ANNUAL REPORT TO THE SCHOOL

ANNUAL REPORT TO THE SCHOOL COMMUNITY Trinity Catholic Primary School Narre Warren South 2015 REGISTERED SCHOOL NUMBER: 1993

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 School Community & Student Wellbeing... 12 Leadership & Stewardship... 14 Financial Performance... 17 Future Directions... 18 VRQA Compliance Data... 19 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contact Details ADDRESS 103-129 Oakgrove Drive Narre Warren PRINCIPAL PARISH PRIEST SCHOOL BOARD CHAIR Mr. Simon Dell Oro Fr. Brendan Hogan Mr. Tim O Meara TELEPHONE (03) 9704-1970 EMAIL WEBSITE principal@trinitynarre.catholic.edu.au www.trinitynarre.catholic.edu.au Minimum Standards Attestation I, Simon Dell Oro attest that Trinity Primary School is compliant with: All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the Victorian Regulation and Qualifications Authority (VRQA). Australian Government accountability requirements related to the 2015 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth). 20 May 2016 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 2

Our School Vision Trinity Catholic Primary School is committed to providing an education that develops the whole person. At Trinity Catholic Primary School we: Inspire students to develop a close personal relationship with God and challenge members to deepen their understanding of the Catholic Faith. Ensure learning is relevant, challenging and engaging. Ensure a love of learning is nurtured. Motivate students to be confident, to own their learning and to seek learning challenges. Accept responsibility for creating a welcoming, safe, inclusive, respectful and just community. Encourage participation in leadership that actively contributes to the growth in learning of all members of the Trinity community. Build relationships between family, school, parish and the wider community. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 3

School Overview Trinity Catholic Primary School is part of Our Lady Help of Christians Parish and services families in the Narre Warren South area. We commenced 2014 with 508 students which were divided into 21 classrooms. Our learning focus was Ownership of Learning and we continued to work closely with parents to develop the whole child through a comprehensive curriculum where the learning is contemporary, engaging, exciting and relevant. In 2015 we were able to make further developments to our playground areas and increase the resources that we can offer the students and families. Our assessment schedule allows us to identify areas of individual need and to cater our programs accordingly. We are very blessed to have such a professional, dedicated and welcoming staff. During 2015 we continued to prioritise accessing regular, whole school, professional development to ensure that we are delivering the best possible learning opportunities to the students in our care. It is our priority that the students are able to learn in a safe, welcoming environment that is well resourced and where everyone is respected. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 4

Principal s Report It is with much pleasure that the staff and I welcome you to Trinity Catholic Primary School. 2015 was a very exciting and successful year which provided many different learning opportunities to our students. During 2015 the Trinity learning theme was Ownership of Learning. Throughout the year we explored how we, as a learning community, can build responsible and independent learners who have input into their learning opportunities. We focused on the following questions - How do we ensure that our students are at the centre of everything we say and do? How do we support and model ownership of learning, ownership of behaviour? 2015 saw Trinity undertake Catholic School Renewal and Victorian Registration and Qualification Authority accreditation. The school enjoyed the opportunity to critically evaluate our learning and teaching, policies and procedures. We are pleased with the four year strategic plan we created and we were buoyed by the positive feedback we received from the VRQA regarding our policies and procedures. Trinity is a wonderfully vibrant Catholic community and we pride ourselves on being a welcoming school where everyone is valued and respected. The committed and professional staff provide a safe, caring environment where we aim to engender a love of learning in every student. Trinity provides a comprehensive curriculum which caters for the individual needs of the students, where learning and teaching is the major focus. Strong links between home and school are important to Trinity and parents are offered many different avenues through which they can become actively involved in their child s education We are very proud of our school and I hope that you thoroughly enjoy your involvement with Trinity. Please feel welcome to contact the Administration Staff or School Leadership at any time should you wish to discuss anything in further detail than this Annual Report provides. Regards Simon Dell'Oro Principal 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 5

