance Future Directions... Error! Bookmark not defined. VRQA Compliance Data... Error! Bookmark not defined ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

3 Contact Details ADDRESS PRINCIPAL PARISH PRIEST SCHOOL BOARD CHAIR 50 Victoria Street Drouin 3818 Andrew Osler Herman Hengel Tania Piner TELEPHONE (03) WEBSITE www3.stidrouin.catholic.edu.au Minimum Standards Attestation I, Andrew Osler, attest that Itas Catholic Primary 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 Victorian Regulation and Qualifications Authority (VRQA). Australian Government accountability requirements related to the 2015 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth). 20 May ANNUAL REPORT TO THE SCHOOL COMMUNITY 2

4 Our School Vision At St Ita s w e believe that the gospel values permeate all facets of school life, developing each child' s personal relationship w ith God. We believe in building a community w here God' s love is made visible through our teaching, prayer, relationships and actions. We believe in building a culture of life-long learning by providing a quality education that caters for the needs of individuals through a rich, relevant and contemporary curriculum. We believe in encouraging each child to love w ho they are, to cherish and nourish their talents and to recognise the different qualities and gifts of each other. At St Ita s w e believe the pastoral care is central to our interaction w ith children, families and our community. Mission Statement Our parish and school are named in dedication to the w orks of a great w oman; St Ita of Ireland. In faith, w isdom and know ledge w e aspire to the generous spirit of our patron. Like St Ita, w e aim to cater for the diverse needs of our community. Generosity, kindness and service w ill be at the forefront of our commitment to the learning and development of the children at St Ita s. We w ill w ork w ith true faith in God, and in the w ords of St Ita s pure heart and an open handedness inspired by charity ANNUAL REPORT TO THE SCHOOL COMMUNITY 3

5 School Overview St Ita s Catholic Primary School Drouin is a primary co-educational school community which provides a comprehensive, well rounded education for all students from their earliest years in foundation to the completion of their primary schooling in Year Six. Located in the West Gippsland town of Drouin, approximately 94 km east of Melbourne. It is one of four Catholic primary feeder schools to Marist-Sion Secondary College, Warragul and has a steadily growing student population of 332 students and 27 staff. At St Ita s we aim to build in our students a foundation of faith, values, knowledge, skills and attitudes necessary for lifelong learning. We place a strong emphasis on engaging students in a faith-based education where high standards are maximised in all areas of the curriculum, particularly in English and Mathematics. We provide an environment which encourages all children to be confident and excited about learning. We believe the child is at the centre of all learning and we recognise that students are individuals each with their own distinctive learning needs and styles. At St Ita s we allow our students the opportunity to lead in a variety of different leadership positions. High standards of student behaviour are achieved through a focus on each individual student s rights and responsibilities as a member of the St Ita s School community. Pastoral care permeates throughout all relationships within the St Ita s School community and the spirit of the school is reflected in the trust, cooperation and commitment shared between parents, staff and students. At St Ita s we welcome parents into our learning community and value their significant contribution to the education of their children. We promote open and honest communication and provide development opportunities for parents to enhance their role as the prime educators of children. St Ita s has trained intervention teachers and teacher aides to assist children who experience difficulty in these crucial areas and to extend and challenge high functioning learners. Our students have access to specialist teachers in the areas of ICT, LOTE, Art, Drama, Music and Phys Ed ANNUAL REPORT TO THE SCHOOL COMMUNITY 4

