Our Lady of the Sacred Heart School, Darra Priority 1: Mission and Religious Education Component 1.3: Prayer and Worship Elements: Annual School Review 2013 Catholic Christian tradition Celebration of Prayer and Worship Leadership and participation Student engagement with Ritual, Prayer and Worship Data: See evidence tabled Evidence Tabled: Profile Data Process Data Perception Data Student Data Prayer, daily rituals and liturgical celebrations (inclusive of the Sacraments of Eucharist and Reconciliation) Numbers of students who have received Sacraments of Initiation Calendar of Prayer, daily rituals and Liturgical celebrations Impact of BCE Spiritual Formations Framework on Prayer life of school Capacity and engagement of staff and students in leading and participating in Prayer and Worship Feedback on quality and variety of school, classroom and PC group prayer from APRE in discussion with staff and Parish priest Feedback from EO- RE s and BCE evangelisation and spiritual formation team on Prayer and Worship in the school Strengths Identified Across Component Values and beliefs are reflected in attitudes and actions within the school community. Development Needed Across Component Budgetary commitment to annual staff retreat. Prayer is highly valued and vibrant within classrooms and whole school gatherings. The feel, culture and values of the school represent our Religious tradition and these are reflected to the wider community. Religious understanding and knowledge is evident in the sharing of significant rituals and experiences in the home.
Nurturing the faith, religious and spiritual life of the students and staff through experiencing a variety of prayer types. Staff prayer is highly valued and well attended. Through exposure to the Catholic faith, a significant number of non-catholic children have chosen to embrace the Catholic faith. The Survey: The survey was distributed to all parents, staff and Year 7 students. Responses were sought under the headings: 1. Our Lady of the Sacred Heart draws upon and communicates the Catholic Christian tradition within rituals, prayer and worship. 2. Students display an understanding the purpose and meaning of a number of significant Catholic prayers appropriate to their year level. 3. Staff display an understanding of the purpose and meaning of a number of significant Catholic prayers. 4. OLSH provides well-planned, engaging celebrations of prayer and sacramental worship that are reflective of the Church s liturgical cycle and/or significant community events. 5. Celebration of prayer and worship is given priority through the allocation of time, preparation and resources. 6. Students are encouraged to be actively engaged with a variety of ritual, prayer and worship experiences at the school. Results: Survey responses were received from 125 parents, 23 staff and 56 students The majority of respondents for parents, staff and students either strongly agreed or agreed with each of the survey headings: 1. 98% of parents; 100% of staff; 100% of students 2. 95% of parents; 100% of staff; 100% of students 3. 88% of parents; 100% of staff; 91% of students 4. 95% of parents; 100% of staff; 100%of students 5. 91% of parents; 96% of staff; 91%of students 6. 96% of parents; 96% of staff; 91% of students Rating of Achievement for Component: 1 2 3 4 5 6 7
Our Lady of the Sacred Heart School, Darra Annual School Review 2013 Priority 2: Learning and Teaching Component 2.5: Learning and Teaching Improvement Elements: Improving culture High expectations and standards Benchmarking performance Monitoring and reporting Planning and decision making Data: See evidence tabled Profile Data Process Data Perception Data Student Learning Data Socio-economic profile ESL profile Cultural profile of community Staff qualifications Staff professional development in Learning and Teaching Staff experience and expertise Students with disabilities School vision and mission statement Vision for learning and teaching Resourcing for learning and teaching Evidence of shared understanding s for how the expectations for school curriculum planning is conducted, made visible, reviewed and renewed. Learning and Teaching Framework what we teach and what we learn Inclusivity Pedagogy and organisation Curriculum offerings and opportunities Resourcing of learning environments School and class size NAPLAN Twice yearly School reporting data School diagnostic data Bandscales data SRS Data Strengths Identified Across Component Effective and committed teachers are recognised and appreciated. Development Needed Across Component OLSH could communicate learning and teaching improvements strategy and progress more effectively with parents
Staff participate in efforts to improve learning and teaching and actively strive to improve these strategies. Financial commitment to contemporary programs is provided. i.e. Words Their Way, Stepping Stones, Reading to Learn Implementation of Pat-R, Waddington, PM Benchmarking, Invented Spelling and spelling inventories. This data is used to inform learning, teaching and reporting. Planning and decision making is an integral part of staff reflection and informed action. Review of timing and frequency of parent teacher interviews. Staff PD to enable planning and implementation for differentiation to cater for all learners (high and low achievers) High expectations and standards of teaching and learning needs to be made more explicit. Staff in-service of BI Tool (Business Intelligence) The Survey: The survey was distributed to all parents, staff and a sample of Year 7 students. Responses were sought under the headings: Results: 1. It is evident that staff at Our at Our Lady of the Sacred Heart are committed to improving learning and teaching for all students. 2. Examples of successful improvement in learning and teaching are communicated to staff, parents and students and are celebrated at various times. 3. There are agreed high expectations and standards among staff concerning teaching and the learning and achievement of students across the school. 4. These expectations and standards are regularly communicated to community members. 5. OLSH regularly uses a variety of Standardised and Diagnostic to generate data on student progress and learning. 6. OLSH uses data to inform teaching and report on student s progress against clearly defined standards. 7. OLSH makes decisions about learning and teaching which are well supported by authentic learning data, staff reflection and student perceptions. Survey responses were received from 129 parents, 23 staff and 56 students The majority of respondents for parents, staff and students either strongly agreed or agreed with each of the survey headings: 7. 98% of parents; 100% of staff; 93% of students 8. 96% of parents; 100% of staff; 95% of students 9. 88% of parents; 100% of staff; 52% of students* 10. 89% of parents; 100% of staff; 50% of students** 11. 72% of parents; 96% of staff; 80% of students 12. 73% of parents; 96% of staff; 18% of students*** 13. 72% of parents; 100% of staff; 14% of students**** *48% of year 7 students were unable to comment on this section ** 50% of year 7 students were unable to comment on this section *** 79% of year 7 students were unable to comment on this section ****84% of year 7 students were unable to comment on this section
Rating of Achievement for Component: 1 2 3 4 5 6 7
Lady of the Sacred Heart School, Darra Annual School Review 2013 Priority 3: Professional Practice and Collaborative Relationships Component 3.1: Professional Learning and Development Elements: Community of learners Teacher goal setting Professional learning processes Impact of professional learning Staff engagement Data: See evidence tabled Evidence Tabled: Profile Data Process Data Perception Data Student Data ilearn reports of school professional learning engagement Access and use of BCE scholarships Types and levels of school professional learning expenditure Membership of professional associations Teacher goal setting and performance plans Engagement with BCE Leadership and Development programs Engagement with BCE professional networks (eg Principal, AP, APRE, TL, GC etc), QSA and professional groups ilearn professional learning logs that show Australian Professional Standards for teachers Staff perceptions through BCE Staff Survey Impact of major school professional learning initiatives on student learning Strengths Identified Across Component Professional Development and commitment to life-long learning is evident and highly valued. Professional Development is linked to the Annual Strategic Renewal Plan and teacher goal setting. Staff collegiality is evident through formal and informal professional conversations, Development Needed Across Component Awareness of and implementation of National Professional Teaching Standards. Encourage staff self-awareness of Professional Development opportunities.
