St. Joseph s Crib Point REGISTERED SCHOOL NUMBER: Annual Report TO THE SCHOOL COMMUNITY

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1 St. Joseph s Crib Point REGISTERED SCHOOL NUMBER: Annual Report TO THE SCHOOL COMMUNITY

2 Contents Contents... 1 Our School Vision... 2 School Overview... 3 Parish Priests Report... 4 Principal s Report... 5 Education in Faith... 6 Learning & Teaching... 7 Student Wellbeing Leadership & Management School Community Financial Performance Future Directions Contact Details ADDRESS 17 Martin St. Crib Point PRINCIPAL Mrs. Gabrielle Espenschied PARISH PRIEST Father Michael Miles TELEPHONE (03) principal@sjcribpoint.catholic.edu.au WEBSITE ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

3 Our School Vision Growing together in Knowledge, Faith and Friendship KNOWLEDGE: Empowering the school community with skills and attitudes to recognise, create and participate effectively in a changing world. FAITH: Fostering an environment where the Catholic Faith is celebrated, communicated and lived, in a spirit of respect for the dignity of each person. FRIENDSHIP: Developing a caring and supportive school where all members of our community experience a sense of belonging and each individual s uniqueness is valued and nurtured ANNUAL REPORT TO THE SCHOOL COMMUNITY 2

4 School Overview St. Joseph s school, Crib Point, first opened in 1927 to provide a Catholic Education for children of Defence Force families. St. Joseph s school is situated in a small coastal community on the Mornington Peninsula and belongs to the Parishes of Westernport and HMAS Cerberus. Enrolments are drawn from Crib Point, Bittern, Somers, Balnarring, Shoreham, Point Leo and HMAS Cerberus community. St. Joseph s is a school where faith, culture and life are valued and where learners are empowered to shape and enrich their world with meaning based on Christian foundations. Through contemporary learning we empower students with the essential knowledge, skills and attitudes for active citizenship and lifelong learning. St. Joseph s provides a variety of flexible learning spaces where children connect learning to their community. This includes a wetlands and outdoor community kitchen garden and many shaded areas in a beautiful bush setting. Our school is adjacent to the Crib Point swimming pool, tennis courts and football oval. Teachers aim to build a culture, which promotes an inquiry approach enhancing creativity and encouraging learning that is powerful and relevant. Building learning experiences in the local and global community provides authentic opportunities for our students to learn from and with others. This allows the students of St. Joseph s to discover a sense of self and learn about the world in a community based on Christian values and the life of Jesus. St. Joseph s empowers their students to be responsible for their learning and to live a life of justice, compassion and service. The school improvement plan from is very much focused on strengthening the learning capacity of all of the community. We encourage engaged students who are aware of themselves as learners and have the intrinsic motivation to do their very best, supported and surrounded by a community of learners ANNUAL REPORT TO THE SCHOOL COMMUNITY 3

5 Parish Priests Report We are truly blessed within our Westernport Parish to have three excellent Catholic Schools catering for the educational and pastoral needs of our Primary aged children. St Mary s in Hastings, St Brendan s in Somerville and St Joseph s at Crib point offer to our families and their children an important link to the Catholic community, with opportunities to grow in faith and service as well as educational outcomes of which we are rightly proud. All of our schools are deeply committed to caring for our sensitive and beautiful Peninsula environment, with programmes in place that help children take pride in and appreciate beauty and sustainability within the school grounds and beyond. Wherever possible successful programmes are in place to nurture and grow the personal talents and opportunities of every child. We believe that what happens at home is an important and integral part of each child s development in faith and life skills, and our schools seek to reach out through the children to promote in every family a love of learning, within a spirit of hope and confidence, resilient through difficult times. As the spiritual leader of the local Catholic community I thank and congratulate the Principals and teachers, aids, children and volunteer helpers for the Great Spirit that motivates and enriches all of our schools on an everyday basis. God bless you all and keep up the good work. Fr. Michael Miles. Parish Priest 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 4

