ANNUAL REPORT TO THE SCHOOL

Transcription

1 ANNUAL REPORT TO THE SCHOOL COMMUNITY Holy Trinity Catholic Primary School Eltham North 2015 REGISTERED SCHOOL NUMBER: 1910

2 Contents Contact Details... 2 Minimum Standards Attestation... 2 Our School Vision... 3 School Overview... 4 Principal s Report... 5 Education in Faith... 6 Learning & Teaching... 8 Student Wellbeing Leadership & Management School Community Financial Performance Future Directions VRQA Compliance Data ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

3 Contact Details ADDRESS 94 Weidlich Rd Eltham North VIC 3095 PRINCIPAL PARISH PRIEST SCHOOL BOARD CHAIR Mr Vincent Bumpstead Fr Terry Kean Mr Mark O Dowd TELEPHONE (03) WEBSITE principal@htelthamnth.catholic.edu.au Minimum Standards Attestation I, Vincent Bumpstead, attest that Holy Trinity 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 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 Holy Trinity Vision Statement We strive to create a positive and collaborative learning community that inspires all to reach their full potential living justly and compassionately within a global community. LIVE be involved LOVE be inclusive LEARN be enlightened and embrace God s word 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 3

5 School Overview In the context of ensuring that the Catholic identity of the school is evident in all aspects of school life, we aim to develop students who are engaged, resilient learners. Students will strive to achieve their best in a contemporary learning environment, underpinned by a vibrant professional culture and supported by partnerships within and beyond the local community. Our aim is to engage students in best practice pedagogy which promotes high personal achievement and maximise learning for all. Our intention is that Literacy and Numeracy outcomes will be improved and that students will be engaged, independent, resilient, confident and responsible learners. Our intent is to improve our NAPLAN Year 3 results to 70+% in top two bands for Reading and Writing, 60+% for Spelling; 70+% in Numeracy. We also intend to improve our Year 5 results to 70+% in top two bands in Reading and Writing; 50+% for Spelling and Numeracy. We intend to have an improved School Improvement Survey Student Engagement Index of 82.5 to 87.9 by As a Staff we continue to strive to achieve the above results by establishing a Learning and Teaching philosophy for the school, ensuring a whole school understanding of Personalised Learning, Contemporary Learning, student voice and the ways that learning connections can be made within the community. We continue to work to establish best practice in assessment for, as and of learning and embed explicit learning intentions and success criteria in lesson planning across the curriculum. As a staff we continue to embed the Australian Curriculum and AUSVELS in teaching practice with emphasis on moderation and reporting. We established protocols and expectations for mentoring and coaching and ensured that staff understood the myriad of ways in which feedback and recognition can occur. We also ensured that meeting protocols for Professional Action Learning Meetings were adhered to across curriculum areas and that staff understood the connection between professional learning, professional dialogue, collaborative sharing and the strategic plan. We were committed to exploring and creating a whole school approach to the teaching of Numeracy ANNUAL REPORT TO THE SCHOOL COMMUNITY 4

6 Principal s Report 2015 was the year in developing deeper understanding in our students through making thinking visible; this became an area of interest for our staff. Three staff members attended the International Conference on Thinking in Bilbao, Spain in July. This Conference had a wide range of international speakers on various aspects of improving student learning through the focus on developing thinking skills within our students. This will have implications for the focus of Professional Learning in There has been a continued emphasis on embedding Learning Intentions and Success Criteria into all learning experiences. Effective and multiple sources of feedback are being implemented into the classroom as a way of improving student outcomes. Social Justice continued to be a main focus at Holy Trinity, inspired by our Parish Priest, Fr Terry Kean. Our students are aware of our calling from the Gospels to ensure justice for all. The work in fundraising for our sister school in the Philippines, Poog Elementary, was an opportunity for our Year 6 students to plan and coordinate with the whole school. The support of many other organisations also contributed to the Social Justice focus of our students. This also impacted greatly on our parent community, who formed groups to support other worthwhile charities. We have continued to work on a hermeneutical approach to Inquiry Learning, where relevant and authentic links between Curriculum areas and Religious Education are made. This has been supported by the work of Dr Jeni Wilson, who has assisted levels with the planning of their Inquiry Units each Term. The use of Information and Communication Technology in the classroom has continued with the implementation of a 1 to 1 device program in our Years 5 and 6 classes and the migration of the school to Gmail. This has enabled greater collaboration between students and teachers, as well as between students and students. The ability of students to access their work through Google Drive at home has also enabled greater communication to parents about students work. We will continue to develop this in coming years ANNUAL REPORT TO THE SCHOOL COMMUNITY 5