year level planning, year level meetings and committee meetings. Whole school curriculum programs are supported by on-going professional development including up-skilling new teachers e.g. Stepping Stones Teacher goals are linked to Annual Strategic Renewal Plan and budget allocations. The Survey: The survey was distributed to all parents, staff and Year 7 students. Responses were sought under the headings: 1. There is strong evidence of collegiality and collaboration among staff; the notion of a community of learners is well developed and has a positive influence on student learning. 2. Staff engage in professional learning that is aligned with school renewal, school Strategic Goals and personal goals. 3. There are understood and resourced processes that assist staff in accessing relevant professional learning and professional learning plans are periodically reviewed. 4. Professional learning is connected to student well-being and learning outcomes and has a positive influence on teacher pedagogy. 5. Staff are highly committed to their professional learning and to that of their colleagues. Staff regularly engage in evidence and research-based conversations with colleagues on pedagogy and on their own learning. Staff regularly and effectively undertake professional learning and are critically self-reflective. Results: Survey responses were received from 125 parents and 23 staff The majority of staff either strongly agreed or agreed with each of the survey headings: The majority of parents were unable to respond. 14. 39% of parents; 100% of staff 15. 38% of parents; 100% of staff 16. 34% of parents; 83% of staff 17. 37% of parents; 87% of staff; 18. 35% of parents; 87% of staff; Rating of Achievement for Component: 1 2 3 4 5 6 7
Priority 4: Strategic Resourcing Our Lady of the Sacred Heart School, Darra Component 4.1: Stewardship of Resources Elements: Catholic social teaching Students and families in need Deployment and usage Efficiency and effectiveness A culture of sustainability Targeting resources Annual School Review 2013 Data: See evidence tabled Evidence Tabled: Profile Data Process Data Perception Data Student Data Evidence of water tanks and PV cells Usage and expenditure trends on electricity, gas, water, repairs and cleaning Environmental footprint of school School Budget Monitoring and usage of energy efficient processes (heating, cooling, water, electricity and paper) Processes about strategic resource deployment in the school including staffing Processes that support access and maintenance of enrolment for students in need CEC Enrolment of Students in Catholic Schools Policy Feedback from staff, students and parents on suitability, sustainability and deployment of school resources Strengths Identified Across Component Financial resources link to the Annual School Renewal Plan. There is an effective allocation of resources financial, physical and human, which is made known to the wider community. Development Needed Across Component Recycling and culture of sustainability needs to be improved. Effective use, respect for and care of resources.
There is a Master Plan for strategic future use of capital resources. The use of resources directly influence and enhance student well- being e.g. Astro Turf, new sports day equipment Disadvantaged students and families are well supported. Staff and student accountability for appropriate use and care of allocated resources. The Survey: The survey was distributed to all parents, staff and Year 7 students. Responses were sought under the headings: 1. The principles of Catholic social teaching, including a genuine care and respect for the environment, are well known and have a strong influence on school reflection, discussion and decision making as to how resource are used. 2. There is evidence of support and other resources being extended to the disadvantaged and marginalised. 3. There are documented processes that address the equitable allocation, deployment and use of resources-financial, physical and human-throughout the school. 4. The school periodically monitors how effectively resources are being used and this information is considered in subsequent decision making and there is evidence that school resources are generally respected and cared for. 5. Staff, students and parents are aware of the sustainability in planning for the use and allocation of resource. 6. Whole school processes effectively identify and prioritise areas of need and resources are targeted effectively to address these. Results: Survey responses were received from 128 parents, 23 staff and 56 students The majority of respondents for parents, staff and students either strongly agreed or agreed with each of the survey headings: 19. 94% of parents; 96% of staff; 93% of students 20. 98% of parents; 100% of staff; 100% of students 21. 79% of parents; 96% of staff;18 % of students* 22. 77% of parents;91 % of staff;29 % of students** 23. 91% of parents; 91% of staff; 95% of students 24. 88% of parents; 91% of staff; 23% of students*** *79% of year 7 students were unable to comment on this section ** 55% of year 7 students were unable to comment on this section *** 77% of year 7 students were unable to comment on this section Rating of Achievement for Component: 1 2 3 4 5 6 7