2014 ANNUAL REPORT to the School Community REGISTERED SCHOOL NUMBER: 251
Contents Contact Details... 2 Minimum Standards Attestation... 2 Our School Vision... 3 School Overview... 4 Principal s Report... 5 School Education Board Report... 8 Education in Faith... 9 Learning & Teaching... 11 Student Wellbeing... 17 Leadership & Management... 19 School Community... 23 Financial Performance... 26 Future Directions... 27 VRQA Compliance Data... 28 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1
Contact Details ADDRESS 6 St. James Close Brighton VIC 3186 PRINCIPAL PARISH PRIEST SCHOOL BOARD CHAIR Mr Simon Millar Fr Gerard Johnson Maria Hede TELEPHONE (03) 9596 4766 EMAIL WEBSITE info@stjamesbrighton.catholic.edu.au www.stjamesbrighton.catholic.edu.au Minimum Standards Attestation I, Simon Millar attest that St James, Brighton 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 2014 school year under the Schools Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth) 22 May 2015 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 2
Our School Vision St. James Catholic School is a community that enhances learning and builds: faith filled people who model Gospel values and social justice the effective capacity of all through a shared and transparent leadership model a contemporary learning environment of excellence which engages all to become successful learners relationships and resilience as well as confident and creative individuals partnerships and connections with the parish and global community to inspire all to become active and informed citizens 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 3
School Overview St James is a vibrant school situated in the southern suburbs of Melbourne in close proximity to the beach, in a high socio-economic area. It is part of the St James Brighton Parish with the beautiful Parish Church being classified by the National Trust. The school is conscious of the role it plays in the celebrations of liturgies, the Sacraments, prayer and social justice within the parish school community. In 2014, 235 students are enrolled at St James. There is a high demand for places with many Catholic students currently on a waiting list. Star of the Sea Secondary Girls College shares a boundary with St James. Students are drawn from the parish, which includes parts of Brighton and Gardenvale. The school is in the South Central Zone of the Southern Region of Catholic schools. The 0.32 hectare site houses two school buildings and a play area covered in artificial turf. The school also uses the former parish/school car park as a play area with access to the tennis courts during recess, lunch and sport lessons. In 2014, the school is grouped into ten classes with Years Four, Five and Six situated in the new building (2010). All classrooms are spacious with Years Five and Six sharing a large contemporary space. There are twenty-three teaching staff and six School Officers. The school SES score is 122 with many highly educated and professional parents who take a keen interest in their child s education. In 2013 the school s Index of Community Socio-Educational Advantage (ICSEA) was 1145.The school recognises parents as the main educators and enjoy a close relationship with the parent community. The school has a Parish School Education Advisory Board (PEASB), dedicated Parents Association and Dads Association, who contribute towards fundraising and community building. The proportion of families who access the Education Maintenance Allowance is 5.1%. 12.3% of students are LBOTE. The school has a high Catholic population and is part of the St James Parish with 96.0% of Prep students being Catholic. The students from Prep to Year Six had an average attendance in 2013 of 95.95% with the staff being 88.42%. In 2014, the school has maintained and expanded the school Leadership Team which includes the following: Simon Millar (Principal), Pat Berlingeri (Deputy Principal, Student Wellbeing and Assessment & Reporting), Claire O Dea (Mathematics), Natalie Dodds (Literacy), Liam Buckley (Learning & Teaching) Lucas Johnson (Information Technology), and Cathy Ferrari (Religious Education). We aim to cater for each child through innovative teaching practice and a broad curriculum, including specialist classes in: Art (0.3), Information & Computer Technology (0.2), Physical Education (0.36), Italian (0.2) and Performing Arts (0.2). Our students have access to after-school care (OSH Club) which began in 2013 and a variety of organised activities including Active After Care. The school community strives to be innovative, creative and dynamic in its endeavours to create and maintain a distinctly Catholic educational environment with a contemporary curriculum designed to produce confident and responsible citizens in the 21 st century. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 4