Education in Faith Goals & Intended Outcomes That the Catholicity of Trinity is vibrant and strong. That staff and students take ownership of learning in Religious Education Lessons and Religious Feast Celebrations. Targets Analyse Insight SRC Data and Enhancing Catholic School Identity Data to develop a common understanding of focus areas. Renewal Program. Achievements Commitment to Vocation As a Parish community, staff from the three Parish schools began the school year with Mass, celebrated by Parish Priest Fr Brendan Hogan. Staff declared their commitment to their vocation in a Catholic school at the Parish Commitment Mass. Staff continue to be actively involved in the family centred, parish based and school supported Sacramental program by attending Sacramental celebrations and conducting Reconciliation, Eucharist and Confirmation workshops. Staff continued to deepen their faith throughout the year by actively engaging in PLT and Staff Meetings orgainsed through CEO Sale. A Spirituality and Faith Formation day was offered and facilitated by Catholic Education Office personnel. These sessions allowed staff to explore and reflect on their own personal faith journey and how as catholic educators they are called to be part of the evangelising mission of the Church. Catholic Education Week Theme: Moving with Spirit To celebrate the launch of Catholic Education Week, the Year 6 Social Justice Leaders gathered with representatives from Parish schools across the Diocese to celebrate mass at St Mary s Cathedral in Sale. Families and members of the school community were also invited into the classroom each day to join with the students in their daily prayer sessions. During this time the students focused on Trinity s motto of Faith, Hope and Love and shared their learnings and understanding about Jesus. Our school Open Days occurred during this week, where we welcomed potential school families. Trinity Feast Day Celebrations We celebrated our Feast Day at school on Friday 29 th May. All students travelled to our Parish Church, Princes Hwy Narre Warren by bus to celebrate Mass at 11.00am. Families joined us at the Church as we celebrated what makes Trinity special and then a shared lunch was held back at school. Our school celebrated Trinity Sunday in the Parish Church at the 9.15am Mass. Many Trinity families attended this Mass to celebrate our feast and extend companionship to our wider Parish community. Students, families and teachers carried out the ministries and reflected on the importance of parish/school partnerships. Christmas Play Trinity celebrated the coming of Jesus into our lives with a whole school Christmas presentation. The presentation was centred on the song Long time ago in Bethlehem, and involved different year levels singing parts of the song, acknowledging their Christmas Outreach and finishing with a prayer. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 6

Enhancing Catholic School Identity Project (ECSIP) Staff attended professional development on the purpose and interpretation of the ECSIP data from the surveys conducted in 2014. Conversations were held around the data and how staff can work together to improve the Catholic Identity of the school. Staff agreed that the school needed to move away from Values Education, with the focus being on re contextualising the Christian Faith. Michael Mangan Faith Singer/ Songwriter Michael Mangan visited our school and held mini concerts across the levels, allowing the students the opportunity to learn new songs. Excursions / Incursions As part of the Senior student exploration of the Religious Education Unit, Discovering our Christian Heritage, the Year 5 and 6 students had a visit from JMCA (Jewish, Christian, Muslim Association of Australia. This enabled them to recognise the importance of inter-faith work in the promotion of dialogue between people of different traditions. The Year 4 students went on an excursion to the Melbourne Cathedral, exploring the history, religious architecture and symbolism evident in our faith. Month of Remembrance Trinity marked both ANZAC Day and Remembrance Day at school and in the wider community. Trinity was represented at the Cranbourne, Berwick and Narre Warren ANZAC Day services by several families and staff, where a wreath was laid. On Remembrance Day, a special whole school prayer service was held to honour all those courageous men and women who have lost their lives through warfare, and who continue to fight today to protect and serve their country. VALUE ADDED Sacraments Over fifty year 5 and 6 students joined with their fellow Parish Confirmation candidates for a Reflection Day facilitated by St Francis Xavier Year 10 and 11 students. The candidates were taken through a series of workshops, exploring their understanding of this sacrament. Principals and Religious Education Leaders joined with the Parish Priest and Sacramental coordinator to evaluate the 2015 Sacramental year. Overall there was positive response from the parent community and their recommendations were considered in modifying the current Parish Sacramental program. Several changes were made for 2016 in order to more effectively cater for the large number of candidates. Social Justice Trinity s commitment to social justice continued in areas of awareness raising, advocacy and fundraising. The Social Justice Leaders and the Student Representative Council worked collaboratively throughout the year to lead a range of initiatives. Trinity raised money for Caritas Australia, Trinity Families, Catholic Care Gippsland and supported our local community s through its Christmas outreach by each providing an act of service to those they identified in need (St Vincent de Paul, Refugees, Elderly etc). Lent and Easter Celebrations At Trinity we celebrated the beginning of Lent with Ash Wednesday liturgies. Students and staff were encouraged to reflect upon their own relationship with Jesus and how they can take up the cross and follow in his footsteps. During Lent, the students participated in a Caritas-a-thon which involved the students participating in an obstacle course and creating a money trail with funds collected on the day to support Caritas Australia. The Resurrection of Jesus was celebrated with an Easter play focusing on Holy Week and the relationships formed during this time. Many families attended the Lent and Easter celebrations. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 7

