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Frayne
2015 ANNUAL REPORT to the School Community
REGISTERED SCHOOL NUMBER: 2029
FRAYNE COLLEGE, BARANDUDA
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1
Contents
Contact Details ............................................................................................................................................ 2
Minimum Standards Attestation ................................................................................................................ 2
Our School Vision ........................................................................................................................................ 3
School Overview ......................................................................................................................................... 5
Principal’s Report ......................................................................................................................................... 6
Parish Priest’s Report.................................................................................................................................... 7
Education in Faith ........................................................................................................................................ 8
Learning & Teaching ................................................................................................................................... 9
Pastoral Wellbeing..................................................................................................................................... 12
Leadership & Management ..................................................................................................................... 18
School Community .................................................................................................................................... 22
Financial Performance ............................................................................................................................. 25
Future Directions ........................................................................................................................................ 27
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 2
Contact Details
ADDRESS 214 Baranduda Boulevard
BARANDUDA VIC 3691
PRINCIPAL Mrs Jennyne Wilkinson
PARISH PRIEST Fr Dennis Crameri
SCHOOL BOARD CHAIR N/A
TELEPHONE (02) 6020 9100
EMAIL principal@sfwodonga.catholic.edu.au
WEBSITE www.sfwodonga.catholic.edu.au
Minimum Standards Attestation
I, Jennyne Wilkinson, having been Principal from January 2015 until the present, attest that to my
knowledge, Frayne College is compliant with:
All of the requirements for the minimum standards and other requirements for the registration of
schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and
Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption
from any of these requirements by the VRQA
Australian Government accountability requirements related to the 2015 school year under the
Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)
22 May 2016
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 3
Our School Vision
IDENTITY STATEMENT
Frayne College is a Catholic community providing quality education founded on the gospel values of love,
justice and humility, nurturing and challenging all to go forth in hope.
VISION STATEMENTS:
We believe in…
Providing a meaningful, holistic, engaging and challenging learning environment that equips
students with the skills and aspiration for life-long learning.
Encouraging strong partnerships with school, families and the wider community for the
development of the child.
Supporting all members of our community as they strive to grow and engage in our Catholic
tradition.
Knowing and acting within Catholic social teaching.
Accepting the responsibility for nurturing and improving the environment through the stewardship
entrusted to us.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 4
STUDENT GRADUATE OUTCOMES
Our aim at Frayne College is for our students to strive for excellence and take pride in what they achieve.
With this in mind, we work to instill the following attributes within each student:
Personal Capabilities
An understanding of the Christian way of life, informed by Catholic social teaching.
To be critical, creative, innovative and resourceful problem solvers.
To be successful life-long learners.
To develop qualities including resilience, optimism, self-confidence, self-respect, courage, independence, self-motivation and self-discipline.
Social Capabilities
To develop and maintain positive relationships; be co-operative, a contributor, trustworthy, to show respect, be open-minded, be a listener, be adaptive, be an effective communicator, enthusiastic and loyal.
To act justly based on informed and ethical values.
To show reverence, wonder and awe for the natural environment and the knowledge and skills to sustain it.
Knowledge/Skills
Be literate and numerate.
Demonstrate logic, reasoning and analytical thinking.
Have an appreciation of the Arts.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 5
School Overview
FrayneCollege is built on Dhudhroa land and was originally founded in 2005 as Frayne College. Frayne
College offers a diverse Catholic education experience for students in Foundation through to Year 6.
It is our desire that our motto ”Live Justly, love tenderly, walk humbly with our God” [Micah 6:8] underpins
who and what we are as a community.
Situated on 12ha, our students learn in, with, through and about our environment. Sustainability education
is a major focus for our College and students participate in formal and informal programs, e.g. Stephanie
Alexander Kitchen Garden across Foundation to Year 6. Our contemporary setting ensures that our
students are equipped to be effective 21st Century learners and faithful stewards of our environment.
Frayne College recognises its responsibilities regarding the protection of the environment and the need to
educate our community about the importance of living sustainability.
Our approach to living more sustainably is to develop patterns of behaviour and understandings that will
bring growth in appreciation and protection of our environment and encourage all community members
to live in a sustainable way. We do this through educating our students using the Sandhurst Diocesan
Curriculum Framework, “Kinship of the Earth”. It is a holistic approach to Education for Sustainability and
covers the content areas of, Moral and Ethical Decision Making, Social Justice and Sustainability,
Understanding Sustainability and Building Preferred Futures.