Principal s Report It was another successful year at St James Catholic Primary School with time spent upon reflection, collaboration and planning for the future initiatives through the lens of student achievement. Student learning is at the centre of our thinking. In 2014, St James School had an External Review and the executive summary of the review was compiled by Kerin Thorneloe. It is presented below and addresses what the school was aiming to achieve in 2014 as outlined in the 2014 School Improvement Plan and Annual Action Plans. The staff of St James School is to be commended on the progress made in the achievement of their goals and intended outcomes during the past four years. St James is now characterised by effective, supportive, distributive leadership with a constant focus on the learning needs of students, a shared commitment to continuous improvement and the engagement of parents in the life of the school. The school presents as a welcoming and energetic environment, where respect to all is shown and learning is central. Data, including NAPLAN and school based evidence, validate the school s statement of their high level of achievement. Students are also provided with many varied opportunities to participate in extra-curricular activities, all designed to enhance engagement and connectedness to peers. Catholic Culture is central to the life of St James School. The Education in Faith team was proud to state that Religious Education was the most prominent learning area of the school. A comprehensive Religious Education program is provided, and in support of embedding contemporary pedagogical practice, the role of curriculum leader in Religious Education was established at the beginning of this year. The school supports the Parish Sacramental program and offers family faith education nights for year levels other than Sacramental grades. Parents and staff spoke highly of the effectiveness of both initiatives in providing authentic opportunities for parents to be able to dialogue with their children about their faith. Parent data and focus group discussions would indicate that participating in Parish based liturgies and events was not important to them unless it was linked to a school celebration. The school has recognised this as an issue and intends to continue providing opportunities, and to link families into the life of the St James Parish. Social Justice has a very high profile at St James with students from all year levels appointed as Social Justice Captains. Students undertake many fundraising activities and are aware that taking action is important. The staff is in agreement with Enhancing Catholic School Identity data which indicates that connections are not being made between faith and action. An ongoing challenge for the school will be to make more explicit links between the school s Catholic faith and traditions, the Religious Education program and the daily lives of the community, ensuring that values education is strongly based on the Christian tradition and that social justice activities are deeply rooted in scripture and Catholic social teachings. It is clear that a culture of high expectations permeates the school and that the principal and staff operate as a collaborative and dynamic community of learners with a shared commitment to improving 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 5
student outcomes and to ensuring that teaching reflects best practice. Throughout this period very positive levels of student achievement have been evident, with the school consistently outperforming the state in cohort growth. Relative growth across Reading and Writing has been consistently high and Numeracy, in particular, has been a strength, with data indicating high growth across all bands of achievement. There has been an extensive focus on building teacher capacity that has resulted in an ever increasing understanding of shared pedagogy. The challenge for the next four years will be to increase the number of students performing above the state mean as well as ensuring continued learning growth for each student. To do this it will be important to further build teacher capacity to differentiate the curriculum and to use data more effectively to plan for, and track learning. Relationships are a key feature of St James School and interactions between all stakeholders demonstrate a genuine care and interest and a feature of this improvement cycle has been the focus on wellbeing. Multi-age activities such as Orientation Week at the beginning of each year and an electives program have been introduced to build a sense of community and connectedness for the students. All focus groups were positive about student behaviour, both in classrooms and on the playground and bullying and safety were of no concern. Although there are very effective processes and policies in place to nurture the wellbeing of children, both staff and parents identified that the ongoing challenge in the coming period is linked to the development of student resilience. Whilst the introduction of BounceBack has been an effective strategy, the school has identified the importance of adopting a more encompassing whole school approach to student social and emotional learning. A significant factor in the continuous improvement at St. James School is the leadership of the school which is