2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY REGISTERED SCHOOL NUMBER: XXXX

Transcription

1 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY REGISTERED SCHOOL NUMBER: XXXX

2 Contents Contents... 1 Contact Details... 1 School Vision... 2 School Overview... 3 Principal s Report... 5 School Education Board Report... 7 Education in Faith... 8 Learning & Teaching... 9 Reading Writing Spelling Grammar & Punctuation Numeracy Student Wellbeing Action Research at SFX Leadership & Management School Community Financial Performance Future Directions Contact Details ADDRESS 1087 Whitehorse Rd Box Hill VIC 3128 PRINCIPAL PARISH PRIEST Carmel Purdey Fr Peter McGrath ofm SCHOOL BOARD CHAIR Tim Johnston TELEPHONE (03) WEBSITE principal@sfxboxhill.catholic.edu.au ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 1

3 School Vision In the Franciscan spirit our vision is for a school that will: 1. be grounded in Catholic Tradition and spirituality, in which the gospel values of justice, truth, love and peace underpin everyday teaching and learning 2. cultivate effective learners-for-life by commitment to informed, current, teaching and learning practice: teaching, entrusted to people who support the children in their personal growth, and who are accountable for enhancing the quality and standard of student learning outcomes; and learning which involves the ongoing acquisition of knowledge and skills so that learners can apply these critically to understand and participate effectively as responsible citizens in their world 3. encourage respect responsibility and care for creation; where an awareness of the environment and its species is developed and promoted 4. enhance the well being of all in an environment of justice, inclusiveness, tolerance, equality and compassion; in which harmony and healthy relationships are promoted through the development of social skills, self worth, affirmation and the celebration of achievements 5. be a place in which teamwork and collaboration are central to everyday practice 6. be a place in which clergy, parents, teachers and students build and nurture a healthy growing community Adopted by the Education Board ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 2

4 School Overview St Francis Xavier Primary School has been serving the Catholic parish communities in and around Box Hill since The school s devotion to faith and education is supported by a dedicated teaching team and strong and productive community relationships. The school serves a diverse community. The 2011 enrolment was 358. The language background of students and families is varied, with 38% of families from language backgrounds other than English. Among our students the school has listed 31 different language backgrounds. There has been an increase in transience over recent years. The number of students leaving the school during the school year (excluding Year Sixes) has increased from 15 in 2006 to 29 in There were a similar number of students enrolling in the school during the year. Of the 29 who left during 2011, the majority had been at the school for less than 3 years. There was also an increase in the number of students who were eligible for New Arrivals funding. Almost 12% of students are in receipt of the Education Maintenance Allowance. The school is characterised by A setting in substantial grounds Historic original school building Modern new buildings State-of-the-art technology. From Prep to Year Six, students develop their spiritual and academic awareness in an environment that supports the gospel values of trust, respect, forgiveness and care. Students are actively engaged in their education and embrace a comprehensive curricular and extracurricular program. Classrooms are places of inspiration, challenge and collaboration. Teachers at St Francis Xavier s cater for the different learning styles of children with quality learning outcomes their constant focus. Some of the school s physical resources and features include: New library the Discovery Centre Air conditioned classrooms 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 3

5 Computer access and interactive whiteboard in every classroom Fully equipped technology room Adventure playground New art room Extensive sporting program and natural grass oval. In 2010, the school was commended by independent reviewer, Maree Xuereb, for its exemplary leadership and management practices which result in a culture of high levels of performance and development ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 4

6 Principal s Report The school community began the year by welcoming our new parish priest Fr Peter McGrath ofm. Fr Peter came to Box Hill from Paddington in Sydney. the completion of the boundary fence. Some highlights of the 2011 year were the annual school concert, the twilight sports, the construction of the vegetable garden and the shade sails over the adventure playground, the swimming sports and Staff members focussed on developing their teamwork in order to bring about an improvement in teaching performance. They continually monitored their own team performance during the year. The Leadership Team participated in the Enhancing Leadership Team Capabilities program with a view to further developing its performance. The school began to develop a coaching culture in the staff by implementing individual coaching for members of both the Leadership Team and the Administration Team. A large number of parents attended the Parent Information Night held in February. The Parents and Friends Association had a successful year. As a much-valued group within the school, the Parents and Friends funded the construction of: The new boundary fence, The construction of the new shade sails over the adventure playground, A new set of football jumpers, and The reinstatement of the mural. The group held many successful events for the year including the very popular Fathers Day Breakfast. A major improvement project was carried out in the reconstruction of the parish school car park. This has made a significant improvement to parish school facilities ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 5