The core purpose of Frayne College is to provide an inclusive, rigorous learning environment that
challenges and engages young people to grow as passionate learners. The school seeks to develop
motivated, creative and independent learners who demonstrate strong social values and whose
leadership, resilience and self-esteem is evident when interacting with the community.
Frayne College provides a comprehensive curriculum with a strong focus on literacy and numeracy. The
school is a „5 Star Sustainable‟ school and won the Resource Smart award for bio diversity in 2015. In
addition to the comprehensive classroom programs offered in literacy and numeracy, an integrated
classroom curriculum program addresses the domains of Education for Sustainability, Science,
Humanities/History, Design and Technology, Civics and Citizenship, and Health. These domains are also
cross referenced with the literacy program to ensure sufficient time is allocated to address the content.
Specialist teachers provide instruction in Language (French), and the Arts. Interdisciplinary, personal and
social learning are addressed within these domains and supported by a range of Outdoor Education
camps and excursion initiatives. The school is an active participant in district sport competitions as well as
providing opportunities for students to participate in private music lessons.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 6
Principal’s Report
This Annual School Report for Frayne College represents a snapshot of the life of the college in 2015.
Frayne College is a living faith community of students, parents, staff and priests that explicitly witnesses
Catholic beliefs, values and traditions. As such the college is a local expression of the universal Catholic
Church and shares in its evangelising mission.
Frayne College is a learning community that values the core activities of learning and teaching and strives
to create a vibrant fun-filled learning environment which is safe, challenging, collaborative and built on
mutual respect. It is an environment which enables members of the college community to access the
knowledge, attitudes, values, skills and love of learning necessary to realise their human potential and live
full and productive lives.
The college promotes the development of positive relationships; mutual respect; an understanding of
individual and communal rights; and responsibilities and practices, which promote inclusiveness and
acceptance of individual difference.
Frayne College enjoys a strong and effective relationship with the parent community and Friends of Frayne
parent group. Parents are welcome at the college and are involved in a variety of ways in the daily school
life.
Parents are kept informed of the activities of the college through regular newsletters, emails, class
newsletters, information evenings, Forums, Friends of Frayne meetings, Parent teacher meetings, phone
calls and interviews. There has also been significant contact with parents in relation to the 1:1 laptop
program. The Friends of Frayne (FoF) parent group engaged in a variety of fundraising and school
awareness raising activities for the benefit of the students and the school community.
The Friends of Frayne parent group collaborated with the Frayne College staff to develop a new parent
role called, Class Parent Representative, which is a role designed for parents to work closely with the
teacher to further involve families in the education of their children.
New Student Leadership opportunities were developed in 2015 and have become new roles in the school
in 2016.
Learning support services help Frayne College students to reach their maximum potential and enhance
their overall learning experience. With the constant support and encouragement of dedicated teachers
and support staff members, our students can easily develop skills and express themselves, as they find a
safe place to belong.
Frayne College is a school with a strong sense of community, students are encouraged to adopt and put
into practice, key Catholic values in everyday life. The importance of faith and prayer is emphasised
through whole-school masses and liturgies, as well as daily class prayers.
The many achievements and talents of the students are showcased and celebrated at many different
events such as school assemblies, Kids on Stage, Masses and liturgies, the Festival of the Sacred, swimming
sports and Tournament of the Minds. Their aptitude, however, can also be seen in their behaviour and
camaraderie from day-to-day, their care and compassion shown to one another and support for
fundraising for the sick and poor.
At the end of 2015 Frayne College is now well positioned to begin the next stage in our journey as we strive
to live justly, love tenderly and walk humbly with our God.
Mrs Jennyne Wilkinson
Principal
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 7
Parish Priest’s Report
CANONICAL ADMINISTRATOR'S REPORT 2015
“The Time is Now - Make God‟s Kingdom Real” was this year‟s theme for our parish and schools. Constantly
throughout the year, be it at school liturgies, weekend celebrations at parish masses or just wandering
through the schools, this theme was ever before us. It serves as a reminder, not only to those associated
directly with our parish and schools, but to visitors as well, that we are all invited to make God‟s Kingdom a
reality in daily living.
Throughout the scriptures, references to the Kingdom of God abound. Jesus often speaks about this
Kingdom and he reminds the people of his time that it is already in their midst. Interestingly, there is never
offered a precise definition of the Kingdom but it is always referred to as “like” something. For example the
Gospels speak of the Kingdom being like: a treasure in the field; like a dragnet cast into the sea; like a
mustard seed; like the yeast used in baking; and so on (Matthew chapter 13).