exemplary. The Leadership Team, established by the incoming principal, comprises the principal and key leaders who have a strong and clear vision and a shared sense of purpose and direction. Staff morale and team spirit is very high, a positive workplace culture exists and the staff form a cohesive and dedicated unit. Staff spoke of the transformation that has occurred in relation to their opportunities to have input into decisions and the focus on ensuring effective communication between all members of the school community. The level of staff engagement is commendable with leadership supporting and empowering staff to do their job effectively and building a strong sense of ownership and commitment to the goals and values of the school. Staff professional learning is encouraged and promoted. The School Improvement Survey and Reflecting on Factors Underpinning School Improvement data both strongly indicate that elements required for effective school performance have been established. Continuing the development of the school s feedback processes, and embedding a culture of feedback, is seen as a critical step to further enhance the school as a collaborative community of learners. There is an extremely positive sense of community at St. James School. Staff and parents spoke strongly of the connections and parents are a constant source of encouragement and support for all school activities. Many opportunities for parent involvement are provided and parents are proactive in networking with each other. Staff recognise that parents take an active interest in their child s learning 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 6
and feel that there is effective collaboration between home and school to optimise student learning and wellbeing. The focus for the next four years will be to further strengthen parish and local partnerships in addition to reaching out to global communities to enrich learning. The principal and staff are committed to ongoing improvement as they move into the next period with the School Improvement Plan. During the review process it was acknowledged by leadership that during the next four years a focus will be to improve the physical facilities in learning and teaching areas for the Years Prep to 3 classes, as well as to improve administration and staff facilities. A successful school requires a contribution from all of the stakeholders. I would particularly like to thank all of the staff, who amaze me with their care, professionalism and dedication to our students. At St James, all staff are considered leaders and encouraged to take on a position of responsibility. I congratulate Mr Berlingeri, who has been appointed Acting Principal (St Joachim s), for his successful six years at our school and thank him for his loyalty and support. Thankyou to Maria Hede for her outstanding work as Chairperson of the PSEAB and to all parent members of the Board for their support, expertise and hard work. Also, to Jane Gale who has been a wonderful contributor as president of the Presidents Association. Congratulations to our talented School Captains: Patrick L, Gemma S, Olivia M & Dante V. Thankyou to our wonderful students for their inquiring minds, care for each other and willingness to learn about and be active participants in the world around them. Simon Millar 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 7
School Education Board Report Last year was the PSEAB's second year of operation. We held five meetings and established working groups which provided feedback to the Board on a number of matters. The work of the Board in 2014 concentrated on the following key areas: Enrolments Policy development School Review School Improvement Survey/School Improvement Plan The Board aims to provide support to the Leadership Team and to ensure St James remains a significant learning centre. The School Improvement Survey provides very positive data indicating that our staff and students are meeting the actions and targets set in Learning and Teaching, Student Wellbeing, Education in Faith, Leadership and Management and School Community. We have a wonderful school at St. James thanks largely to exceptional staff members, led by Simon Millar, who are dedicated to the cause. Thank you to all Board members for their commitment to our school and for their work throughout the year. Maria Hede (Chairperson) Board members Role Board members Role Simon Millar Principal Pat Berlingeri Deputy Principal Fr Gerard Johnson Parish Priest John Marks Cathy Ferrari Parent Member Staff Nominee Maria Hede Chairperson Suzy Green Community Member Mel Williams Deputy Chairperson Jo Small Parent Member 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 8