Learning and Teaching Goals & Intended Outcomes That the students, staff and parents continue to develop the ability to be able to own their learning behaviours. That we see an increase in ICT use of both staff and students. That Trinity implements GAFE to transform Learning and Teaching. Targets Continue to build on our whole school approach to contemporary learning practices, particularly ownership of learning. Continue to consult key personnel to support our approach. Build upon accountability expectations of staff. Step through the Renewal process. Create the ipad Lead Learner role. Achievements OWNERSHIP OF LEARNING ~ How do we ensure that our students are at the centre of everything we say and do? ~ How do we support and model ownership of learning, ownership of behaviour? Our Learning Theme for 2015 was Ownership of Learning and the first two weeks of Term One focussed on the essential elements of learning in Learning to Learn. The Learning to Learn Unit referenced the AusVELS Domains areas of Interpersonal Development, Personal Learning and Thinking Processes. It included, such things as, students: setting up their classrooms and learning spaces, selecting strategies and thinking tools that will assist them in their learning, identifying their learning strengths and styles identifying ways of working collaboratively; and setting and monitoring their learning goals. The beginning of the year Parent Teacher interviews were held in the open areas of the Allen, Marian and Joyce Buildings and connected to the Learning to Learn unit. Students shared their learning goals from the Learning to Learn Unit and demonstrated Ownership of Learning by taking their parents on a tour of their classroom and sharing with their parents, how they set up their learning spaces. Report Writing and Student Portfolios were updated to focus on the Student Portfolios as the main part of the reporting process. This allowed staff to create learning intentions and success criteria in line with AusVELS learning outcomes, support students in the Ownership of Learning theme and provide an avenue for on-going assessment and feedback to students on their learning throughout the year. nforma reports were modified to compliment the Student Portfolios. Feedback from parents and students on the changes to the report writing and student portfolios was positive. Students were fully engaged in, responsible for, and demonstrated ownership of their learning. This will be continued into 2016. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 8