A vital part of our catholic education is to assist students and each other to be alert to the daily signs of the
Kingdom in our midst and to proclaim such. To be able to create within ourselves a disposition that
recognises the glimpses of God‟s Kingdom that come our way enables us to appreciate more and more
the goodness that surrounds us. How empowering and life giving it is, at the end of the day, to be able to
think about or articulate a Kingdom experience. It may something that a child said or did; something that a
teacher mentioned; an experience of the love or the forgiveness or the compassion of another; the beauty
of autumn colours.
In presenting this Annual Report, I wish to acknowledge the contribution of members of Catholic Education
Wodonga Council, the school principals and their leadership teams and in fact all associated with our
Catholic schools. We are indeed very blessed to have such dedicated and capable people leading our
schools and I thank them for their support and friendship. To all parents, families and students that form the
CEW family, I confidently commend our schools to you as centres of excellence in education. I also publicly
express gratitude to Vanessa Williamson, our CEW Project Office for her dedication and work.
May we all continue to seek God‟s Kingdom in our midst and do our best to proclaim this by lives of
dedicated and loving service in educating our young. God bless you all.
Fr Dennis Crameri P.P.
Canonical Administrator
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 8
Education in Faith
Goals & Intended Outcomes
• Develop a Religious Education Coordinator role in the school
• Make connections to the Wodonga Catholic Parish
• Build teacher capacity in leading different types of prayer in their classrooms.
Achievements
Prior to 2015, the role of Religious Education was split between the two Learning and
Teacher Leaders at Frayne College. Early in the year, the need for one Religious
Education Coordinator to work across the school became important. During Term 2 this
led to the appointment of a Religious Education Coordinator who worked across the
school in organizing masses, liturgies and other Parish and school celebrations.
The further development of connections between the Parish and the school became a
clearer focus as we entered a new school year.
During Semester One, the school applied for chaplaincy funding. Success in this, led to
the appointment of a school chaplain who works with the Parish, the school and families.
We were also involved in the Catholic Education Week Masses. Students from Frayne
College were involved in readings, music and offertory over the Catholic Education
weekend masses.
During 2015, teachers expressed a need for Professional Learning in the area of Prayer.
Through the year, Kerrie Hill; Education Officer- Religious Education (Primary) worked with
staff one on one and in teams to model and coach staff in leading different types of
prayer in their classrooms.
VALUE ADDED
Appointment of a Chaplaincy role
Development of a Religious Education Coordinator
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 9
Learning & Teaching
Goals & Intended Outcomes
• Continued development of collaborative Professional Learning Communities with a clear focus
on data literacy.
• Build teacher capacity in implementing contemporary learning and teaching practices.
• Develop Literacy Targets for Reading and Writing from Foundation - 8
• Evaluate and innovate the current reporting system and develop a forward plan to improve
operational efficiency.
• Develop a model for intervention and acceleration to cater for learner diversity.
Achievements
Our schools involvement in the Inquiry Mindset Project (IMP) saw Professional Learning
Communities take shape in an open and productive form. The development of one
Professional Learning Community including all teaching staff rather than teams (F - Year 4
and Years 5-8) meant we could achieve real traction in understanding and using data to
drive learning and teaching and make school wide decisions about programs present
across the school.
A school closure day with John Eason; Learning and Teaching Officer gave an
uninterrupted opportunity for staff to delve into the various data sets the school collects
and determine trends, opportunities, weaknesses and set goals for student cohorts and
individuals.
The focus on data literacy also offered an opportunity to restructure the data we
collected. From this consultation, the Leadership Team developed an updated
Assessment Schedule for Literacy and Numeracy. This is due for full implementation in
2016.
In 2015, the staff at Frayne College continued their work in developing a school wide
Learning and Teaching Philosophy. This included researching best practice and what
strategies have the biggest impact on improving student outcomes. A school closure
day led by Arn Gorman; Senior Learning and Teaching Officer from the Catholic
Education Office to develop this philosophy was the impetus for developing a clear
understanding of the current research and evidence based practice occurring in
contemporary schools.
Further to this, staff embarked on a range of school visits across the Sandhurst Diocese
and Interstate to see a range of philosophies in practice.
A group of three staff attended the Sydney Centre for Innovation in Learning (SCIL) and
visited a number of schools who are leading change and innovation in contemporary
learning practices.