6 Principal s Report In 2012, we continued striving for positive school improvement. We focussed on ensuring our strengths in wellbeing and community continued to permeate our culture along with a focus on building our Contemporary learning environment. This included ensuring the learning was relevant to the learner and that the children could make important connections between their learning and their life. We recognise many of our learning spaces are lacking the flexibility required to promote true contemporary learning and so we continued to be creative in providing flexible contemporary spaces. We achieved the construction of a magnificent outdoor kitchen area, wetlands and a mangrove hothouse. These have been a wonderful addition to our physical environment and have been widely used by all of our community. The new addition complimented the existing community garden and became the hub of contemporary learning in our school. Providing this wonderful space enriched the learning of all. Many a class could be seen out in the wetlands classifying micro organisms, cooking up a treat right through to a group of boys finding traditional learning difficult who took part in a Boys Project coming out of the classroom on a Monday working with our sustainability coordinator and being excellent advocates of contemporary learning at its best. We also strengthened our teaching of explicit skills partaking in both the Strategic support for Maths project and the Contemporary approaches to Primary Science. The Write Way approach to Literacy continued to prove successful in Literacy and this focus on learning was evident in our excellent improvements in NAPLAN. Teachers continued working hard to ensure a successful performance and development culture. The leadership team showcased this learning at the leadership conference and we are extremely proud of all of our achievements in this area. Student leadership was strengthened and evident in areas such as social justice, sustainability and in our student s successfully running assemblies and having voice and choice in their learning. As we always say the students are in the number one seat at St. Joseph s Crib Point ANNUAL REPORT TO THE SCHOOL COMMUNITY 5

7 Education in Faith Goals & Intended Outcomes To strengthen the Catholic culture and identity of the school and community. That student's understanding of faith-based values will be deepened and connected to real life. Achievements In 2012, we worked to strengthen links between school, parish and the wider community to enhance learning and relationships. Our St. Joseph s pastoral council met monthly and continued to be an important link between Parish and school. Included were parishioners from Westernport Parish, Star of the Sea Cerberus, school staff and parents. Our wonderful priests Father Michael Miles from Westernport and Father Thi Lam from Cerberus attended when possible and ensured we have a positive identity and connection in our Parish. We are thankful our priests work so well together sharing the celebration of the Sacraments. In 2012, our Year 6 children made their Confirmation in Hastings and our Year 4 students made their first Eucharist at Cerberus with both priests co-celebrating a memorable occasion for all involved. We involved students from Prep to Year 6 in substantial and meaningful social justice outreach programs. These included our Year 6 students running a mission fete, students raising money for our friends in Lombok in our cross cultural project and other causes chosen by our social justice action team. In 2012, we commenced trialling the Making Jesus real program and made important links between MJR and wellbeing and inquiry learning. We continued to hold our monthly Friday morning masses, which are wonderful celebrations. Our social justice team spoke at both Shoreham and Cerberus regarding our care group providing meals for those in our community in need. This is a wonderful part of our school with so many parents not having extended family; the school becomes a hub in the community reaching out to all who require additional support. One of our wonderful parishioners made a family meal every week for one of our families, which we are truly thankful for ANNUAL REPORT TO THE SCHOOL COMMUNITY 6

8 Learning & Teaching Goals & Intended Outcomes That outcomes in Literacy will improve. That Numeracy performance will improve. That learning at St. Joseph's will be linked through contemporary design and practise. Achievements In 2012, we have continued to work to ensure there is an agreed and consistent whole school approach to pedagogy that enables and expects all teachers to teach as well as they possibly can. This has been evident in our literacy procedural document, which continues to be a work in progress. The Write Way approach to literacy continues to be a successful initiative in our school and along with refining the program and ensuring a comprehensive spelling approach we continue to see our data strengthen in the area of literacy. Numeracy has been a major focus in Our involvement in the Strategic support in Mathematics program has had a noticeable effect on building teacher knowledge and confidence in teaching Numeracy. This along with excellent work on building the design of our Numeracy approach has resulted in positive improvements in our Numeracy data. Staff have worked extremely hard in this area and we look forward to seeing continued improvements in We continued to develop a culture of high expectations for all students. Staff worked diligently to ensure all children are working to the best of their abilities. This includes extensive intervention programs ranging from literacy intervention through to our gifted and talented programs. We have focussed in 2012 on the differentiation of learning for every student. We continue to develop a common understanding of pedagogy for purposeful and focused teaching. By using the Contemporary schema in the Learning Centred framework, we are focussing on powerful teaching, learning and most importantly making connections with the student s lives. All professional learning has been centred around a Contemporary approach to learning giving staff consistent messages about what our curriculum design involves. Goal setting and personal reflection to improve the confidence of students as learners continues to be a focus. There is an expectation on staff to ensure 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 7