Education in Faith Goals & Intended Outcomes Goals: To make student learning purposeful, relevant and engaging. To deepen the faith of those within the St. James Community. Intended Outcome That student, staff and community members understanding of faith based values will be deepened and connected to real life. Achievements What did the school achieve in Education in Faith? At St James Catholic School we pride ourselves on providing our community with an environment that enhances learning and builds faith-filled people who model Gospel values and Social Justice. We have tried to present a Religious Education program that is contemporary and engaging and requiring a call to action for our community and will continue to do so over the next four years. A greater emphasis on recontextualisation based on the Gospel values will be one of our future directions. The profile of Social Justice has risen tremendously which supports our desire to provide a contemporary learning environment of excellence which engages all to become successful learners. Evidence of articles in the newsletters by our Social Justice Leaders, their reflections at Mass and the entire school community support for our initiatives are evidence that our teaching across the curriculum, not only in Religious Education but throughout the curriculum is engaging our community and creating a school that is outward looking. The teachers at our school are role models in being life-long learners and people striving for excellence for all within our Catholic school community. The Education in Faith sphere could not exist without our partnerships and connections with the parish and global community. It is through these connections with the parish, St Vincent de Paul members, visits to the local kindergarten, visits to the elderly at the ANZAC Hostel across the road, to name a few that inspire our students, and in turn their parents, to become active and informed citizens. As indicated in our data, our community is an active and vibrant one. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 9
The table below illustrates the 2014 Catholic Culture data from the annual School Improvement Surveys distributed to students, staff and parents. The staff data shows a strong commitment to the Catholic ethos of our school and all data is in the top quartile with Social Justice in the 90-100 range. Student data has increased from 2013 2014 in: Importance, Opportunity, Behaviour of Staff and Compassion. In 2014, almost all areas have shown growth since 2013 with only a 0.45 decrease in Opportunity. All other areas have increased in the parent data. All three stakeholders recognise that there are a significant amount of opportunities in Catholic Culture at St James. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 10
Learning & Teaching Goals & Intended Outcomes Goals: To build a contemporary learning environment that is stimulating and purposeful. To improve learning outcomes for all students. Intended Outcomes: That learning is differentiated to cater for the needs of all students, with a focus on those students who are highly able. That learning is personalised whereby students have a stronger voice in their learning. That all students demonstrate a significant level of progress in each dimension of English. That all students demonstrate a significant level of progress in each dimension of Mathematics That all students demonstrate a significant level of progress in each domain of the curriculum. That all teachers have a sound pedagogical content knowledge of each curriculum domain. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 11
Achievements The table below shows that 100% of our Year Three students have reached minimum standard or above in all 2013 NAPLAN testing except Year 3 Grammar and Punctuation, which dropped by 2.3% from 2013 to 2014. This is the only area to have decreased in 2014. STUDENT LEARNING OUTCOMES 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 12
The table below shows that 100% of our Year Five students have reached minimum standard or above in all 2014 NAPLAN testing with an increase 0f 0.3% in Spelling from 2013 to 2014. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 13
Percentage of Students at Text Level Benchmark Year One 2011-2014 In 2014, 80.77 % of Year 1 students at St James reached level 28+ in Reading, which was an increase from 69.23 % in 2013. The target levels for the end of each grade in Victoria are: Prep Level 5 Grade 1 Level 20 Grade 2 Level 28+ 1+ 5+ 15+ 20+ 26+ 28+ 2011 2012 2013 2014 Our School All Schools Our School All Schools Our School All Schools Our School All Schools 100.00 100.00 95.83 91.67 83.33 70.83 99.84 98.63 84.60 72.95 51.98 41.46 100.00 100.00 91.89 81.08 70.27 67.57 99.81 98.65 86.76 75.10 53.36 42.81 100.00 100.00 97.44 94.87 86.74 69.23 99.43 98.08 87.97 76.23 54.80 43.19 100.00 100.00 96.15 92.30 84.62 80.77 NA NA NA NA NA NA St. James School data increased considerably in 2014 compared to 2013, which also compares favourably to all schools in 2013 with only 43.19% Value added: Our NAPLAN data and CEOM Prep Year 2 Literacy Assessment Reports indicate that our students are performing well above national minimum benchmarks and like schools. This can be attributed to a commitment of time, resources, professional development and personnel to curriculum. The following highlights some the initiatives and processes that are in place ensuring that our contemporary learning environment is stimulating and purposeful: Rigorous weekly Professional Learning Meetings (PLTs) Deepening knowledge of the curriculum Development of Design Principles in Learning and Teaching 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 14