During Semester One, staff visited a school of choice in the Sandhurst Diocese which had
a clear vision and learning and teaching philosophy.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 10
During the course of 2015, our staff developed school wide Targets and Benchmarks for
Reading, Writing and Numeracy. These targets are based upon growth using John
Hattie‟s Effect Size. The target for all students in Reading, Writing and Numeracy is 0.6
Effect Size equating to 1.5 years growth within 1 school year.
During Term One the staff audited our reporting system. Alongside this audit, we
investigated compliance standards and were part of the consultation „Discussion Paper
on Future Directions for reporting Student Achievement and Progress in Catholic School‟s
throughout Semester One.
In consultation with Grant Fitzgerald; CEO Senior Learning and Teaching Officer: Digital
Technologies, a decision to move to Sandhurst Report Maker Pro was made, relevant
professional Learning was sought and planning for the implementation of this platform
occurred to ensure a smooth transition for the Semester One Reporting Period.
The development of the Learning Enrichment Team to focus on intervention as well as
acceleration during Semester One enabled our students to access more targeted
learning and our teachers to respond more readily to the needs of their students. This
team included a Learner Diversity Specialist, Speech and Language Pathologist, School
Chaplain and School Counsellor.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 11
STUDENT LEARNING OUTCOMES
NAPLAN data indicates minor shifts (both positive and negative) across most areas tested.
The results for Year 3 indicates the need for ongoing development in the Early Years (F-2).
Learning in the early Years will be set for a 2016 goal.
2015 data for Year 5 Numeracy and Reading have remained the same, with 100% of students
meeting National Minimum Standard. Grammar and Punctuation results have improved by 3%.
For the same period, Year 5 Writing results show an increase in students attaining minimum
standard by 3.4%.
The Year 7 data indicates that 100% of students achieved the minimum standard in Reading,
Grammar/Punctuation and Numeracy. For the same period, Year 7 Spelling results show an
increase in students attaining minimum standard by 2%.
Proportion of Students Meeting Minimum Standards
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 12
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 13
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 14
Pastoral Wellbeing
Goals
Re-ignite Frayne‟s PBIS whole school process by evaluation of current practises and implementing
new practises.
Work with Catholic College, Wodonga to create a purposeful Transition Program for students
entering year 9.
Work with local Kindergartens to create a purposeful Transition Program for students entering
Foundation.
Provide a safe working environment which id OHS compliant.
Work with Friends of Frayne and the families of Frayne College to develop an annual event which
celebrates our community.
Develop consistent and regular communication between school and families and be responsive to
issues when they arise.
Take every opportunity to market Frayne College in the media and local community.
Achievements
This year we reviewed our use of the PBIS structure and evaluated the implementation of the
„high five‟ rewards system. Staff are in support of the PBIS philosophy but keen to look at different
ways to review the reward structure for appropriate behaviour. In 2016 we will continue to
develop our whole school approach to behaviour management and evaluate our current
practices and implement new practice.
Our Year 8 students appreciated a purposeful transition program into Catholic College.
All except one student went on to Catholic College and the transition staff, Deputy
Principal and Principal visited on several occasions to meet and speak with the students.
They introduced themselves, answered questions and spoke about the College.
Transition staff also met with teaching staff to understand academic and social
emotional issues or concerns. A couple of students also took up the opportunity to visit
and tour the College with their families and then all students attended the annual
transition day. We thank the College for the thorough way they approached the
process of transition between the schools.
This year we visited the local kindergartens to deliver information about the school and
an invitation to our Open Day. The Kindergarten staff were invited to bring their children
to the College for book reading and art activities.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 15
A safe OH&S compliant working environment was achieved this year through scheduled
meetings of the OH&S Committee and participating in regular, „walk-arounds‟ in the
school grounds. As staff identified unsafe areas in the school our maintenance person
assessed the area and organised for the appropriate changes both short term and long
term. We attended the regional OH&S workshop delivered by the Catholic Education
Office in Wangaratta. We participated in Evacuation and Lock Down drills and further
developed out Emergency Management Plan.
The Friends of Frayne parent group has decided on a major annual event to celebrate
our community. However, felt that they needed a year to eighteen months to lead into
running an “Old Fashion School Fair”. The planning is well under way and they hope to
hold the Fair in Term 4 2017.
Regular and consistent communication with families has been a strong focus in 2015. A
fortnightly class newsletter about learning and class events was developed to keep
families informed. The School Newsletter, News Sheet and Calendar keep families up to
date with upcoming events. The School Newsletters and Website were re-designed to
provide information in a more ordered fashion. The role of Parent Class Representative
was developed for implementation in 2016. This role is to help parents become more
involved in the life of the school.