Staff Professional Learning days focussed on the following: TERM FOCUS 1 Contemporary Learning Facilitators of learning: Jo Osler & Tamina Taylor CEOS Renewal & ECSIP 2 Facilitator of learning: Michael Hanney & Alice Youlden CEOS 4 staff attended Choice Theory, Reality Therapy Training RE & staff wellbeing Nurturing the Spirit ESO BASLLI Training Running Records & BASLLI Reading Program Renewal & ECSIP Facilitator of learning: Michael Hanney & Alice Youlden CEOS 4 staff attended Choice Theory, Reality Therapy Training 3 6 Staff attended CEOS SPA Professional Learning Michael Ymer Maths Consultant mentoring / coaching Senior Teachers Michael Ymer Maths Consultant mentoring / coaching Middle Teachers Michael Ymer Maths Consultant mentoring / coaching Prep Teachers Michael Ymer Parent Information afternoon session Michael Ymer Maths Consultant mentoring / coaching Junior Teachers Change 2 Facilitator Training 5 Staff attended CEOS SPA Professional Learning 4 Melbourne Cup Monday Report Writing Staff 2016 Planning Day Four staff were trained in Choice Theory Reality Therapy with Mary Ellen Davis, Psychologist as part of a school wide approach to support Student Wellbeing and to implement a common language in responding to students needs. Teachers were engaged in analysing data, developing, enacting and reflecting on their practice and unpacking the AusVELS curriculum student learning outcomes. This was achieved through level team meetings, Professional Learning Teams (PLT), Staff Meetings, in classroom sessions with Mathematics Consultant - Michael Ymer, coaching conversations and Staff Professional Learning Days. Time was spent exploring and building our understanding of the Mathematics Proficiencies in the AusVELS Curriculum and building our understanding and use of a common language through Choice Theory, Reality Therapy approach. Professional readings and collegiate conversations in PLTs explored the use of Learning Intentions and Success Criteria. Teachers considered how the following questions could be implemented and owned by the students in their classrooms to promote responsibility for their own learning. What are you learning? How well are you going? How do you know? What will this learning help you to do in the future? Specialist and ESO (Education Support Officer) PLTs were implemented with the focus to build a community of learners. Other opportunities for staff professional learning focused on student goal setting, CPR Refresher Training, Anaphylaxis Training, ILP updates, PSGs and SMART goals review. The feedback from staff on the elements of support received within the school was very positive. Teachers appreciated the clear focus and time for input and discussion within and across teams. Staff reflected on their learning and the feedback given to further consider ways to assist students to build responsibility for their learning. Teachers continued to capture their learning through Professional Learning Journals, referenced by the AITSL Standards of Professional Practice. The focus on Teachers reflecting on their practice was evidenced through PLTs, Staff Meetings and Annual Review Meetings. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 9

The Level Blogs continued throughout the 2015 to capture student learning and to support the development of teacher s ICT skills and capabilities and to promote the ongoing communication with parents and the wider school community. An ICT Lead Learner Role was established to build ICT skills and capabilities amongst staff members. The ICT Lead Learner worked with staff and students in their classrooms in a team teaching capacity. EMU (Extending Mathematical Understanding) program continued through 2015 to target students in Year 1 who did not reach expected Mathematics levels. In 2015 the Benchmark Assessment System Levelled Literacy Intervention (BAS LLI) was introduced to support students in the Junior years (Year 1 and Year 2) to meet grade level expectations in Reading and Comprehension. A review of Learning Adjustments and Student With Disabilities resulted in staff creating a Program Support Group Meeting (PSG) template. The meeting template created consistency in the data shared at PSG meetings and a shared staff understanding of updating student ILPs. The PSG template included input from parents, professionals and specialist staff and created a comprehensive support structure to support the student in achieving their learning goals and outcomes. The changes supported our ownership of learning school theme and were welcomed by staff and parents in creating a consistent approach to PSG meetings and student ILPs. The 2015 school year concluded with a staff professional learning and planning day. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 10