Review of Scope and Sequence of learning Participation in Learning and Teaching Network Days Streamlining of our Assessment and Reporting Overview and procedures Using assessment data more effectively for targeted and personalised learning Analysis of data at PLT meetings e.g. Writing Moderation sessions & interpretation of SPA data Learning Intentions and Success Criteria (feedback) embedded in our daily practice Introduction of 3 Way interviews, in Years 3-6, involving students, parents and teachers Professional Development provided, with a particular focus on visual literacy and ICT Upgrading of digital technology Individual Learning Plans written to ensure targeted teaching Strengthening of inquiry-based learning Three staff members trained as Change2 facilitators At St James there is a strong sense of Social Justice and entitlement in the way we approach learning and teaching. This part of our school vision is referred to at staff meetings and PLTs to remind ourselves that everything we do should be designed with the improvement of student outcomes in mind. We recognise that Social Justice begins in our school and is evident in our desire to provide the best opportunities for learning that we can. Our desire to build a contemporary learning environment of excellence which engages all to become successful learners is not simply because that is the contemporary paradigm. We recognise that each lesson, each day, is a unique opportunity for us to provide an opportunity for the students to learn. By reminding ourselves that Social Justice is at the heart of Christ s teaching we believe that Gospel Values are an integral part of our learning and teaching ethos and this moral purpose is perhaps where we are able to identify ourselves as a faith based school. The same sentiment applies to staff at St James and our desire for Social Justice is evident in the opportunities that all members of staff have via a transparent leadership model to develop the effective capacity of all. We actively seek to surface the potential of others and this mantra is embedded as a written aim in every leadership meeting agenda. Staff are encouraged to take opportunities to develop professionally through formal and informal processes. In 2014 we created our Design Principles which drive our commitment to provide improved opportunities and outcomes for 100% of students 100% of the time: We are committed to our faith community, fostering an environment where all teachers and students reach their potential We are committed to planning a curriculum which has entitlement for all and promotes high expectations for every student We are committed to targeted, explicit teaching to ensure the achievement of outcomes and provide opportunities for personal growth for all students We commit to strong relationships in our classrooms and community, drawing the links between student wellbeing and improved learning outcomes 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 15
We are committed to maximising the use of technologies to optimise learning for all We are committed to using high quality data to personalise learning and ensure that planning evolves in response to students needs and interests We are committed to a culture of feedback where staff develop their capacity to; reflect, analyse and act upon all forms of feedback to ensure future improvements 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 16
Student Wellbeing Goals & Intended Outcomes Goals: To strengthen the connections between student wellbeing, social and emotional learning and improved learning outcomes. Intended Outcomes: That students become active resilient members of our community. That students feel more connected to their school. Achievements Improved induction process for new students in particular new students arriving in Year 5. Increased opportunity for student voice SRC student program. Implemented Peer Mediation Program with Year 5 students annually. Bounce Back and Circle time follow up Whole school training (PD) in Circle Time (for new staff in particular) and ensure all staff have access to Bounce Back Resources. Implemented Seasons program Term 2, 2014 with follow up and review. Implement Friendship Bench to support students having difficulties socialising with peers. Continue with Contemporary Learning Nights with a focus on Well-being with the intention of educating parents on the opportunities and what we offer at St James and developing resilience in their children. Maintained regular articles in the school newsletter regarding student wellbeing matters by Students and Student Wellbeing leader. Addressed parent concerns around student safety through the National Anti-Bullying Program and staff re-visit anti bullying policy. Continued parent and student education on safe use of the internet. Maintained current outward facing schools program ie. Nursing home visits, kinder visits and extend program to include middle school. Regular Wellbeing Team meetings. Maintain student counsellor once per week with Catholic Care. Attendance Procedures Parents of students who are absent at St. James are required to notify the office in the morning. A note or medical form is required for students who are absent for more than one day. Student absenteeism is recorded on the class electronic roll and the reason for the absence. Students who are regularly absent from school are referred to the Principal or Deputy Principal for a follow up discussion. For more details, please refer to the 2014 Parent Handbook. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 17