7 Education in Faith Goals & Intended Outcomes In the model of Jesus to nurture and encourage the development of faith, spirituality and mission of each person within the school community. That students, staff and parents are given a strong knowledge and understanding of the Catholic tradition which may help inform their choices in life. That students and staff will be fully engaged in the teaching and learning of Education in Faith Achievements Scripture is the focal point in Religious Education Professional Development. Strong links are made between scripture and modern day life examples, making relevant links for students. Curriculum planning is developed using a Catholic lens; planned in a Hermeneutical manner. Religious Education concepts are the starting point for content planning of the school s curriculum. VALUE ADDED Sacramental Program Sacramental Workshop Days for First Eucharist and Confirmation, combining with St Francis Xavier Primary School Faith Nights for Years 2, 3 and 6 Class Masses Year 2 excursion to St Francis Xavier church and tour Whole School Masses for Feast day, beginning and end of year Staff masses Christian Meditation every morning in classrooms Christian Meditation run every Thursday during the second half of lunch by the RE Leaders Advent liturgies lead in classrooms by the student Religious Education Leaders Easter Alleluia Mass Easter Walk carried out by the whole school. Students were required to produce an art piece from an event in Holy Week Year 6 Religious Education Leaders attended the Kids View Conference. This was used as a lead in to run a combined school Social Action Day with St Francis Xavier Primary School Family Day liturgy Assumption of Mary- Prayer space set up in the Sacred Space to honour this Feast day. Continued development of Hermeneutical planning of RE units by staff One Religious Education Professional Learning Meeting was given per term 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 6

8 Religious Education concepts combined with Student Well-being concepts developed. Continued unpacking of scripture from literal meaning to symbolic meaning with Fr Terry. Prayers carried out before meetings Religious Education news and links made in newsletters 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 7

9 Learning & Teaching To engage students in best practice pedagogy which promotes high personal achievement and maximises learning for all That literacy and numeracy outcomes will be improved. That students will be engaged, independent, resilient, confident and responsible learners. Achievements We acknowledge that our school s ability to maintain a 100% achievement of minimum standards indicates a strong learning culture. In 2015 our students continued to achieve the National Minimum Standards in the areas of Reading Writing and Numeracy. In the area of Grammar and Punctuation in Year 3, there has been an increase from 98.1% to 100%, an increase of 1.9 % In Year 5 we celebrate an increase in Spelling from 96.7% to 98% an increase of 1.3%. We acknowledge that in the area of Grammar and Punctuation there has been a decrease from 98.3% to 98% a decrease of 0.3%. In the area of Numeracy from 100% to 98%, a decrease of 2%. PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS NAPLAN TESTS Changes Changes % % % % % YR 03 Reading YR 03 Writing YR 03 Spelling YR 03 Grammar & Punctuation ANNUAL REPORT TO THE SCHOOL COMMUNITY 8

10 YR 03 Numeracy YR 05 Reading YR 05 Writing YR 05 Spelling YR 05 Grammar & Punctuation YR 05 Numeracy STUDENT LEARNING OUTCOMES Holy Trinity has continued to offer a variety of practices and programs to enhance student learning. These include: Professional learning in the areas of Literacy, Mathematics and Inquiry Learning has been undertaken by all staff to continue to extend, develop and consolidate knowledge of effective teaching strategies and tools. This professional learning has been both school based and external. Personalised Learning approach was introduced across all levels in the school in This included building a shared understanding of Learning Intentions, Success Criteria and use of Feedback to inform teaching and learning. The use and refinement of Learning Intentions, Success Criteria and Feedback continue as a non-negotiable practice in the teaching and learning process. Professional learning in Mindfulness Education. Development of Learning Intentions and Success Criteria in all curriculum areas. Professional learning undertaken around Performance and Development Culture. Professional learning was provided to define and refine understanding of the 5 domains and prioritise one of the domains for future attention and to link with the Annual Action Plan. A term by term review process is undertaken with the staff and Leaders in the school. These meetings are designed to assess the needs of staff, to set and project learning goals in line with the Victorian Standards for Learning and Teaching. Through this process the school is developing a culture of Professional Effective Feedback. Continued development and implementation of consistent number of spelling sessions each week during the Literacy block. Weekly Professional Action Learning Meetings continued. Introduction of ICT lessons for students to include the staff for ongoing professional development and to flow on into classrooms ANNUAL REPORT TO THE SCHOOL COMMUNITY 9