9 learning intentions; success criteria and feedback are part of our daily practise. This is an area we will continue to focus on in We have worked extensively on strengthening the inquiry approach to learning. Our learning and teaching Coordinator works closely with classroom teachers to plan and implement the Inquiry approach. This along with a focus on the teaching of explicit skills has been evident throughout Science is a major vehicle for our Contemporary design. We continue using the action research project started in 2011 on environmental issues such as the mangrove regeneration project and Asian studies as a focus. Children have been involved in teaching others about their knowledge in this area and have been designing signage and taking action in protecting our bay. We are proud of our achievements in this area including receiving a $30,000 NAB impact award, a Mayoral award and achieving a state award in the Keep Australia Beautiful awards. By utilising flexible learning spaces in particular the newly formed community garden and the outside kitchen learning area and mangrove research centre our Contemporary learning design is coming to life. We have continued our philosophy of ensuring every individual achieves success and is given an opportunity to shine. This has been evident in our strong sporting program and our focus on the ARTS. Children were all involved in the production of a magnificent mural in our community garden and we held a wonderful Art show showcasing the brilliant work of our students in this area. Our music and performing arts grew from strength to strength with many children taking part in our instrumental program and the whole school performing in a brilliant concert about Children from around the world. Learning and Teaching has been given the highest priority throughout 2012 as we work towards improved literacy and numeracy results for every student and raised levels of engagement and intrinsic motivation to learn. As you can see in the table below 100% of year 3 students achieved minimum standards in all areas and year 5 students achieved 100% in all areas except spelling. We continue to use a range of data sets to analyse our school performance and are always mindful of our transience when analysing data ANNUAL REPORT TO THE SCHOOL COMMUNITY 8

10 Proportion of Students meeting National Minimum Standard Year 3 Year Reading 100% 100% 100% 94.7% 76.5% 100% Writing 100% 100% 100% 94.7% 82.4% 100% Spelling 88.9% 100% 100% 89.5% 88.2% 90% Grammar & Punctuation 100% 100% 100% 84.2% 88.2% 100% Numeracy 100% 100% 100% 94.1% 93.8% 100% Change in Proportion of Students meeting National Minimum Standard Year 3 Year Reading 6.2% 0% 0% -5.3% -18.2% 23.5% Writing 0% 0% 0% -5.3% -12.3% 17.6% Spelling -11.1% 11.1% 0% -5.5% -1.3% 1.8% Grammar & Punctuation 6.2% 0% 0% -15.8% 4.0% 11.8% Numeracy 6.2% 0% 0% -0.6% -0.3% 6.2% 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 9

11 Student Wellbeing Goals & Intended Outcomes To improve student wellbeing and connectedness within the school. That students become active resilient members of the community who see themselves as successful learners. Achievements In 2012, we focused on strengthening the school as a learning community, connecting strongly with broader communities beyond the classroom. We were involved in a cluster with our Parish schools and Padua College as Schools as Core Social Centres. This has been a wonderful opportunity and resulted in fantastic work in Cyber safety including a shared parent night and workshops at each school. We also worked diligently in our school to complete many components of ESMART and ensure we are strengthening our student s knowledge of cyber safety and healthy online behaviours. We continued to strengthen our transition programs with our year 6 children involved in Bright Sparks, a transition program offered by the Mornington Peninsula Shire and our wonderful Joeys program preparing our 2013 Preps for the journey ahead. This also included offering workshops to Joey s parents equipping them with the necessary information to fully support their new school child. Our wellbeing coordinator facilitated many prevention and intervention groups including M power girls ensuring our girls have a strong sense of selfbelief and well developed social skills. We focused on building learning confidence by engaging with Ed Partnerships in the CLIC program of Connecting Learning in Communities and began gathering data on the dimensions of learning. This will be a big focus in In 2012, we further developed student leadership opportunities with our student action teams going from strength to strength capably led by a variety of staff. These included a leadership team who ran school tours, weekly assemblies and represented the school at masses and other community events, social justice team who lead the social justice activities in the school, sustainability action team who led the work we are doing in becoming a five star sustainable school along with our work in protecting our local bay environment, mentors, health and safety team and our house captains who lead our house activity days and sporting events ANNUAL REPORT TO THE SCHOOL COMMUNITY 10