During the first six months of the year there was a clear focus on lifting the profile of the
school in the community. However, in light of a change of school structure and new
school name the focus changed to consulting with staff and Catholic Education
Wodonga about these changes. Once the changes were made and communicated to
the school and wider community we focussed on marketing the school as a primary
school and informing the community of the new name, St Francis of Assisi Primary School.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 16
Average Student Attendance
Student attendance at Frayne College is consistently good. Extended absences by students
from school can be accounted for by family annual holidays and sickness.
A breakdown of student absences (excluding holidays and excursions) for the school year
28 January 2015 – 17 December 2015 and including students who left and commenced during
this period is:
YEAR LEVEL %Average
attendance
Year 1 [25] 91%
Year 2 [24] 90%
Year 3 [16] 88%
Year 4 [20] 88%
Year 5 [21] 90%
Year 6 [22] 88%
Year 7 [7] 88%
Year 8 [12] 86%
% Average overall attendance Years 1 - 8 is 92%
Process for managing non-attendance at the School
We ask that parents contact the Office to notify us of their child‟s absence. If we have not heard
from parents before 10.00am we will contact home. We encourage our Teachers to follow up
regular non-attendance with families, should there be frequent absences without parent
notification. In some cases, we will develop a contract in partnership with the parent and
student, to ensure more regular attendance.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 17
VALUE ADDED
Electives Program
Self-directed Learning
Differentiated Programs
- Individual Learning Plans
Learning Co-ordinator Program
Performing Arts ( including Music)
Inquiry-based Learning
LOTE - French
Religious Education
Stephanie Alexander Kitchen Garden Program
Education for Sustainability & Student
Sustainability Group
Visual Art
Technology
YCS (Young Christian Students) Group
Year Level Camps
Wodonga City Council „Healthy Together
Wodonga‟ community conversation
Bike Education Program for Year 3/4
Bi-annual School Production
PBIS - Positive Behavioural
Interventions and Support
Science
Mathematics
English
Humanities
PE/Health
Sport - including Athletics,
Swimming, Cross-country and
Inter-school Sport
Student-run Liturgies & Assemblies
Social Justice Awareness
Indigenous Perspective and
FIRE Carriers Program
Excursions
Foundation student „Buddy‟ program
Year 6, 7& 8 transition support days with
CCW Year 8 students
„Frayne‟s Got Talent‟ contest
STUDENT SATISFACTION
Student Wellbeing Aggregate Indicator
At St Francis of Assisi Primary School, the Student Wellbeing Aggregate Indicator assesses student emotional
wellbeing, the quality of teacher-student relationships and student engagement in learning. It is calculated
using the following components of the School Improvement Student Survey: Emotional Wellbeing (student
Morale, Student Distress and Connectedness to School); Teacher Relationships (Teacher Empathy,
Purposeful Teaching and Stimulating Learning); and Engagement in Learning (Learning Confidence,
Student Motivation and Connectedness to Peers).
Students experienced a marked increase in their wellbeing reflected in significantly higher levels of
engagement through more positive relationships with teachers, stronger motivation for learning and
increased confidence in their ability to engage successfully in their learning experiences.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 18
Leadership & Management
Goals & Intended Outcomes
LEADERSHIP: Clarity, Capacity, Accountability
Goals
Develop diverse opportunities for Student Leadership
Develop opportunities for parents to be involved in the life of the college
Achievements
Throughout the year at Frayne College, we continued to develop the student leadership roles
within the school, these include the Student Sustainability Group, Young Catholic Students, Fire
Carriers, Mob Leaders and Year 6 Guardian Angels.
Throughout the year, the Student Sustainability Group was involved in many initiatives across the
school and in the community. These students were invited to present at the School Environment
Education Directory (SEED) Day held in Wodonga. These students were the only student group
invited to present. The group presented the work in our school community in developing the Nature
Trail. Two members from the SSG also attended the Annual Resource Smart Award Ceremony with
Mrs Suzie Patrala and Mrs Jennyne Wilkinson in Melbourne where we were nominated for Resource
Smart School Winner.
The Young Catholic Student (YCS) group was responsible for many fundraising efforts throughout
the school year including the school disco and Crazy Hair Day as well as leading the fundraising
efforts for our annual Lenten fundraiser for Project Compassion.
Our Mob leaders played a key role in leading the organisation of the Swimming Sports Carnival,
Cross Country and Athletics Carnival.