6 Principal s Report As the Principal, I am very proud of where St Ita s is situated as a learning community in relation to the development of each of our students spiritually, academically emotionally and socially. Enrolment growth in 2015 was again extremely strong and for the 4th year running we enrolled two streams of preps, 48 in total. Gospel values form the foundation of our school community, our relationships and daily interactions. We believe that these values contribute to the moral and spiritual development of children. The Parish and school community work together to ensure the children develop a faith filled relationship with Christ, which affirms their Christian values and connection with the life of the Parish community. St Ita s has an excellent working relationship with our Parish Priest, Father Herman Hengel, which is both positive and affirming. Father is very much a visionary for our school and has been a constant support to all in our school community. His vast knowledge of Catholic education and the efficient running of schools is second to none and he is passionate about the development of the whole student; spiritually, academically, socially and emotionally. Our school s philosophy and curriculum recognises the importance of developing the independence and self-confidence of children so that they are encouraged to discover their true potential in all aspects of life and learning. This inclusive and nurturing school environment assists children to develop a healthy respect for others as they work and learn together. The school s curriculum has been strengthened, with the introduction of a range of Inquiry projects along with many curriculum initiatives, which are delivering educational programmes that challenge and raise the standard of children s attainment. Our learning platform, aims to develop a deep understanding within all students, taking them beyond simple acquisition of knowledge, to deeper understanding of concepts and ideas. The design of our learning spaces is reflective of the 21st century learning pedagogy. There are designated areas for particular types of learning, which allows for the flexible use of the space by students and teachers. The embedded technology within our learning spaces includes smart boards, Wi-Fi access across the school, computers and ipads with multi-media capacity that fosters the use of technology across the entire curriculum. Our parent community is supportive, through assisting in the classrooms and around the school in various capacities. Parents are encouraged to be involved in an official capacity by nominating and becoming a member of the school s Education Board, our Parents & Friends, Committees, or the Parish Council. The St Ita s community works hard to ensure all our families within our school community are supported and made to feel included and welcome. St Ita's is able to continue on its path of growth and development through the dedicated and committed endeavours of our teachers and support staff. Their high level of vitality continues to energise the children and school community. Their commitment and dedication that they display on a daily basis is something parents often complement our school on. Finally, I d like to thank each and every one of our students who are at the core of everything we do. We have an outstanding group of students who we constantly challenge to be reflective thinkers who live the gospel values in everything that they do. It is these wonderful students who remind us of why teaching at St Ita s is such a special gift that we should cherish ANNUAL REPORT TO THE SCHOOL COMMUNITY 5

7 Education in Faith Goals & Intended Outcomes. To strengthen our catholic identity through recognising that Jesus permeates everything we do and promoting participation within our faith community. Key Improvement Strategies Promoting the involvement of families in faith development opportunities with a focus on scripture, prayer and social justice. That a Post Critical Belief stance is promoted in the teaching of Religious Education Achievements There is a greater engagement of St Ita s School Community in the exploration and celebration of the Catholic story. The implementation of a strategic approach to teacher planning in Religious Education has encouraged greater collaboration, creativity and reflection. Students have been challenged to deepen their faith by making connections between Scripture and Tradition and their own lives. Our Easter liturgy enabled the children to experience and understand Christ s passion and resurrection and how it brings meaning to their own lives. Our family centred, parish based and school supported sacramental program has allowed a deepening of our faith. Classroom programs were linked to the parish sacramental preparation process to ensure children were adequately formed and prepared to receive the sacraments. School assemblies have been used to promote understanding of social justice issues within our school. Throughout the year much time and energy was spent planning Liturgies and Masses to support students, families and teachers to experience the Christian community. Each term every class had the opportunity to celebrate a weekday Parish Mass. Students took responsibility for reading, sharing prayers of intercession and singing hymns. Students from Grades 3, 4 and 6 celebrated the Sacraments of Reconciliation, Eucharist and Confirmation. Catholic Social Teaching has become an integral part of school life. An emphasis was placed on addressing social justice issues within the community and beyond. Three of our teachers have successfully obtained accreditation to teach in a Catholic school. The Parish Sacramental Co-ordinator worked with REL to ensure the preparation and celebration of Sacraments. All teaching and support staff took part in the Religious Education professional learning day led by Sr Rose Duffy ANNUAL REPORT TO THE SCHOOL COMMUNITY 6