7 A significant re-build of the school s Information and Communications Technology infrastructure was carried out in the Christmas school holidays. The decision was made to embark upon the Kids Matter mental health initiative. Carmel Purdey 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 6

8 School Education Board Report The St Francis Xavier School Education Board enjoyed another successful year. We welcomed an injection of new perspectives from Fr Peter McGrath ofm and from the following parents who were new to the Board: Tim Bourke, Jane Brenchley and Cie Freeman. Along with staff representatives, Carmel Purdey (Principal), Marcus Gill (Deputy Principal) and Liz Heaney (Learning & Teaching Leader), wide ranging discussions took place. Among other issues, we looked at policies, procedures and planning matters (strategic & local government) with the aim of assisting in the running of the School. A key role of the Board is to advise the Parish Priest and the Principal on: School development, Education, The welfare of students, and How best to achieve the school s vision. The Board also seeks to support and promote the school in the broader community. As the role and responsibilities of schools become increasingly complex, the Board provides a valuable resource to assist in school management. A fter many years of dedicated service, the Board farewelled Mark Johnston and Kathryn Steward. Their commitment to St Francis Xavier School and their insight will be greatly missed. New Board members for Mary Woodgate, Josephine Smith and Rhys Thomas - certainly have big shoes to fill. With a commitment to make St Francis Xavier School a great school for its students, the Board welcomes comments and suggestions from parents. Tim Johnston 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 7

9 Education in Faith The school set the goal of building an understanding of faith in life based on the Gospel within a contemporary world. The Religious Education program was planned around achieving this goal. The sacraments of Reconciliation, Eucharist and Confirmation were celebrated through the year. Social Justice A total of $3, was raised during the year and given to a range of organisations including Homes for the poor in Sri Lanka. St Patrick s Day Mass In March the Year Six leaders attended a Mass to celebrate the feast of St Patrick, patron saint of the Archdiocese of Melbourne at St Patrick s Cathedral. The 14 Interpersonal Leaders represented the school at the mass which was attended by most of the Catholic primary and secondary schools in Melbourne. For some Saint Francis Xavier students it was their first time inside St Patrick s Cathedral, one of the architectural glories of Melbourne. Students are pictured with the Most Reverend Denis J. Hart D.D., Archbishop of Melbourne and Stephen Elder, Director of Catholic Education Melbourne. Confirmation Family Night The Confirmation Family Night was well received. Parents appreciated the simple and reflective presentation by Paul Spence on the meaning of the Sacrament of Confirmation ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 8

10 Learning & Teaching The school set itself the goal of deepening student learning through highly effective pedagogical practices. The strong focus in the professional development of staff members was up-skilling teachers in differentiating their teaching. We want teachers to cater for individual points of entry to the curriculum in both literacy and numeracy. The staff began to look at the Australian Curriculum in Victoria (AusVELS). During 2011 there was a focussed and targeted professional learning program for all staff. Each teacher developed their own Customised Individual Development Plan to facilitate their own performance improvement. Professional Learning meetings strengthened the use of teacher assessment of students in mathematics and English. There was a focus on deepening teacher understanding of effective reading pedagogy for the foundation years and beyond. A focal point was developing the understanding of teachers in how to cater for English as a Second Language learners. The following table outlines the proportion of St Francis Xavier students who met the national minimum standard. PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS IN YEARS 3 & 5 NAPLAN TESTS Changes Changes YEAR 3 READING 100% 98.1% -1.9% 100% 1.9% YEAR 3 WRITING 100% 98.1% -1.9% 100% 1.9% YEAR 3 SPELLING 97.9% 100% 2.1% 100% 0.0% YEAR 3 GRAMMAR & PUNCTUAT 97.9% 100% 2.1% 100% 0.0% YEAR 3 NUMERACY 97.9% 98.1% 0.2% 100% 1.9% YEAR 5 READING 100% 96.3% -3.7% 100% 3.7% YEAR 5 WRITING 100% 98 % -1.9% 100% 1.9% YEAR 5 SPELLING 100% 100% 0.0% 96.3% -3.7% YEAR 5 GRAMMAR & PUNCTUAT 97.8% 100% 2.2% 98.1% -1.9% YEAR 5 NUMERACY 100% 98.1% -1.9% 100% 1.9% 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 9