The Fire Carrier‟s at Frayne College took centre stage in inducting new Fire Carriers in partnership
with Uncle Wally. Our Fire Carrier‟s also took part in the Fire Carrier Walk along the river with St
Monica‟s Primary School and St Augustine‟s Primary School.
At the beginning of the year, our new Foundation students were given a Year 6 Guardian Angel, a
buddy, someone they could go to for help, a familiar face, someone to watch out for them in the
playground. These Guardian Angels were awarded a Guardian Angel pin during the beginning of
year Mass. Throughout the year the Year 6 Guardian Angels would meet with their Foundation
buddy, plan activities for them to participate in during lunch breaks and visited the Foundation
classroom occasionally to share in their learning.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 19
This year we found many ways for parents to be involved in the life of the College. The Friends of
Frayne parent group met monthly throughout the year and were involved in many different
projects in the school.
The Friends of Frayne helped with morning tea and organising family events, Mass‟ and Liturgies,
writing submissions for funding, participating in the writing of school policies and welcoming new
students and families to the school. They were very involved with Open Day in particular
welcoming and talking with new parents to the school.
The Parent Sustainability Group (PSG) continued their work in relation to sustainable practices in the
school and finalised the paving of the last part of the Nature Trail. The trail winds its way around the
school for 1.2 kilometres and is used by students and families daily.
Frayne Family Forums were held once per term and focused on a variety of topics both
operational and strategic as requested by parents.
Parents were invited to consultation meetings about the re-development of the school courtyard
and designing a new nature play area.
In Term 4 the Friends of Frayne parent group in consultation with the Principal developed a new
role for parents called, Class Parent Representative (CPR). This role involves a parent in each class
volunteering to be the representative and being of assistance to the classroom teacher with
events that involve parents, also communicating with parents about class activities and organising
social events. Parents thought this type of role would help bring more parents into the school, help
unite the parent body and ensure both the teacher and parents feel supported. This role will be
instituted in 2016.
EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING
DESCRIPTION OF PL UNDERTAKEN IN 2014
Leaders Network Day
First Steps Training
Inquiry Mindset Project
Dyslexia
ICT Network Day
Environmental Conference
Autism Spectrum Disorder
Google Docs
Union Training
THRASS
1:1 Laptop Program
Secondary Sport
PBIS
Network Library Day
Operation of a Tractor Course
NUMBER OF TEACHERS WHO PARTICIPATED IN PL 22
AVERAGE EXPENDITURE PER TEACHER FOR PL $819
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 20
TEACHER SATISFACTION
Teaching Climate Aggregate Indicator:
At Frayne College, the Teaching Climate Aggregate Indicator assesses schools‟ team-based practices and
teaching and learning environment. It is calculated using the following indicators of the School
Improvement Staff Survey: Student Management, Curriculum Processes, Student Motivation, Respect for
Students, Parent Partnerships, Teacher Confidence, Engaging Practice and Quality Teaching.
Teacher climate measures the engagement of staff, the effect of shared professional learning and a
perspective on team-based practices that impacts on the effectiveness of learning and teaching. Within a
period of significant restructuring, the results of the Staff survey reflect that supportive leadership is evident,
staff are encouraged to contribute their ideas to educational direction and they have confidence in their
ability to impact students outcomes, both academically and their wellbeing.
There has been a decline in teacher morale and confidence, thus impacting the staff sense of wellbeing.
Organisational Climate Aggregate Indicator:
At Frayne College, the Organisational Climate Aggregate Indicator assesses the core components of
school climate that are known to underpin the wellbeing, engagement and performance of staff in schools.
This aggregate indicator is calculated using the following indicators of the School Improvement Staff Survey:
Supportive Leadership, Role Clarity, Teamwork, Empowerment, Ownership, Appraisal & Recognition and
Professional Growth.