8 VALUE ADDED Our Parish Priest, Father Herman Hengel, is our spiritual leader and supportive of our learning community. Religious symbols and art work are visible in the entrance of our school. A variety of themed Masses that our whole school attended were held each term. Opportunities for all school community members to take part in Eucharist Liturgies, prayer and Christian Meditation. Use of technology to make Religious Education learning and teaching, prayer and liturgies attractive, interesting and meaningful. The parish / school Sacramental programs in Reconciliation, Eucharist and Confirmation have contributed to parent engagement. A student Liturgy leadership role was developed for students in grade 6. The senior student social justice action group worked to raise money for St Vinnies. The opportunity to sponsors 12 school and/ or university students for one year s education via St Vincent De Paul. A capable Religious Education Team leads the development of Education in Faith and the school s Religious Education program with a focus towards respect and social justice. Prayer spaces and displays around the school are used to emphasis the Church season and learning and teaching opportunities for prayer and tradition. Grand Parents Day is celebrated each year at the opening of Catholic Education Week. Stations of the cross are done via prayer, dramatic presentation and movement around our school to share the passion story with the audience. St Vinnies Winter Appeal where school families collect coats and blankets for Drouin St Vincent de Paul organisation. Each year we run our Christmas in a shoe box where children bring in a gift for a child to be distributed via St Vincent DePaul ANNUAL REPORT TO THE SCHOOL COMMUNITY 7

9 Learning and Teaching Goals & Intended Outcomes Goal To build a collaborative learning community that strives for individualised learning. Key Improvement Strategies Data and evidence informs the teacher s planning of learning, based on the needs of the individual. That all St Ita s teachers and Education Support Employees understand their role, and the responsibilities that come with being a teacher in the 21st century. Achievements St Ita s is in the fifth year of implementing our Strategic Plan and have addressed all areas of focus. In 2015 our school engaged in Catholic School Renewal to establish our new four year strategic plan. Completed the first draft of our whole school learning and teaching plan. Continue to develop a strong and professional group of middle leaders We commenced 2015 with our pre-testing process in reading comprehension (Fountas and Pinnell Assessment) and Maths (MAI assessment). Improved student outcomes in Mathematics and English New English and Maths planning documents are in place to support the navigation of the new Victorian Curriculum. We have successfully developed and implemented SPA DATA Platform tracking system Planning expectations are consistent and clear to all teaching staff An improved emphasis on exploring and understanding the data via Fountas and Parnel and MAI in ways which inform our teaching across the school. We engaged in a number of professional development opportunities with Tamina Taylor to support us becoming more data literate via NAPLAN and INSIGHT data. We continued to build our collective understandings of effective teaching and learning via weekly learning forums We have developed an action learning approach to staff professional learning which encourages teachers to shape and explore what they believe will make their teaching more effective. In 2015 we engaged in a whole school action learning project to focus on building more effective learning and teaching in the areas of multiplication and division. Learning Forums replaced our existing PLT (Professional Learning Team) structure to better support the development of our action learning project and teacher action learning plans. The Foundation Teachers explored ways to raise the expectations of our young students to support them in becoming more effective learners. We began a whole school project to improve our planning and documentation of learning and teaching. This incorporates a strong emphasis on building richer understandings of the new Victorian Curriculum and the relationship between effective teaching, assessment and student learning. Our 1-1 ipad program is in its fourth year and has been very successful in supporting our learning and teaching in the 5-6 level. Our grade 5-6 students have displayed a level of maturity and responsibility to using a portable media device as a learning tool to support and enhance their learning ANNUAL REPORT TO THE SCHOOL COMMUNITY 8

10 PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS 2013 % 2014 % Changes % 2015 % Changes % YR 03 Reading YR 03 Writing YR 03 Spelling YR 03 Grammar & Punctuation YR 03 Numeracy YR 05 Reading YR 05 Writing YR 05 Spelling YR 05 Grammar & Punctuation YR 05 Numeracy ANNUAL REPORT TO THE SCHOOL COMMUNITY 9