11 . Seven staff attended the 2 day Google Apps for Education (GAFE) conference. Inquiry continued to be an important focus within the classrooms. In 2015 professional development continued with Ms Jeni Wilson, an expert in the area of Inquiry approach to Learning, this was conducted on a twice per term basis. Three staff attended the ICOT Thinking Conference in Bilbao, Spain. The Hermeneutical approach to Inquiry is a main focus learning area for Staff with continued Professional dialogue and development in Hermeneutics. Professional Learning Meeting to analyse NAPLAN Data to inform teaching. Professional Learning Meeting to unpacking scripture continued with the input of Fr Terry. Specialist Programs in Physical Education, LOTE (Italian), Performing Arts and Library. ICT (Information & Communication Technology) and PALS (Primary Accelerated Learning Science) were continued to extend the learning opportunities for students. Continued use of Google Docs with staff in The full implementation of one-to one devices in 2015 for the Year 5 and 6 students. Established non-negotiable requirements in Literacy and Numeracy. Continued development of consistent representation of the non-negotiable requirements in planning documentation across all levels of the school. The externally provided Instrumental Music Program has continued. Continued Literacy Support, Mathematics Intervention, Reading Recovery and the Bridges Program were offered to students identified as requiring extra assistance in meeting their learning goals. Education Support Employees continue to provide valuable assistance in meeting the needs of students requiring additional support in all areas of school life. Literacy and Numeracy programs have been offered to students identified as requiring extension in their learning. These include Premier s Reading Challenge, Australian Mathematics Competition, Australian Mathematics Challenge, GATEWAYS and an Inter-school Mathematics Tournament. Levelled Literacy Intervention program with a small group of students across years 5-6. Agreement to implement LLI program across whole school F-6. Regular Program Support Group meetings with parents, school staff and outside educational agencies were facilitated for students requiring additional support. The Literacy and Mathematics Parent Helper Course was well attended and has been valuable in informing parent participation in the classroom. Student Leadership programs to promote student voice and engagement were continued. These included Student Class Leaders, School and House Captains and Student Curriculum Leaders. Leadership workshops provided for Year 6 students to develop Leadership skills. Commitment to Fire Carrier Program in School and in curriculum planning. Professional Learning offered to staff in the form of Aboriginal immersion program at Lake Mungo NSW. Student fire Carriers attended Fire Carrier days at Amberley, Victoria ANNUAL REPORT TO THE SCHOOL COMMUNITY 10

12 Staff continue to upgrade their safety procedures, participating in School Emergency professional learning and drills. Ongoing Professional Learning in Early Literacy and reading intervention. Education Support Employees attended Professional learning - Supporting Student Behaviour. Language Other Than English staff attend Professional learning - Leading Languages. Staff attend New Leaders program. Ongoing reading recovery upskilling and professional learning. Outdoor education camps were revised and the Year 6 camp is held in Canberra, supporting a broader curriculum experience. Staff attended Women Leaders Connect Conference. Administrative staff attended professional learning days. School Leaders are supported to attend network Professional Learning meetings, enhancing leadership skills and knowledge. Staff attended Restorative Practices professional learning days. Staff attended the Wellbeing Seminar. Professional Development in the 7 Steps to Writing ANNUAL REPORT TO THE SCHOOL COMMUNITY 11