Supportive leadership in the school is a relative strength along with engagement of staff but further clarity is
required, embedding processes that give strong direction for the school. Organisational climate results
indicate that there has been a decline over previous years.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 21
Teachers Qualifications - Frayne College - 2015
Teachers' Qualifications
Level This School
Like Schools
All Schools
Degree - Doctorate 0% 0.78% 1.06%
Degree - Masters 16.67% 16.93% 18.21%
Diploma - Graduate 33.33% 44.62% 46.59%
Certificate - Graduate
0% 4.71% 6.89%
Degree - Bachelor 50% 80.61% 85.74%
Diploma - Advanced 16.67% 19.28% 20.55%
No Qualifications Listed
50% 5.38% 4.32%
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 22
TEACHING STAFF ATTENDANCE RATE
Teaching Staff Attendance Rate 82.05%
STAFF RETENTION RATE
Staff Retention Rate 62.5%
FRAYNE COLLEGE STAFF COMPOSITION
PRINCIPAL CLASS 2
TEACHING STAFF (HEAD COUNT) 22
FTE TEACHING STAFF 14.84
NON-TEACHING STAFF (HEAD COUNT) 11
FTE NON-TEACHING STAFF 4.17
INDIGENOUS TEACHING STAFF 0
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 23
School Community
Goals & Intended Outcomes
Meet requirements for Information, Communication and Technology standards by updating
infrastructure.
Develop and maintain an interesting, safe and aesthetically pleasing physical learning
environment inside and outside the classroom for both passive and active learning.
To be part of the CEW future Provisions group, to be informed and to be involved in the decision
making around Catholic education in Baranduda and Wodonga.
Achievements
During 2015 Frayne College employed the services of Nettek in an attempt to update Information,
Communication and Technology resources across the school. During 2015 a number of resources
were updated including; Wi-Fi Internet, administration servers, uninterruptible power interruptible
supply (UPS), network switches. Wi-Fi Internet was also installed in the Foundation room, library and
Deb Cousin‟s Gathering Place.
As well as infrastructure a number of processes were implemented school wide for accountability,
service management and keeping up to date with current technologies.
The use of Capser Device Management System was also a focus for being accountable for each
of our technology resources across the school. By using Casper we are able to account for each
laptop and iPad owned by the school. This system is used to track devices, serial numbers, who
devices are assigned to and what Apps or software is installed on devices.
iPad secure storage was purchased during 2015 to house the 50 iPads the school has. This storage
charges, syncs and secures our devices.
This goal has been carried over to 2016 when the ICT Audit will occur in preparation for our
transition to ICON in 2017.
In Term 2 a climbing frame, which the children call the „spider web‟ was built in the playground. It
was immediately very popular with students of all ages. The garden beds in the school were
cleaned and re-planted and the family plaques were placed under the trees on the avenue
leading to the bus stop. The existing playground equipment was cleaned and fixed so to be fully
utilised. School signage was developed and then put on hold until the new school name was
decided upon. The path to the bus stop was resurfaced and additional paths were put in to the
chook shed and the tech shed.
The Parent Sustainability Group finished surfacing the last stage of the nature trail and Father
Dennis opened and blessed the trail in the middle of the year. The Nature Trail starts at the cross at
the front of the school and winds its way around the school and back to the cross. It goes through
the trees on the right hand perimeter of the school, down towards the dam and back up past the
orchard and vegetable garden.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 24
An architect was employed mid-year and students, staff and families were consulted about
developing the Courtyard and designing a new nature play area. Students, staff and families were
consulted about what they would like to see in each of these areas. Lots of ideas were collected
and the architects have come back with draft plans for us to review. We hope work on these areas
will start in Term 2, 2016.
The CEW Future Provisions Group was established in 2015. The group consists of Principals from the
four CEW schools, Father Dennis our Parish Priest, Tony Holt Business Manager at Catholic College,
Mr Kevin Keating a local parishioner who has had involvement in our schools for many years, Mrs
Jane Tinkler, Frayne College Parent Representative and a Parent Representative from St
Augustine‟s. The group is convened by, Ms Angela Killingsworth from the Catholic Education
Office. The group has met on several occasions in 2015 to plan and co-ordinate the community
consultation and analyse the data collected. The group continues to synthesise the data in order
to design a way forward for Catholic Education in the future.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 25
PARENT SATISFACTION
Community Engagement Aggregate Indicator:
At Frayne College, The Community Engagement Aggregate Indicator assesses parents‟ perception of their
involvement in the school and their child‟s education. It is calculated using the following indicators of the
School Improvement Parent Survey: Approachability, Parent Input, Communication, Reporting and School
Improvement.
Parents have highlighted increased levels of satisfaction in their engagement with the school, of staff and
student engagement in learning programs, student motivation and in improved peer relations.