11 STUDENT LEARNING OUTCOMES. Students in Year 3 and Year 5 across Australia participated in the National Assessment Program Literacy and Numeracy (NAPLAN) in The purpose of this test is to provide information to parents and teachers about the achievements of students in aspects of Literacy and aspects of Numeracy. The test provides a measure of student performance against established standards and against other students in Australia. Each year the results are analysed by the school to inform teaching with a view to improving student performance. The Commonwealth Government sets minimum acceptable standards for, numeracy and literacy reading writing, grammar, punctuation and spelling). These are referred to as national minimum standards. Student performance in NAPLAN in our school is compared to these standards. In Grade 3, 100% of our students met the minimum standards in Writing, Spelling and Grammar and Punctuation. Our results in Reading showed steady and improved results with 93.6 % of the students meeting the national bench marks. Numeracy will be a key focus for this cohort going forward and we will monitor their progress via future testing and assessment to best suit their learning needs. Reading results showed that 97.9 % of our students reached the minimum benchmark in An important focus for the school moving forward is to ensure that students are challenged and supported to meet higher expectations in the way they access, use, interpret and communicate their understanding of text. In Grade 5,100% of students met the minimum standards in Reading, Spelling and Numeracy. In writing, 95.3% of the students meet the minimum standard, while 88.4% of students meet the minimum standards in Grammar and Punctuation. In 2016 our school will explore ways to improve the technical aspects of writing with a major focus on grammar and punctuation. Assessment data collected through the NAPLAN program is compared to state and national outcomes and staff of St Ita s evaluate their teaching and learning programs to gauge their effectiveness against these benchmarks. The National Benchmark data collected by St Ita s over the past three years indicates that the many programs we are implementing are effective in assisting students to achieve strong results across the school. Through analysis of the 2015 NAPLAN, INSIGHT SRC and SPA data, there will be emphasis and expectation placed on all teaching staff to; Deliver best classroom practice in English and Mathematics. This will be supported by the leadership executive and level leaders. Ensure each grade s Literacy / Numeracy block has consistency in terms of teaching and learning expectations. Display clear and collective understanding of what an effective literacy and numeracy block looks like. Show that differentiation is evident in all teacher planning documents to support and strengthen numeracy and literacy. That teachers planning documents are consistent, up to date and reviewed at least twice a term ANNUAL REPORT TO THE SCHOOL COMMUNITY 10

12 School Community and Student Wellbeing Goals & Intended Outcomes Goal St Itas is an inclusive community that promotes the understanding that wellbeing is central to learning. Key Improvement Strategies All members of our learning community have a clear understanding of well-being. Staff wellbeing is a collective responsibility. Achievements Developed a clear understanding of Individual Learning Plans (ILP) and a consistent approach to meeting with parent, student and teacher to review the learning We have established clear expectations that Well-being is the responsibility of all teachers at St Itas Circle time is modelled regularly and practiced by all classrooms We have established s parent support network to support those in our school community who have needs. VALUE ADDED Our junior students continued their visitation at Lyre Bird Retirement Village, providing companionship and care to the elderly residents of the home. Position of Leadership (POL) founded on building and supporting parent partnerships Open classrooms that are inviting of parents. Engaging external providers for early intervention for specific needs (eg. occupational therapy, speech therapist and counselors. School transition processes were strengthened to support students. Annual Parent helper inductions classes. New documentation was introduced to support the enrolment process of new students Better induction processes for graduate and new staff via the updated staff handbook Enacted student well-being policy on complispace that includes cyber safety practices Student leadership opportunities and action groups have been introduced. Student voice acknowledged and incorporated within the curriculum and day to day learning Regular newsletter attachments that focus on social and emotional skills in student well being A whole school focus on building resilience in the St Itas community Intervention programs for students at risk St Ita s has continued to hold its annual school based athletics carnival, cross-country and the St Ita s fun run. St Ita s held its annual School Concert at West Gippsland Art Centre. Parent ran the Scholastic Book Club and Book Fair. Children and families were enthusiastic regarding the school camps and excursions ANNUAL REPORT TO THE SCHOOL COMMUNITY 11