STUDENT LEARNING OUTCOMES The graphs below summarise the percentage of students meeting national minimum standards in English and Mathematics as assessed in the National Assessment Program (NAPLAN). In addition to NAPLAN, selected Year 6 students participated in the on-line trials of the NAPSL (National Assessment Program Science and Literacy). Overall, the NAPLAN results showed an improvement in Year 3 data in Reading, Writing, Grammar & Punctuation and Numeracy. The Year 5 data showed an improvement in the Numeracy data. Staff met on several occasions to analyse the decline in Year 5 data for Reading, Writing, Spelling and Grammar and Punctuation. Measures were put in place to address the issue including implementation of SPA, setting up a Data Room, PLT meetings, teacher walk through and lesson observations, the number of guided reading sessions students are engaged in each week etc. PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS 2013 % 2014 % 2013 2014 Changes % 2015 YR 03 Reading 100.0 97.1-2.9 100.0 2.9 YR 03 Writing 98.6 95.7-2.9 100.0 4.3 YR 03 Spelling 88.9 98.6 9.7 94.7-3.9 YR 03 Grammar & Punctuation 95.8 94.3-1.5 98.7 4.4 YR 03 Numeracy 98.6 95.7-2.9 96.1 0.4 % 2014 2015 Changes % YR 05 Reading 97.5 98.7 1.2 92.5-6.2 YR 05 Writing 98.8 100.0 1.2 98.5-1.5 YR 05 Spelling 93.9 100.0 6.1 95.5-4.5 YR 05 Grammar & Punctuation 95.1 94.7-0.4 91.0-3.7 YR 05 Numeracy 94.9 93.3-1.6 97.0 3.7 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 11

School Community and Student Wellbeing Goals & Intended Outcomes That the students and staff develop the skills and confidence to be resilient members of their community. That we see an upward trend in the students and staff connectedness to school. Targets Analyse Insight SRC data to develop a common understanding of focus areas. Continue to build upon our whole school approach to behaviour management and bullying through audits, whole staff conversations, support and feedback. Achievements Every relationship is different, but they all matter. In 2015 at Trinity, the staff, students and school community continued to build and strengthen positive relationships. This was achieved through our social and emotional programs such as the Friends for Life Program, Circle Time and the introduction of Choice Theory. Assisting parents to access community services and familiarise themselves with school based initiatives was also a strong focus. The Safety Audit was conducted each term as an additional tool to monitor student safety. Seasons for Growth Trinity facilitated the Seasons for Growth Program for children in our school who may have experienced grief or loss through a death in the family, moving house, serious illness or family separation. The program explored issues such as change, loss, managing feelings, coping strategies and support networks with children. Seasons is a small group, eight session program which concludes with a Celebration session. A Junior, Middle and two Senior group were run. Senior Communication Workshops Helen Hunt from Family Mediation and Counselling ran 1.5 hr workshops in the Year 5 and 6 grades. The sessions focussed on Communication and Conflict and explored what causes these breakdowns. They also focussed on the influences affecting our students today including peer group pressure, bullying and cyber bullying and ways they can cope with these situations. These are important issues that are influencing our students today, affecting their social and emotional wellbeing. Secondary School Transition Program Eight Year 6 students participated in a 6 week course on Transition to Secondary schools. Students explored language and protocols in social situations, time management, communication, making friends, seeking help and managing resources, heading into Secondary School. FRIENDS Program FRIENDS stands for Fun, Relaxing, Innovative, Enjoyable, Nurturing, Diverse and Social. The aim of the program is to build student self-esteem and confidence, whilst at the same time celebrating and building on the strengths and talents that the student already has. It is a program run in partnership with the school for 45minutes a week or fortnight, where a volunteer works 1:1 with a student negotiating a range of activities that are of interest to the students. In 2015, 13 students and 9 volunteers participated in the program. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 12

PAL PAL stands for Peer Assisted Learning. The Year 5and 6 students did a wonderful job of running activities at playtimes and lunchtimes as part of the PAL program. Through games they get to know the Prep and Junior students and assist them with making friends. The peer learning and interaction that take place with the Buddy Program run with Year 6 and Prep students, and Year 1 and Year 5 students, is another effective way of creating connectedness. NON-ATTENDANCE PROCEDURES The Attendance Roll is taken twice daily as per compliance obligations. Teachers report concerns for non-attendance to Deputy Principal, Student Wellbeing or Principal, in addition to leadership monitoring. Parent meetings are held to determine reason for non-attendance and support offered if applicable. Meetings are documented and student attendance continues to be monitored. VALUE ADDED Trinity carnival, Grandparents day, Michael Ymer Parent session and the Athletics Day were all well attended by students, parents and family members. Overall there was a genuine sense of community and positive feedback from all sectors. STUDENT SATISFACTION There was a positive trend in the Insight SRC data, student engagement in learning and their connectedness to school. PARENT SATISFACTION There was a positive trend in the Insight SRC data in all areas measured in the parent opinion section. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 13