12 In 2013 we commenced Kids Matter and became a part of the Health promoting schools initiative giving us frameworks to check our wellbeing progress against and providing valuable information on the future needs of our wellbeing programs. We continue to have a high priority on health and wellbeing and this is evident in activities such as our weekly running club and our focus on healthy nutrition with our wonderful community garden. AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL % Year Year Year Year Year Year Overall average attendance Non attendance is managed by monitoring the attendance of all students. If intervention is required the family is contacted an action plan is put in place. Staffs at St. Joseph s go above and beyond to work with the family to encourage the attendance of all students. When analyzing our student data it is evident our students believe they are part of a safe and secure environment where they feel a sense of belonging and are connected to their peers. Future goals include building their belief in themselves as learners improving student engagement, intrinsic motivation and learning efficacy. These were major focuses in wellbeing in 2012 and we will continue working on these goals in 2013 as we strive to strengthen our capacity to learn ANNUAL REPORT TO THE SCHOOL COMMUNITY 11

13 STUDENT SATISFACTION 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 12

14 Leadership & Management Goals & Intended Outcomes To strengthen the professional learning culture of the school. That staff learning will be improved in order to support the achievement of better student outcomes. Achievements In 2012, we have worked to ensure there is an agreed and consistent whole school approach to pedagogy that enables and expects all teachers to teach as well as they possibly can. This has been achieved through providing regular opportunities for staff to plan in teams and by focusing on our professional learning team meetings. All staff meetings are PLT S with minimal operational tasks permitted. These are dealt with using and my classes. The PLT meetings are focused using professional readings and providing important opportunities for staff to be involved in professional dialogue. They are facilitated by our teacher leaders providing important opportunities for leadership across the school. We have continued with our work on maintaining and developing a Performance and Development Culture in St. Joseph s school. This is a strength of our team and in 2012 we focused on a coaching approach. This involved all staff completing individual plans and completing an action research project involving goals set and then celebrating and sharing this learning with their peers. It also included regular discussions on performance with leadership where staff assess themselves against system requirements and through discussion come up with appropriate goals for individual improvement. All professional development was in line with our school improvement plan and we continued to make important links using a common vehicle. In 2012, this included staff involvement in Strategic Approaches to Maths with Catholic Education Office staff working with staff fortnightly on building teacher confidence and knowledge. We were also fortunate to be involved in the Contemporary Approaches to Science program where we sent our senior team to design, research and experiment with Contemporary learning and then take part in a successful action research project. We thank the CEO and particularly Simon Lindsay for his excellent leadership in this area. We provided a range of opportunities for coaching, mentoring and team teaching to improve classroom practice ANNUAL REPORT TO THE SCHOOL COMMUNITY 13

15 We continued to build staff wellbeing to empower all staff to take responsibility for their wellbeing and their stress. We held a highly successful staff conference which built great team connectedness and focused on building skills in the use of technology in our contemporary design. We applied for many different grant applications to build contemporary experiences. We secured a $30,000 NAB Impact award to continue our Mangrove regeneration program, a $5000 Schools Focussed Youth service grant for our 2013 year 6 Café project and other minor environmental grants to continue working on becoming a 5 star sustainable school. We continue to apply for capital grants and supplementary grants to build permanent contemporary spaces and we funded a wonderful outside kitchen garden and wetlands in In 2012, we completed a comprehensive marketing plan providing an action plan for the viability of our school into the future. We also completed our master plan for building and together these formed the basis of our grant applications. TEACHING STAFF ATTENDANCE RATE % STAFF RETENTION RATE % EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING DESCRIPTION OF PL UNDERTAKEN IN 2012 The majority of professional learning in 2012 was in house professional learning involving releasing staff for coaching opportunities. We spent a considerable amount of money releasing teachers in the Strategic Approach to Mathematics program. This along with our involvement in the Contemporary approaches to Primary Science and our staff conference focussing on Esmart and ICT were the main expenditure for Professional learning. Additional funds were spent on employing a facilitator in assisting in building and strengthening our learning community and in our work with Ed Partnerships looking at the dimensions of learning. NUMBER OF TEACHERS WHO PARTICIPATED IN PL 25 AVERAGE EXPENDITURE PER TEACHER FOR PL $ ANNUAL REPORT TO THE SCHOOL COMMUNITY 14