STUDENT SATISFACTION St. James School Student data was collected from the Year 5 and Year 6 students. Overall the results are very positive and remain in the top quartile. The Student Wellbeing Index is based on all indicators of Emotional Wellbeing, Teacher Relationships, and Engagement in Learning from the Student Survey and is indicative of positive growth in this area. Student Wellbeing Index 2013 2014 79.8 80.3 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 18
Leadership & Management Goals & Intended Outcomes Goals To strengthen the shared leadership in the school and build leadership capacity. To improve methods of communication throughout the whole school community. Intended Outcomes That staff build a strong professional learning culture underpinned by appraisal and feedback. That effective Leadership Teams are established throughout the school. That staff are involved in an area of shared responsibility in an aspect of school life. That individuals are empowered to present P.D. to the whole staff. Achievements The school was reviewed in 2014 and the External Reviewer noted that the all of the targets were met for the Leadership & Management Sphere. It noted that we are an exceptional school that is highly organised, with engaged students and staff, along with a contributing parent-community. The review process was very affirming for our school community but we must continue work hard to provide the best opportunities for learning, for our students. We held a successful staff retreat where we introduced Peer Observations and analysed our previous four years in preparation for the External Review. Peer Observations will continue in 2015 and be linked to student growth in Mathematics. Some of the achievements in 2014 were: Peer Observations amongst staff. Professional development around the effective use of data to personalise learning. Participation in External School Review. Embedding a culture of feedback. Surfacing the potential of staff and students. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 19
STAFF SURVEY 2011 2012 2013 Empowerment 80.59 80.31 81.94 Individual Distress 78.25 77.33 69.07 Teamwork 85.53 83.75 84.49 Role Clarity 82.57 79.06 86.11 Supportive Leadership 87.11 87.63 90.28 Excessive Work Demands Appraisal & Recognition 55.92 50.31 47.57 78.76 79.11 79.56 School Behaviour 95.61 97.08 97.69 Classroom Behaviour 92.86 94.05 92.26 Student Motivation 92.50 95.71 93.93 Individual Morale 78.77 85.17 83.19 Parent Partnerships 91.52 90.18 88.84 2014 79.76 71.90 85.91 79.46 84.76 39.58 76.02 91.67 92.22 89.67 76.98 91.67 EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING DESCRIPTION OF PL UNDERTAKEN IN 2014 CEOM - ICON Coach Program CEOM - Learning & Teaching Leaders' Network - Eastern Region CEOM - CAM Staffing & IR Beginning to Resignation CEOM - CAM Computer Applications Essential Excel/Word/Publisher CEOM - CPM Long Service Leave CEOM - CPM 2014 Administrative Conference DINNER CEOM - 2014 Admin Conference - Waves of Change, Oceans of Opportunity CEOM - P-6 Literacy Leaders Cluster - Southern CEOM - P-6 Literacy Leaders Cluster - Southern CEOM - Classroom Observation Protocols A CEOM - Apple - Learning with ipad CEOM - Reading Recovery Ongoing Group 12 CEOM - Reading Recovery Seminar CEOM - Reading Recovery Initial Day CEOM - Learning & Teaching Network Regional Catch Up Workshop CEOM - Mathematics: Expert Teaching 5-8 CEOM - Primary Mathematics: Leadership Cluster East & South CEOM - Mathematics: Expert Teaching F-4 CEOM - Leading Mathematics Professional Learning CEOM - Mapping - Planning Profiles Training CEOM - Religious Education Conference 2014 CEOM - Revealing the Word Exploring the Scriptures through Storytelling CEOM - Enhancing the Teaching of Religious Education with Picture Books CEOM - Change2 Facilitator Training - Southern Region Term 2 CEOM - Change2 Facilitator Training - Southern Region Term 3 CEOM - Change2 Facilitator Training - Southern Region Term 3 CEOM - Deputy Principal Network - Southern CEOM - Learning and Teaching Network Day 1 CEOM - Learning and Teaching Network Day 3 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 20