11 National Assessment Program Literacy and Numeracy The following table outlines the St Francis Xavier performance in the National Assessment Program Literacy and Numeracy (NAPLAN) over the four year period It is a set of tables denoting the Scaled Score Mean. Reading Year Five National Victorian St Francis Xavier Year Three National Victorian St Francis Xavier Writing Year Five National Victorian St Francis Xavier Year Three National Victorian St Francis Xavier Spelling Year Five National Victorian St Francis Xavier Year Three National Victorian St Francis Xavier ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 10

12 Grammar & Punctuation Year Five National Victorian St Francis Xavier Year Three National Victorian St Francis Xavier Numeracy Year Five National Victorian St Francis Xavier Year Three National Victorian St Francis Xavier St Francis Xavier students performed on average above the national and state Scaled Score Mean. Of course, accountability for learning is more than test scores. There has been a major focus on enhancing the ability of our teachers to engage students in exciting and interesting learning activities in both literacy and numeracy. The learning culture of the school is evident in the Action Research reported below. Student Wellbeing The school set itself the goal of improving the ability of students to understand, value and respect themselves and others. Many programs were offered. There was a focus on Restorative Practice, which was renamed Talk Listen Solve. Many clubs were offered at Morning Recess and lunchtimes including Dance Club, Book Club, Chess Club, Italian Club, Choir, Student Representative Council, Premiers Reading Challenge, Maths Talent Quest, School Camps and many sporting activities. Action Research at St Francis Xavier During 2011, four staff members conducted Action Research projects researching: 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 11

13 Restorative Practice, Early Literacy Intervention, and Leadership in Mathematics. 1. Involving the Whole School Community in Acting Restoratively Talk Listen Solve (Restorative Practice) Year 1 teacher and Religious Education Leader, Ed Weekes completed a Masters Degree in Student Wellbeing at the University of Melbourne in As part of the requirement, and under the supervision of academic staff, he conducted an Action Research project on improving communication in the school community on Restorative Practice. He collected data by way of a survey of parents, staff and students. From the resulting data he formulated four actions. 1. Rename Restorative Practice 2. Increase staff professional learning 3. Conduct parent information forums 4. Increase student awareness and leadership opportunities The following actions were taken: Re-name: he invited all children to offer suggestions to the Leadership Team for a simpler more explanatory name for the practice. Professional Learning: a program for staff was planned for February 2012 as part of a broader context of Student Wellbeing and Kids Matter themes. This program was designed to provide current staff and any new staff with a sound basis on which to begin the year and a sound context for teaching. Parent Information Forums: these forums were run three times in order to provide everyone with the opportunity to attend. Increase student awareness: the plan is that Ed will lead a strengthening of the involvement of Year 6 student leaders in the implementation of Talk Listen Solve. 2. Early Literacy Intervention 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 12

14 Year 1 teacher and Literacy Leader, Sarah Lombardi and Prep teacher and Level 1 Leader, Penny Tierney, completed the Post Graduate Certificate in Early Literacy Intervention at the University of Melbourne in As part of the requirement they completed an Action Research project. Under the guidance of Dr John Munro, they implemented a project which focused on improving their teaching of reading and decoding words through developing phonological awareness. Using the data from Catholic Education Office assessments implemented early in the year, they identified students at risk. Further assessments identified specific areas of need in these students. The specific focus was chosen and ten lessons were designed to meet the focus. They used a teacher group and a control group. They developed a hypothesis. Then they implemented lessons to test their hypothesis with the teacher group. They conducted post tests using the same assessments with both the control group and the teacher group to measure growth. With increased understanding of teaching reading, and guided by the models of High Reliability Literacy Teaching Procedure (HRLTP), the Collins model, PERI and Multiple Levels of Text Processing (MLTP), Sarah and Penny implemented the program. The teaching focus was on onset and rime, phonemic awareness and phonological awareness. The results showed significant growth in the teacher group compared to the control group. The teachers have also seen an improvement in the teacher group s writing and their ability to record the sounds they hear in words. The children in the teacher group have developed efficient strategies for decoding of words i.e. segmenting and blending. 3. Leadership in Mathematics Our Mathematics Leader, Catherine Wells completed post graduate studies and gained a Leadership in Mathematics Graduate Diploma in Under the guidance of academic staff and as part of the requirement for her diploma, Catherine conducted an Action Research project focused on looking at how teacher assessments in mathematics compare with NAPLAN scores in mathematics. She gathered relevant data from the past three years of reports to parents and NAPLAN results. She formed a Mathematics School Improvement Project Team consisting of four staff members. The purpose of the team was to improve the school s performance in mathematics. She led the staff to form a mathematics vision for the school. The process of comparison of the two sets of results highlighted a need for (among other things) the use of rubrics and further conversation about the agreement of judging student work against set standards. With the agreement comes better use of time and a more effective process. The importance of, and the design of, Rich Assessment Tasks (RATS) emerged as an important factor in assessing mathematics ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 13