16 Teachers' Qualifications Level This School Like Schools All Schools Degree - Doctorate 0% 0.19% Degree - Masters 3.5% 12.75% Diploma - Graduate 22.22% 24.04% Certificate - Graduate 0% 4.66% Degree - Bachelor 77.78% 71.93% Diploma - Advanced 33.33% 46.02% No Qualifications Listed 11.11% 6.04% STAFF COMPOSITION PRINCIPAL CLASS 2 TEACHING STAFF (HEAD COUNT) 14 FTE TEACHING STAFF NON-TEACHING STAFF (HEAD COUNT) 12 FTE NON-TEACHING STAFF 5.19 INDIGENOUS TEACHING STAFF ANNUAL REPORT TO THE SCHOOL COMMUNITY 15

17 TEACHER SATISFACTION 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 16

18 School Community Goals & Intended Outcomes To build and sustain a school community in which all members work together in positive partnerships. That student learning and wellbeing is improved through connectedness to the school community and the broader local and global communities. Achievements St. Joseph s community is at the heart of our school improvement. Due to our high levels of transience and high enrolment of families with special needs the community becomes a hub of support for all. We continued to form strong links and connectedness with our families holding many events such as breakfasts, social events, afternoon teas for our Defence Force families etc. Many of our Defence Force families and local families had parents working interstate or on ships. Our community continued to provide meals and other support to these families. Our Defence Force transition aides worked diligently to connect families and provide support to children whose parents were deployed. In 2012, we developed our school as a core social centre for the community. This involved connecting strongly with our other parish schools meeting for Sacraments, sporting events and Cyber safety education. Our community garden continued to grow and we worked to involve many of our parents in this initiative building knowledge of health and nutrition and strengthening parental connections with the school. We continue to use the Epstein model of action plan for parental engagement involving building effective communication through use of a range of tools, communication boards, etc. We engaged our parents in decision making with the changes made to our school board. We aimed to connect and engage parents in giving feedback on involvement to ensure we are providing the correct infrastructure for parents to be involved and connect to their child's learning. We promoted our parents volunteering in gardening, running club, helping in classrooms, social justice activities and fundraising ANNUAL REPORT TO THE SCHOOL COMMUNITY 17

19 We connected in our community by running Jiving joeys a preschool music group at the local community centre and moved our Joey s play group to the community centre as well to promote positive partnerships with the Crib point Community. These were both extremely successful and run by our parents. We are proud of the work we achieved in the area of community in Financial Performance REPORTING FRAMEWORK Recurrent income MODIFIED CASH $ Tuition School fees Other fee income Private income State government recurrent grants Australian government recurrent grants Total recurrent income Recurrent Expenditure Tuition Salaries; allowances and related expenses Non salary expenses Total recurrent expenditure Capital income and expenditure Tuition Government capital grants Capital fees and levies Other capital income Total capital income Total capital expenditure Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Total opening balance Total closing balance Note that the information provided above does not include the following items: 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 18

20 System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees. Future Directions In 2013, we will continue to work on strengthening our capacity to learn by building our learning community. We will do this by looking at the Elli Learning dimensions and empowering our staff to be designers and researchers in their own learning. We will work towards ensuring our students have voice and choice in their learning and that this is through a negotiated process of decision making between adults and students. We aim to produce a café which will compliment the community kitchen and garden and provide the year 6 students with an authentic contemporary experience. We will continue to ensure the explicit teaching of skills is of utmost importance and that we have high expectations on our literacy and numeracy for every child. We will continue to be an outward facing school working in partnership with our community and ensuring our children have many places of learning. This will include strengthening our connection with our work in Westernport Bay with the Sea grass association and with our sister school in Lombok, Indonesia. We aim to ensure our parents are active participants in their child s learning and are working in partnership with us to bring the very best out in their child. We will focus on building our Catholic Identity and building strong links in our Parish. We will continue with our coaching approach to building performance and professional learning and look at our organizational health ensuring all members of our staff are empowered to lead their learning. We will continue to work towards improving our Contemporary spaces to be in line with our approach to learning ANNUAL REPORT TO THE SCHOOL COMMUNITY 19

21 2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY 20

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