13 STUDENT SATISFACTION By reviewing our insight SRC data and conducting one to one interviews with a cross section of students about satisfaction in school, I m pleased to present the following; Students express a positive regard for school staff and visitors to St Itas Students value strong relationships within the school community Students feel better connection towards their peers The majority of St Ita s students see school as a good, fun place to be. Common themes like friendships and social contact were at the forefront of what makes a good school. The students feel connected to their learning environment. The students believe that we have good teachers who care about them. Classroom learning is perceived by most to be fun and enjoyable. Students believe they have access to good learning A clear understanding that we are inclusive of one another St Ita s. PARENT SATISFACTION During 2015 parents were given the opportunity to participate in the Insight SRC surveys and by one to one interviews with a cross section of Parents about satisfaction in school, I m pleased to present the following; Parents were very happy with the quality and standard of teaching at St Ita s. Pastoral care for all within community. There was a strong belief that our teaching staff go above and beyond in their roles of classroom teachers. Parents are appreciative of the Reflective writing in our weekly newsletter. Improved communication that gives valuable information to support parenting. Parents like the Online parent teacher conferences bookings and the Skoolbag App. There is a strong feeling from parents that staff show genuine love and care towards their students. Parents are very appreciative of the strong level of care offered to children who are unwell. Involvement in activities such as: Book Fair, Class reading programs, Collectors club, trade days. The Insight SRC data shows that parents want more extra curricula activities. Out of School Hours Care is considered as one of our strengths. School uniform is important to parents. Parents like that the school has a uniform and that we have a uniform policy for our students that supports the correct wearing of the uniform. There is a strong sense of pride in the school uniform and parents feel it gives us a positive identity within the school community. School displays which represent the learning of students within the school are well received by the parents. Parents are very positive about the student learning that takes place within the St Ita s community and there s a strong awareness by parents that each student is an individual and each student has specific learning and social needs. Parents are especially happy with open classrooms and learning days where children get to show off their learning ANNUAL REPORT TO THE SCHOOL COMMUNITY 12

14 Leadership and Stewardship Goals & Intended Outcomes Goal Leadership at St Itas promotes the idea that each child is at the centre of everything that we do. Key Improvement Strategies Effective communication across all areas of our school is a high priority at St Ita s. That all St Itas staff have a clear understanding of their roles. That St Ita s will provide a leadership model that brings and develops the leadership qualities and capacity across the school community. A model of leadership is designed and understood within the school community. To provide buildings, facilities and resources that support quality teaching and learning in a safe, stimulating environment. Continue to look at our master plan and enact on the second stage of building. Continue to offer a supportive environment established for aspiring leaders. To develop a project approach to professional learning for the leadership team. To develop the school learning theme as a lens to building leadership capacity. All teachers are valued as leaders within the school community. To develop a whole school learning and teaching (curriculum plan) Use the CEO maintenance tasks schedule developed by Tony Anderson. The St Ita s community will maintain our resources. Introduce and be ready for ICON roll out in St Ita s Primary School. Achievements New leadership structures to support and promote staff wanting to develop their capacity to lead. Engagement of CEO Warragul support staff to mentor and coach teachers. Development of personalised goal setting for all teachers. Strong collaboration between leadership team and staff to ensure that students were at the forefront of all decision making. Creation of clear role descriptions for Executive and Level leaders. Opportunities for staff professional learning throughout the year focused on school goals Completed stage one of our master plan. Completion of a four classroom open learning pod. Members of leadership have a portfolio of areas of responsibility and focus. First draft of the Whole school learning and teaching plan. Four staff members completed the OH&S training days which were held at the Catholic Education Office, Warragul. Implementation of OH&S task schedule. Connected teacher professional learning to the school s learning theme ANNUAL REPORT TO THE SCHOOL COMMUNITY 13