15 Some implications for future teaching at St Francis Xavier are: The use of effective team planning, Using clear objectives and starting with the end in mind, and The use of rigorous assessment procedures and rubrics. Staff members are aiming to implement assessments which will direct planning for future teaching. In other words assessment is for learning. The staff is aiming to achieve a greater level of agreement between each other on judging student work and a greater level of agreement with externally marked work. The Value of Action Research All four teachers involved in the three Action Research projects facilitated Professional Learning Meetings (PLMs) for the whole staff to feed back teaching processes and models and to share their learning. The use of an Action Research project is a sound way of the school operating and making decisions. It is based on evidence. It is supported by sound theory. It results in informed future action. These three projects are evidence of the benefits of staff being involved in further study. This kind of practice has the potential to change the learning culture of the school. Consideration is also being given to possible policy changes as a result of these three Action Research projects. STUDENT ATTENDANCE RATE 91% Sustainability Project Under the framework of the Resource Smart Australian Sustainable Schools Initiative Victoria (AuSSI Vic), the school looked at possibilities for reduction of waste. In Term 2 the whole school s inquiry topic focussed on the environment and sustainability. Prep - Year 6 focussed on the amount of waste the school produced at St Francis Xavier and brainstormed possible ways that waste could be reduced. A positive learning experience in the unit resulted from the students analysing waste consumption in the school. One area that was identified for reduction was food scrap waste. The school decided to reduce this waste by developing a compost program and beginning a 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 14

16 vegetable garden so that the waste could be reused on the garden. At the same time, we could reap the rewards with fresh fruit and vegetables. Students chose the best veggies to plant and designed a plan for planting. Some $423 was raised through selling seedlings which were grown at school. The money went towards funding the purchase of a worm farm and the establishment of a vegetable garden. Support was sought from local community organisations and businesses such as Bunnings the latter generously donating gardening tools and a compost bin. From this new program all students have taken responsibility to reduce their waste and reuse their food scraps. Each class is responsible for looking after its compost and each level has an area in the veggie patch for watering, weeding and looking after. By any measure the initiative, driven by students, was most successful St Francis Xavier Sport & Physical Education Program St Francis Xavier students had the opportunity to take part in a wide range of sports during The year started with the Swimming Program. We held our Swimming Carnival at the Carey Grammar Swimming Pool. Thirty students from Years 4 to 6 were selected to represent the school at the District Trials with 17 students qualifying for the Zone Trials. Four students, Carlos Berbia, Elliot Rogerson, Victoria Elson and Tom Brenchley made it through to the Regional and State Competitions, and together they won the State Medley Relay Title. The Winter Interschool Sport Program saw the school compete against other schools in the district. This took place each Friday afternoon during Term 2. The students were involved in football, netball, and T-ball, with the focus on team play and sportsmanship. The St Francis Xavier football and mixed netball teams won their respective competitions and played off in the Zone Finals. Some 37 students took part in the District Cross Country Running at Westerfolds Park in Doncaster. Ten year old competitors ran 2km, with the 11 and 12/13 year old competitors running 3km. Eleven of our students qualified and raced at the Zone Trials. Hoop Time Basketball was the biggest event for the year. Almost 200 students from Years 3 to 6 participated, making up 24 teams playing in competitions at the Melbourne Sports & Aquatic Centre. Three teams won their divisions and played in the Regional Finals. The school Athletics Carnival was held at the Box Hill Athletics Track. Students had the opportunity to trial in each of the events during the day ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 15

17 52 students qualified to participate in the District Carnival 22 students successfully made it to the Zone Round 3 competed at the Regional Carnival. The School Twilight Sports was held at the Box Hill Athletics Track for the first time. Every child in the school was involved in the Aerobics Competition, running races and a novelty event. In what was a very successful afternoon. Xavier House finished as the winning House. Other notable achievements from students this year were; Emily Bertacco 4th 200m and 5th triple jump at the State Athletic Championships Olivia Vitacco 4th Australian Acrobatic Championships Genevieve Esposito 4th Victorian Snow Skiing championships. The level of support from parents, who helped out at each of the events during the year, was a key factor in the success of the sport program. The positive feedback from the students at the various sporting events was evidence of their enjoyment and level of engagement. It was encouraging to see students participate in some of these sports for the first time, enjoy them, and to then start participating in them outside of school ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 16