CEOM - Learning and Teaching Network Day 4 CEOM - Effective Learning & Teaching with Challenging Behaviours: CEOM - Southern Region Religious Education Leader's Network CEOM - Southern Region Student Services Network Term 1 CEOM - Southern Region Student Services Network Term 2 CEOM - Southern Region Student Services Network Term 4 CEOM - Introductory Session for New Student Services Coordinators CEOM - LNSLN 2015 Guidelines Briefing Session - Southern Region CEOM - PERI - Phonological Early Reading Instruction CEOM - PERI - Phonological Early Reading Instruction CEOM - CEOM Student Learning - Referral Process 2015 CEOM - Student Wellbeing Leaders (Day 1 - All Regions) CEOM - Student Wellbeing Leaders (Day 2 - All Regions) CEOM - Learning and Teaching Network: Western Region NUMBER OF TEACHERS WHO PARTICIPATED IN PL 30 AVERAGE EXPENDITURE PER TEACHER FOR PL $1000 TEACHER SATISFACTION The teacher satisfaction is extremely high with the Organisational Climate Index being 80.9 (out of 100) and the Teaching Climate Index is 87.7. This means that teachers are being challenged and feel supported throughout a process of professional growth that will lead to an improvement in student learning outcomes. Ongoing goals: To develop a sustainable culture of shared ownership where the staff were integral to promoting the school vision, enhancing student learning and strengthening the school community. Build strong and shared leadership ensuring all teachers and non-teachers, full and part-time, are included. Build teamwork and mentoring that allows for effective feedback. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 21
Provide ongoing opportunities for the staff to become further involved in decision-making, to develop skills based on the School Improvement Plan, and encourage those pursuing leadership roles. Embed an expectation that all staff have a responsibility to share and implement these new ideas with their fellow colleagues. Greater emphasis on teams to support major events ie. Art Show, Italian Day. Enable collaborative feedback such as: peer observation, student feedback and appraisal. Streamline the way we plan, with greater emphasis on analysis of student data. Enhance a contemporary learning environment through a major building program. Build on transparency of school policies for parents. Establish links with a multi-cultural school community. An increase in the partnership of parents as educators through ICON. Increase role clarity with descriptions of teams and committees. Regularly review school documents and policies as per schedule. Review and develop Induction Program for staff, students and parents. Continue to promote a culture of self-improvement through feedback for growth. Build upon and strengthen communication in regard to classroom management strategies and positive behaviours that promote learning. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 22
School Community Goals & Intended Outcomes Goals To build and sustain a parish school community in which all members feel valued and work together in positive partnerships. To build links between the school and the wider community through collaborative partnerships between the school, parish, homes and the wider school community. Intended Outcomes That the collaborative partnership between the school, parish and home and the wider community is strengthened. That community partnerships provide students with rich learning, personal development and citizenship opportunities. Achievements St. James parents are encouraged to participate fully in the school and wider community. The Parents Association (also Dad s Association) meet monthly and apart from fundraising, they are actively encouraged to participate in the life of the school and the education of their children. Class Representatives are selected and they oversee the coordination of morning teas, food days and general liaising with the local community. Closer ties with the St. James Parish are actively encouraged through interaction with an electives program and involvement in parish school/class Masses. We endeavour to create a position of leadership on the school Leadership Team in Parent Partnerships to promote and develop stronger links with the community. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 23
Parent Satisfaction It is wonderful to see that parents view the teachers as approachable (82.41). Other particular strengths are: Transitions (83.95-ie. Prep 6 orientation), Behaviour Management (80.86), Stimulating Learning (83.49-ie. Engaging learning for students), Teacher Morale (87.53), Social Skills programs (82.10-ie. Bounceback & Peer Mediation) and Connectedness to Peers (82.72-ie Buddy Program). Classroom Behaviour (57.10) contrasts with teachers who rate the student behaviour at 92.22. Parent Satisfaction remains in the top quartile and offers us great feedback about how best we can support and serve the community in the future. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 24