Leadership and Stewardship Goals & Intended Outcomes That the staff and student leadership structure works proactively and effectively, respecting the feedback from all members of the community. That leadership opportunities are initiated by staff and/or created for staff expressing an interest in future leadership. That Trinity creates a learning environment that supports contemporary learning practices. That the oval undertakes a full refurbishment to allow it to be used for 12 months of the year. Targets Engage an architect to assist the Principal and Leadership Team in Master Plan design. Engage a civil design company to assist with the oval development. Achievements Trinity commenced 2015 with 80% of the teaching staff from the previous year remaining. Having the majority of staff continue created continuity for the students and was appreciated by the parents, however, the influx of some new staff allowed us to explore new opportunities. We were again very blessed to be able to offer Languages Other Than English (LOTE), Drama/Music, Art, Information Technology (IT), Library and a specialised Physical Education (PE) program at Trinity. Parents regularly expressed how pleased they are that the school can offer these subjects for the children to enjoy. The staff continuing to be lifelong learners is highly important to Trinity and it is an expectation that staff regularly attend and participate in Professional Development (PD) to continue to improve their skills. This ensures that the children are presented with the most up to date and comprehensive curriculum we can offer. As well as whole school targeted numeracy, Religious Education (RE) and learning PD attended, the staff participate in a weekly Staff Meeting and Professional Learning Team meeting where the emphasis is on learning from each other and sharing our collective skill sets. Within this environment staff challenge each other to provide the best possible learning opportunities they can to the children by focussing on improving their teaching techniques, using data to inform their practice, learning from each other, coaching, feedback and being accountable. The staff all set individual learning goals for themselves that they strived to achieve as well as reflecting heavily on their current practice and what they can do to better themselves. Leadership roles and positions of responsibility are shared amongst the staff of Trinity as we employ a team approach. The Leadership Team meets fortnightly to monitor and discuss the progress of the school, guide future direction and look for areas where we can constantly challenge ourselves and improve. Courses to improve leadership skills are encouraged at all times. We also had staff members continuing their Catholic Accreditation and three staff members continuing their Masters Degree in Educational Leadership. At the end of 2015 Trinity reviewed its leadership structure to ensure it aligns with contemporary practice in education. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 14

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING (PL) DESCRIPTION OF PL UNDERTAKEN IN 2015 Contemporary Learning Facilitators of learning: Jo Osler & Tamina Taylor CEOS Renewal Facilitator of learning: Michael Hanney CEOS 4 staff attended Choice Theory, Reality Therapy Training RE & staff wellbeing Nurturing the Spirit Renewal Facilitator of learning: Michael Hanney CEOS 4 staff attended Choice Theory, Reality Therapy Training 6 Staff attended CEOS SPA Professional Learning Michael Ymer Maths Consultant mentoring / coaching Senior Teachers Michael Ymer Maths Consultant mentoring / coaching Middle Teachers Michael Ymer Maths Consultant mentoring / coaching Prep Teachers Michael Ymer Parent Information afternoon session Michael Ymer Maths Consultant mentoring / coaching Junior Teachers 5 Staff attended CEOS SPA Professional Learning 4 Staff attended Change 2 Facilitator Training 2016 Staff Planning day NUMBER OF TEACHERS WHO PARTICIPATED IN PL AVERAGE EXPENDITURE PER TEACHER FOR PL 37 $1002.07 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 15