13 Student Wellbeing That students knowledge, skills and efficacy in personal, interpersonal relationships and learning will continue to improve. Continue to ensure a consistent whole school approach to the delivery of the student wellbeing practices. Begin to build a link between student wellbeing practices and Catholic identity. Continue to reinforce the consistent use of restorative practices in student behaviour management. Achievements. Reinforcement of Restorative Practices as a behaviour management approach through staff professional learning. Revise Restorative Practices with Staff and students in class, on yard and at assemblies. Have new staff members attend Catholic Education Melbourne Restorative Practices Professional Learning. All Year 6 students participated in a series of Leadership workshops facilitated by Kate Wilde. Student Wellbeing Leader (SWB), class leaders and student leaders involved in running assemblies, lunchtime clubs and represent school at outside events. Continuation of the Seasons Program providing support for grieving students. Professional development undertaken by Wellbeing Leader in anxiety in children, promoting child safety and learning and positive behaviour management. Reinforcement of the 5 core values for Holy Trinity and how they relate to the Gospel values. Along with the RE leader run a staff meeting to build knowledge of the Gospel stories that demonstrate the school values. Student Wellbeing Leader surveyed the classroom teachers to ascertain the Social and Emotional Learning (SEL) needs of the students and resource the teachers for the SEL units of work. Wellbeing Leader continuing to support classroom teachers with resources teaching strategies for social and emotional learning. SWB leader and another staff member participated in Peaceful classrooms mindfulness meditation training workshops which will be used to enrich our SEL in SWB leader and another staff member trained in the Peaceful Kids Program, an 8 week intervention program for students who suffer from anxiety. We continue to be a fire carrier school, acknowledging the spirits and rich history of the indigenous people of Australia. We have begun using our reporting program, nforma wellbeing sphere for Student Welfare Support Group meetings and transferring information forms to nforma to ensure a continuity of records for each students. Parent survey sent out in Term 2 to ascertain parent needs re parenting skills workshops ANNUAL REPORT TO THE SCHOOL COMMUNITY 12

14 Parent night held in Term 3: 5 secrets to develop confidence and resilience run by Georgina Manning from Wellbeing for Kids. Approximately 40 parents attended. Family Life Victoria Puberty Education trialled. Family Life Victoria Puberty night for parents and students of Year 5 and 6: nearly 80% attendance. Family Life Victoria Puberty Workshops for the Year 6 students. Life Education Program for all students in Years Prep 6, encompassing Healthy Choices and Drug Education. Non-attendance has not been an issue in the past year School attendance is marked on the electronic roll each school day in the morning and the afternoon. Each Semester, any days of non-attendance are marked on the school reports. As written in the Holy Trinity Parent Handbook, all absences from school require a note from the parents explaining the absence upon his/her return to school. If a teacher has any concerns about the attendance of any student, they bring this to the attention of the Principal, who will contact the parents to seek clarification for the student s non-attendance. If the student s non-attendance is still a concern, a formal meeting with the parents will be arranged to discuss these concerns. STUDENT ATTENDANCE RATE % VALUE ADDED Weekly Student Wellbeing Support Group meetings for all classroom teachers to discuss students with social and emotional needs. 30 minute SEL lesson is timetabled each week in all classes. Continuation of implementing a range of Social and Emotional Learning programs. Continuation of the Values Program. Lunch time programs continued LOTE, ICT, Library, Christian Meditation, You ve got a friend club. Student leaders presenting Student Wellbeing Awards at assembly. Continuation of the Prep-6 Buddy program. Prep - Year 6 buddy family picnic to introduce our new families to the school early Term 1. STUDENT SATISFACTION Student Wellbeing index 78.9% 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 13

15 Leadership & Management Goals & Intended Outcomes To develop a vibrant, empowering professional culture based on collaboration, openness and trust that aims to ensure engagement and excellence for all students and staff. That staff culture continues to be enhanced Achievements Performance & Development Culture used in conjunction with Annual action Plan ICOT Thinking Conference- PD for improving student engagement Women in Leadership Professional learning Initiation of Level leaders in school Approval of use of Google classroom EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING DESCRIPTION OF PL UNDERTAKEN IN 2015 Professional learning in the areas of Literacy, Mathematics and Inquiry Learning has been undertaken by all staff to continue to extend, develop and consolidate knowledge of effective teaching strategies and tools. This professional learning has been both school based and external. Personalised Learning approach was introduced across all levels in the school in This included building a shared understanding of Learning Intentions, Success Criteria and use of Feedback to inform teaching and learning. The use and refinement of Learning Intentions, Success Criteria and Feedback continue as a non-negotiable practice in the teaching and learning process. Professional learning in Mindfulness Education. Professional learning undertaken around Performance and Development Culture. Professional learning was provided to define and refine understanding of the 5 domains and prioritise one of the domains for future attention and to link with the Annual Action Plan. Introduction of ICT lessons for students to include the staff for ongoing professional development and to flow on into classrooms. Seven staff attended the 2 day Google Apps for Education (GAFE) conference. Inquiry continued to be an important focus within the classrooms. In 2015 professional development continued with Ms Jeni Wilson, an expert in the area of Inquiry approach to Learning, this was conducted on a twice per term basis. Three staff attended the ICOT thinking Conference in Bilbao, Spain ANNUAL REPORT TO THE SCHOOL COMMUNITY 14