18 STUDENT SATISFACTION The student attitudes to school survey indicates that St Francis Xavier students rate themselves at the higher end when compared to Victorian Primary School averages ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 17

19 Leadership & Management To achieve its goal of strengthening staff morale, the school set one of its three Improvement Priorities as improving teamwork between staff. At the year beginning the whole staff took part in a Professional Learning day exploring the elements of teamwork. A document: Agreed Ways of Working Together was developed by staff members. The agreement forms the reference point and basis for reflection on the effectiveness of the staff teams. Teams reflect regularly on a set of Health Check questions to monitor team performance against the Agreed Ways of Working Together. TEACHING STAFF ATTENDANCE RATE 82% STAFF RETENTION RATE 85% Teaching Staff Attendance The figures represent the average percentage attendance rate per staff member who was employed at the school on the last day of Term 4. Staff on any type of leave during the year would have been counted as not being in attendance during that leave. Staff members attending approved professional learning activities during school time have been classified as being in attendance. Staff Retention The data represents retention of individual staff members, not retention of staffing numbers. Staff who were on extended leave (e.g. maternity leave, long-service leave, extended sick leave) have not been included in the calculation. Teachers employed on short term contracts are included ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 18

20 TEACHER QUALIFICATIONS MASTERS 15% GRADUATE 19% CERTIFICATE GRADUATE 8% DEGREE BACHELOR 73% DIPLOMA ADVANCED 42% NO QUALIFICATIONS LISTED 0% EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING NUMBER OF TEACHERS WHO PARTICIPATED IN PL 22 AVERAGE EXPENDITURE PER TEACHER FOR PL $825 The school held three major improvement priorities in 2011: Teamwork, Differentiation of Teaching and building on the implementation of Restorative Practice. Professional learning focussed on these priorities. All teaching staff participated in a comprehensive professional learning program addressing the three priorities. Involvement in this program required full time staff to attend two professional learning meetings each week outside school hours. The school invested $18,150 in staff professional learning in 2011 (excluding the cost of replacement of teachers whilst at Professional Learning). There was a comprehensive 2011 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 19

21 Professional Learning program provided for and accessed by staff both on site and off site. The main programs were: 1. Leadership for Contemporary Learning 2. Number Intervention 3. Performance & Development Culture Companion School 4. Enhancing Leadership Team Capabilities 5. AuSSI Vic (Sustainable Schools Initiative) 6. Kids Matter Coming from these programs a coaching culture began to be developed in the staff. Staff on the Leadership Team and the Administration Team took part in a coaching program, some of which was done using the online tool, COLLABORATE. 1. Leadership for Contemporary Learning: This project, in which the school participated, had these goals: To develop understandings about a contemporary approach to learning enabled by contemporary tools, To explore a contemporary learning focus through an Action Learning process, To use evidence to inform teacher practice and improve student learning, To develop reflective practices and feedback strategies to support teacher learning, To develop leadership strategies to support improvement in teacher practice and student learning 2. Number Intervention P 4: The Number Intervention P 4 program is a comprehensive professional learning program that targets students with low attaining results in number. Our Numeracy Leader and Intervention Teacher participated in the comprehensive research based program in Number Intervention. 3. Performance & Development Culture Companion School: The school continued the implementation of the staff performance improvement policy. All teachers took part in one formal peer observation session each term ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 20

22 4. Enhancing Leadership Team Capability (ELTC): This was provided by a partnership arrangement between the Catholic Education Office Melbourne and Atkinson Consulting. The purpose of the program was to objectively review the leadership capability of the Leadership Team. It aimed at exploring future possibilities and opportunities to leverage strengths and operate as effectively as possible for the betterment of students and the community. 5. AuSSI Vic: The Resource Smart AuSSI Vic framework aims to help Victorian schools minimise waste, save energy and water, promote biodiversity, and cut greenhouse gas emissions. The school was successful in reducing its target of a 70% reduction in waste. 6. Kids Matter: A decision was made during 2011 to implement the Kids Matter initiative from the beginning of Two parents and seven staff formed the Kids Matter Action Team and participated in professional learning to prepare them for implementation in Kids Matter aims to strengthen the mental health and wellbeing of children. The first component focusses on developing a positive community by emphasising inclusion, collaboration, and belonging and connectedness ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 21