TEACHER SATISFACTION The staff at Trinity are highly motivated and focussed on improving student engagement and learning. The staff take great pride in their professional progress and the improvement in the learning culture of the school. At the Annual Review Meetings (ARMs) teachers used the AITSL assessment tool to reflect on their learning and their Professional practice. At the conclusion of each Term, each level reflected on their learning and contributions to Trinity in the Professional Learning Team (PLT)s. The staff valued the professional learning provided by Michael Ymer in Mathematics. They were enthusiastic to welcome Michael into their classrooms to observe him in action and highly rated the coaching session with Michael at the end of each lesson observation. The staff actively participated in School Renewal and ECSIP. They used the data from Insight SRC and ECSIP to reflect on and set future targets and directions in learning for 2016. The Staff Attendance Rate for 2015 was 88.09% with a retention rate of 80%. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 16

Financial Performance REPORTING FRAMEWORK Recurrent income MODIFIED CASH $ Tuition School fees 306,227 Other fee income 179,830 Private income 43,730 State Government recurrent grants 1,261,928 Australian Government recurrent grants 3,214,920 Total recurrent income 5,006,635 Recurrent Expenditure Tuition Salaries; allowances and related expenses 3,578,153 Non-salary expenses 701,381 Total recurrent expenditure 4,279,535 Capital income and expenditure Tuition Government capital grants - Capital fees and levies 254,510 Other capital income 30,000 Total capital income 284,510 Total capital expenditure 195,812 Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Total opening balance 351,360 Total closing balance 286,816 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. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 17

Future Directions In 2016 Trinity Primary will undergo a full refurbishment to create new contemporary, flexible learning spaces for our students, staff and parents to enjoy. This is a very exciting development and the result of a huge amount of planning and preparation in 2015. The state of the art facilities that are to be created will be terrific. We will continue to focus on building and refining our classroom pedagogy in 2016 to ensure that the students in our care are receiving the best possible learning opportunities. Ownership of Learning will remain our theme to ensure consistency. Continued relevant and effective professional development will be used as a vehicle to allow us to maintain our high standards. The staff will focus on Choice Theory as our preferred approach to managing behaviour and building resilience within the students. 2016 will also see us implement a new leadership structure, specialist teaching areas and daily timetable to better accommodate for current practices and developments in Catholic Education. All staff are genuinely excited about the opportunities 2016 will present. Trinity continues to enjoy a high demand for enrolments every year and managing this pressure will remain a focus. 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 18

VRQA Compliance Data PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS NAPLAN TESTS 2013 % 2014 % 2013 2014 Changes % 2015 % 2014 2015 Changes % YR 03 Reading 100.0 97.1-2.9 100.0 2.9 YR 03 Writing 98.6 95.7-2.9 100.0 4.3 YR 03 Spelling 88.9 98.6 9.7 94.7-3.9 YR 03 Grammar & Punctuation 95.8 94.3-1.5 98.7 4.4 YR 03 Numeracy 98.6 95.7-2.9 96.1 0.4 YR 05 Reading 97.5 98.7 1.2 92.5-6.2 YR 05 Writing 98.8 100.0 1.2 98.5-1.5 YR 05 Spelling 93.9 100.0 6.1 95.5-4.5 YR 05 Grammar & Punctuation 95.1 94.7-0.4 91.0-3.7 YR 05 Numeracy 94.9 93.3-1.6 97.0 3.7 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 19

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL % Y01 91.68 Y02 93.23 Y03 93.07 Y04 93.64 Y05 93.30 Y06 94.02 Overall average attendance 93.16 TEACHING STAFF ATTENDANCE RATE Teaching Staff Attendance Rate 88.09% STAFF RETENTION RATE Staff Retention Rate 80.00% 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 20

TEACHER QUALIFICATIONS Doctorate 0.00% Masters 11.11% Graduate 22.22% Certificate Graduate 3.70% Degree Bachelor 88.89% Diploma Advanced 29.63% No Qualifications Listed 0.00% STAFF COMPOSITION Principal Class 3 Teaching Staff (Head Count) 42 FTE Teaching Staff 32.650 Non-Teaching Staff (Head Count) 20 FTE Non-Teaching Staff 11.345 Indigenous Teaching Staff 1 2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 21