16 The Hermeneutical approach to Inquiry is a main focus Learning area for Staff with continued Professional dialogue and development in Hermeneutics. Professional Learning Meeting to analyse NAPLAN Data to inform teaching. Professional Learning Meeting to unpacking scripture continued with the input of Fr Terry. Professional Learning offered to staff in form of Aboriginal immersion program at Lake Mungo NSW. Ongoing Professional Learning in Early Literacy, reading intervention. ESE staff attended Professional learning - Supporting Student Behaviour. LOTE staff attend Professional learning - Leading Languages. Staff attend New Leaders program. Ongoing reading recovery upskilling and professional learning. Ongoing Professional Learning in Early Literacy and reading intervention. ESE staff attended Professional learning - Supporting Student Behaviour. LOTE staff attend Professional learning - Leading Languages. Staff attend New Leaders program for Professional Development. Outdoor education camps were revised and the Year 6 camp is held in Canberra, supporting a broader curriculum experience. Staff attended Women Leaders Connect Conference. Administrative staff attended professional learning days. School Leaders are supported to attend network Professional Learning meetings, enhancing leadership skills and knowledge. Staff attended Restorative Practices professional learning days. Staff attended the Wellbeing Seminar. Professional Development in the 7 Steps to Writing. School Leaders at Cyber Safety information -April NUMBER OF TEACHERS WHO PARTICIPATED IN PL 37 AVERAGE EXPENDITURE PER TEACHER FOR PL: $3679 TEACHER SATISFACTION Organisational Climate Teaching climate ANNUAL REPORT TO THE SCHOOL COMMUNITY 15

17 School Community Goals & Intended Outcomes To continue to create a school culture that fosters relevant and supportive partnerships with parents and the wider community. That partnerships with the parent and wider community continue to grow to benefit student learning outcomes Achievements Trivia Night & disco Prep /Year 6 Buddy Picnic Parent helpers in classrooms in Literacy & Numeracy Parent classroom training in Literacy & Numeracy How to help your child with Literacy & Numeracy at home parent workshop Reading workshops to help your child with reading at home Georgina Manning workshop~ Parent Education Yr 5 Laptop introduction parent night Sacramental Programs Parent nights Family/Special Person Day Year level expo afternoons Twilight Sports Carols nights Bi annual School Performance Parish Fete Working Bees Parents assistance with setting up Levelled Literacy Intervention Resources Life Education Information session Classroom liturgies Assemblies Parental assistance and coaching in sporting teams Relay for Life parent team and after school activities Support for Philippines sister school Parent Committees ~ Advisory council, Parents Committee, Works & Maintenance Committee Parish Council Funeral Hospitality PARENT SATISFACTION Community Engagement 69.4% 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 16

18 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 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 2016 will provide our staff and students with the opportunity to develop strategies to encourage deeper thinking and understanding. As a result of staff attending the International Conference on Thinking this year, Ron Ritchart, Senior Research Associate at Harvard Project Zero, will be working with our staff on making Thinking visible in the classroom. We are all very excited at the prospect of this world leading professional development. We will send another two staff members on the St Francis Xavier Parish trip to the Philippines as part of our ongoing commitment to Social justice. As part of this trip, these staff members will visit our friendship school in Cebu, Poog Elementary. Their experiences will continue to highlight the importance of social justice to our school community. Being a Fire Carriers School will continue to be a focus next year. Each grade will name their classroom after an aboriginal word, and explore the significance of this. Each grade also has a totem in our garden, on which the students paint their understanding of their class name. Improving student outcomes will continue to be a major focus of our efforts during next year promises to be an exciting and dynamic year ANNUAL REPORT TO THE SCHOOL COMMUNITY 18

20 VRQA Compliance Data E1346 Holy Trinity Primary School, Eltham North 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 19

21 AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL % Y Y Y Y Y Y Overall average attendance TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate 84.07% STAFF RETENTION RATE Staff Retention Rate 92.59% 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 20

22 TEACHER QUALIFICATIONS Doctorate 0.00% Masters 23.81% Graduate 9.52% Certificate Graduate 4.76% Degree Bachelor 71.43% Diploma Advanced 66.67% No Qualifications Listed 0.00% STAFF COMPOSITION Principal Class 2 Teaching Staff (Head Count) 26 FTE Teaching Staff Non-Teaching Staff (Head Count) 17 FTE Non-Teaching Staff Indigenous Teaching Staff ANNUAL REPORT TO THE SCHOOL COMMUNITY 21