15 EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING (PL) DESCRIPTION OF PL UNDERTAKEN IN 2015 Primary RE - Nurturing The Spirit in the journey of life External Coaching of individual teachers and leaders Developing a leadership model - Whole day with Jo Osler from the CEO Incorporating professional reading into school learning forums Whole school and individual action learning / teaching projects Weekly learning forum to support ongoing teacher professional learning. School Closures: Graduate Conference attended by two staff Industrial Relations Information Session Administration Cluster Meetings x 2 One staff member updated their Season for Growth Two staff members fully trained in Thrass Spelling Principals Conference Melbourne Mathematical Learning CEO Warragul Principals Well Being conference in Lakes Entrance Incorporating ipads into schools Deputy Principals Conference EMU cluster Days NUMBER OF TEACHERS WHO PARTICIPATED IN PL 25 AVERAGE EXPENDITURE PER TEACHER FOR PL $ 1450 TEACHER SATISFACTION The following anecdotal evidence was gathered from conversations with staff during Annual Review Meeting (ARM s) and from observation of their behaviour. On the whole staff indicated that they are happy to be teaching at St Itas and that they feel their contributions and efforts are valued by all in the school community. The staff believe that; There is a culture of respectful relationships. We have well-equipped school classrooms. Peer coaching and support is offered to improve their teaching practices. There are strong relationships with parents and the parents role in educating their children. There is a respectful language surrounding students, parents and each other. Staff have the opportunity to pray together and support each other in times of joy and sorrow. They are involved in whole school issues beyond their classroom. There are opportunities for learning together within the school. There are clear role descriptions for staff. There is opportunity for collaborative planning time in class units. There are weekly briefings are concise and organised Effective communication via briefings, and the white board takes place They are well-resourced in their teaching and learning programs and that there is a genuine effort to keep class sizes manageable for best learning to take place. Staff are committed to the Catholic values and goals of the school and are well support by parents in the learning partnership. The professional learning forums allow all staff to have an input and share their education knowledge in a collegial manner ANNUAL REPORT TO THE SCHOOL COMMUNITY 14

16 HOW DOES THE SCHOOL MANAGE NON ATTENDANCE Non-attendance at school is monitored through the roll. Staff are asked to follow up with parents when a child may have an unexplained short term absence of two consecutive days or greater. This proactive position ensures that staff are working to reduce any potential absence which may occur as a result of school based issues. In case of ongoing absence staff are requested to arrange a meeting with the parents and Wellbeing Leader, or another member of the Executive Leadership of the school, to address the impact of extended periods of non-attendance. Where a family is planning for an extended period of absence due to family commitments overseas or extended family holidays parents are asked to ensure the school is notified in advance ANNUAL REPORT TO THE SCHOOL COMMUNITY 15

17 AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL % Y Y Y Y Y Y Overall average attendance TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate 95.32% STAFF RETENTION RATE Staff Retention Rate 90.48% TEACHER QUALIFICATIONS Doctorate 0.00% Masters 5.56% Graduate 50.00% Certificate Graduate 0.00% Degree Bachelor 88.89% Diploma Advanced 50.00% No Qualifications Listed 0.00% STAFF COMPOSITION Principal Class 2 Teaching Staff (Head Count) 23 FTE Teaching Staff Non-Teaching Staff (Head Count) 8 FTE Non-Teaching Staff Indigenous Teaching Staff ANNUAL REPORT TO THE SCHOOL COMMUNITY 16

18 Financial Performance REPORTING FRAMEWORK Recurrent income MODIFIED CASH $ Tuition School fees 187,183 Other fee income 78,940 Private income 43,700 State Government recurrent grants 686,404 Australian Government recurrent grants 2,141,141 Total recurrent income 3,137,368 Recurrent Expenditure Tuition Salaries; allowances and related expenses 2,026,213 Non-salary expenses 329,434 Total recurrent expenditure 2,355,647 Capital income and expenditure Tuition Government capital grants Capital fees and levies 30,350 Other capital income 15,269 Total capital income 45,619 Total capital expenditure 28,654 Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Total opening balance 531,948 Total closing balance 527,080 The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the Diocesan Supplementary Capital Fund supporting primary schools capital borrowings. The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included ANNUAL REPORT TO THE SCHOOL COMMUNITY 17

19 FUTURE DIRECTIONS We look forward to implementing our new strategic plan in 2016, where our focus will improving learning outcomes for 100% of our students 100% of the time. To achieve this we will continue to work together to; Develop and deepen our relationship with God, self and others and to action our faith in our daily lives. Improve students ability to make connections between the RE program, their faith and how it relates to their life. Improve the use of data to drive our learning, inform planning and improve teaching. Transfer professional knowledge to classroom practice to better engage student learning. Collectively un-pack and develop our knowledge of the new Victorian Curriculum. Create a positive sense of self for all in our learning community and to build effective respectful relationships. Build the capacity for effective leadership across all dimensions of our school Provide authentic and appropriate opportunities for student voice. Manage or school resources and upgrade our school master plan ANNUAL REPORT TO THE SCHOOL COMMUNITY 18