23 TEACHER SATISFACTION There is evidence of a high level of staff satisfaction in the data gathered. St Francis Xavier staff rate staff morale above the Victorian Primary school average on many elements. Notably high points in the data are the levels at which staff rated the school s curriculum processes, appraisal and recognition of staff and the degree to which they experience supportive leadership ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 22

24 School Community The school set itself the goal of building a learning-centred community that fosters social and cultural inclusion and connectedness. One of the key drivers of the achievement of this goal will be the Kids Matter Initiative. PARENT SATISFACTION The table below is a record of the actual scores of St Francis Xavier parent opinion levels compared to Victorian Primary School averages. We saw an improvement in parent opinion in many elements in Outside School Hours Care Camp Australia began coordinating the Outside School Hours Care at SFX from the beginning of Term 4. Below is the data relating to the attendance rates ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 23

25 The above Weekly Attendance graph provides an indication of the attendance levels at the program. Large one-off drops in attendance can be attributed to a public holiday within a normal week. The Daily Attendance graph provides insight into the day-by-day popularity of the program during the term ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 24

26 Treasurer s Report to Parents & Friends 16th February, 2012 The following is an outline of the financial transactions conducted by the Parents & Friends in 2011 Financial Year: 1st February, 2011 to 31st January, 2012 At the start of the financial year the P & F had available funds of $57,971. We closed the financial year with a balance of $21,256 made up as follows: P & F Account $18,072 Tuckshop Account $ 3,069 (Combined proceeds parish/p&f from trivia night) Cash $ 115 Closing Balance $21,256 Major Outgoings During the financial year we made the following monetary contributions to the school: School Fence $30,000 Shade Sail $21,818 Hall Chairs $ 1,555 Footy Jumpers $ 1,142 We also donated $550 to East Timor from the Lapathon profit and funded the mural reapplication. Fundraising Fundraising for the year totalled $22,562. The major fundraisers were: Lapathon $5,632 Trivia Night $4, ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 25

27 Uniform Shop $3,762 Cake Raffle $2,398 Interest earned on Term Deposits was $863 Total Net Loss for the year (after donations) was $36, ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 26

28 Financial Performance REPORTING FRAMEWORK Recurrent income MODIFIED CASH $ Tuition School fees 204,565 Other fee income 153,429 Private income 56,254 State government recurrent grants 621,332 Australian government recurrent grants 1,920,657 Total recurrent income 2,956,237 Recurrent Expenditure Tuition Salaries; allowances and related expenses 2,081,574 Non salary expenses 472,518 Total recurrent expenditure 2,554,092 Capital income and expenditure Tuition Government capital grants 89,098 Capital fees and levies 220,148 Other capital income 78,373 Total capital income 387,619 Total capital expenditure 332,792 Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Total opening balance 1,942,542 Total closing balance 1,759,551 Note that the information provided above does not include the following items: 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 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 27

29 Future Directions Education in Faith The school will continue to strive to achieve the goal of having students purposefully engaged in Religious Education. We want to help students make connections with their own life. As we pursue this goal we will continue to provide opportunities for professional dialogue and personal reflection in Faith Education. Learning and teaching The school will continue to endeavor to have student achievement in literacy improve with a specific focus on reading and spelling. We ll also work on improving numeracy, with a focus on mathematical language and concepts. There will be continued focus on improving pedagogy by working on differentiating teaching to ensure progress for all students. Student Wellbeing The school will continue to work towards the goal of having students positively interact with their peers and adults, by the implementation of the Kids Matter Framework. Leadership and Management To improve student learning through better teamwork among teachers, our Individual Teacher Development Plans will have goals based on student outcomes, individual learning needs and the school s improvement priorities.. The school will explore options for building coaching skills in the Leadership Team. The aim will be to create a stronger coaching culture. School Community The school will strengthen the partnership with the Parent and Friends Association. We ll establish new structures and guidelines for the Parents and Friends to operate within. Sustainability The year ahead is an exciting time for St Francis Xavier in sustainability. From 2011, the school now has momentum. We want the enthusiasm across the community to continue to grow! The next step is to attain the Water Module in 2012 to decrease the school s water wastage. There is excitement about the compost program, the vegetable garden and the continuing decrease in waste ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 28