School Community Intended Outcome 1: Community wellbeing (parish, school, home) Intended Outcome 2: Community for Learning Both Outcomes Covered Kindergarten visits Elective programs Brighton Cluster programs Disco Parent functions- Dad s nights, Class dinners Bounce Back, Wellbeing Week Kitchen Garden Sacramental Program/ Reflection Days Family Faith Nights BBQ for new parents on Up Day Father/Child Camp Whole School mass Nursing home visits Newsletters/ Bulletins School App St Vincent de Paul hampers Use parental expertise to assist with classroom learning (inquiry) Assemblies Parent Reps School Production/ Art Show Digital communication Active after school activities Care Monkey Continuation of parent helpers program Star of the Sea connections 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 25
Financial Performance REPORTING FRAMEWORK Recurrent income MODIFIED CASH $ Tuition School fees 368,163 Other fee income 165,775 Private income 70,464 State government recurrent grants 429,079 Australian government recurrent grants 1,516,359 Total recurrent income 2,549,840 Recurrent Expenditure Tuition Salaries; allowances and related expenses 1,745,252 Non salary expenses 487,582 Total recurrent expenditure 2,232,834 Capital income and expenditure Tuition Government capital grants - Capital fees and levies 28,881 Other capital income 71,863 Total capital income 100,744 Total capital expenditure 44,342 Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) - Total opening balance 65,560 Total closing balance 21,433 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. 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 26
Future Directions 2015 Education in Faith Goals Intended Outcomes/s Target/s To renew and enhance St. James School as part of a faith-filled Catholic parish community which leads people to grow in knowledge of God, relationship with Jesus and to live out the Gospel values in today s world That student learning in Religious Education continues to be purposeful, relevant and engaging That staff, students and parents will grow in their appreciation and understanding of the importance of Catholic faith and traditions in their daily lives SIS Data 2014 2014 actual Catholic Culture Importance Staff 77.62 Students 68.09 Parents 67.31 2015 targets - Importance Staff 80 Students 70 Parents 70 Learning and Teaching Goals Intended Outcomes/s Target/s To further develop a contemporary learning environment which challenges and empowers all students to be successful and engaged learners who discover their talents and passions in order to achieve personal growth That student outcomes improve across all domains That at least 75% of students are at or above the state mean in all areas of Literacy and Numeracy based on NAPLAN data That at least 35% of students achieve high growth across all areas of Literacy and Numeracy as detailed in the NAPLAN Relative Growth Use TASA reports for the school to develop targets in relation to the number of students achieving an A or B on their mid and end of year report SIS Data 2014 2014 Teaching Climate Index Actual 87.7 2015 Target 92.6 Student Wellbeing Goals Intended Outcomes/s Target/s To develop confident, responsible, independent and resilient young people equipped to thrive in a contemporary world That student emotional wellbeing is enhanced Leadership and Management 2012-2015 SIS Data 2014 Student Wellbeing Index 2014 Actual 80.3 2015 Target 85.2 Goals Intended Outcomes/s Target/s To further develop a distributive and transparent leadership model, involving all stakeholders That a professional collaborative culture of leading for learning is strengthened School Community 2012-2015 SIS Data 2014 Organisational Climate Index 2014 Actual 80.9 2015 Target 85. Goals Intended Outcomes/s Target/s To continue to develop the local and global connections of our outward facing school That student learning is improved through parents being actively engaged in their child s learning SIS Data 2014 Community Engagement Index 2014 Actual 77.1 2015 Target 81.8 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 27
VRQA Compliance Data PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS 2012 % 2013 % 2012 2013 Changes % 2014 % 2013 2014 Changes % YR 03 Reading 100.0 100.0 0.0 100.0 0.0 YR 03 Writing 100.0 100.0 0.0 100.0 0.0 YR 03 Spelling 100.0 100.0 0.0 100.0 0.0 YR 03 Grammar & Punctuation 100.0 100.0 0.0 97.7-2.3 YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0 YR 05 Reading 100.0 100.0 0.0 100.0 0.0 YR 05 Writing 100.0 100.0 0.0 100.0 0.0 YR 05 Spelling 100.0 96.0-4.0 96.3 0.3 YR 05 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0 YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 28
AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL % Year 1 95.32 Year 2 96.14 Year 3 95.46 Year 4 95.22 Year 5 95.58 Year 6 95.41 Overall average attendance 95.52 TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate 93.41% STAFF RETENTION RATE Staff Retention Rate 90.00% 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 29
TEACHER QUALIFICATIONS Doctorate 0.00% Masters 11.76% Graduate 41.18% Certificate Graduate 0.00% Degree Bachelor 76.47% Diploma Advanced 70.59% No Qualifications Listed 0.00% STAFF COMPOSITION Principal Class 2 Teaching Staff (Head Count) 25 FTE Teaching Staff 21.227 Non-Teaching Staff (Head Count) 7 FTE Non-Teaching Staff 4.059 Indigenous Teaching Staff 0 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 30