Parents report a high level of opportunity for input into the learning programs of students, affirming the
provision of higher levels of stimulating learning and the school‟s focus on school improvement.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 26
Financial Performance
REPORTING FRAMEWORK MODIFIED CASH
$
Recurrent income Tuition
School fees $64,533
Other fee income [Camp] $84,190
Private income $40,243
State government recurrent grants $658,821
Australian government recurrent grants $1,678,677
Total recurrent income $2,526,464
Recurrent Expenditure Tuition
Salaries; allowances and related expenses $1,620,632
Non salary expenses $469,281
Total recurrent expenditure $2,089,643
Capital income and expenditure Tuition
Government capital grants -
Capital fees and levies $111,258
Other capital income -
Total capital income $111,258
Total capital expenditure $48,834
Loans (includes refundable enrolment deposits and recurrent, capital
and bridging loans) $265,675
Total opening balance $547,039
Total closing balance $460,805
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.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 27
Future Directions
A copy of our St Francis of Assisi Primary School 2016 Annual Plan is below. An interim strategic plan was
devised for 2015 in preparation for 2016. Both these documents are available on our website:
www.sfwodonga.catholic.edu.au
In developing our strategic plan we were mindful that in the next phase of our development we want to
“…continue to create and celebrate an inclusive catholic community.”
To do this we plan to:
…celebrate, express and experience our Catholic Identity.
…clarify and build the capacity of our Leaders.
…further develop our ability to be engaged, reflective learners.
…nurture a sense of belonging through community & deep relationships.
…plan and develop sustainable facilities in natural spaces.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 28
ST. FRANCIS OF ASSISI
ANNUAL ACTION PLAN 2016
In consultation with the Sandhurst Catholic Education Office, Frayne College has chosen three CoSSi
dimensions to focus on in 2015.
These are Learning & Teaching, Pastoral Wellbeing and Stewardship of Resources.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 29
Learning and Teaching
Goal Responsibility Key Resources Timeframe Indicators
Implementing the
Walker Learning
Approach in years F-2.
Jennyne Wilkinson
Natalie Pierce
Michelle Unsworth
Teresa Ellison
Tara Thompson
Early Life Foundations:
Walker Learning: Kathy
Murray
St Liborious Primary School
Learning and Teaching;
Senior Education Officer:
Arn Gorman
2016 Teacher
confidence in
planning,
delivery and
evaluation of the
program
Consistent
approach across
the years F-2
years.
Investigate the
implementation of the
Walker Learning
approach in years 3-6.
Natalie Pierce
Leadership Team
Years 3-6 Teachers
Early Life Foundations:
Walker Learning: Kathy
Murray
St Liborious Primary School
Learning and Teaching;
Senior Education Officer:
Arn Gorman
2016 Decisions about
implementation
made and
staged.
Staff have
received
professional
learning about
the 3-6
approach.
Leadership
Goal Responsibility Key Resources Timeframe Indicators
Develop greater
opportunities for student
leadership.
Jennyne Wilkinson
Natalie Pierce (YSC)
Suzie Patrala (SSG)
Michelle Unsworth (Tech
Heads)
Bernadette Todd
(Wellbeing)
Just Leadership Day
Teacher Leaders
SEED Day
2016 Teams leading school
initiatives.
Students speaking at
and leading assembly.
Development of
students written
newsletter items.
Opportunities to
troubleshoot issues in
the school.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 30
Catholic Identity
Goal Responsibility Key
Resources
Timeframe Indicators
Embed the new
charism of St Francis.
Jennyne Wilkinson
Natalie Pierce
Fr. Dennis, Fr.
Junray
CEO
Religious
Education -
Kerrie Hill
2016 Increase students understanding
about the life of St Francis and his
teachings.
Staff and students are confident in
talking about St Francis
Staff and students are inspired by the
life of St Francis.
Student leaders are inspired by the
life of St Francis.
Pastoral Wellbeing
Goal Responsibility Key
Resources
Timeframe Indicators
Develop a whole
school behaviour
management
framework.
Leadership Team
LaW team
Dan Petro
Staff
Education Officer;
Pastoral Wellbeing:
John Mitchell
2016 Consistency across year levels
when dealing with behaviour.
Staff using a whole school
approach to behaviour
management.
Meet compliance
standards for Child
Safety Standards
Jennyne Wilkinson
Leadership Team
Staff
Education Officer;
Pastoral Wellbeing:
John Mitchell
August 1, 2016 Meet compliance standards.
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 31
Stewardship of Resources
Goal Responsibility Key Resources Timeframe Indicators
Meet requirements
for Information,
Communication
and Technology
standards by
updating
infrastructure.
Jennyne Wilkinson
Michelle Unsworth
Senior Education Officer:
Digital Technology; Grant
Fitzgerald
NetTek
2016 Minimum Requirement
met in accordance
with CEO Audit.
Establishment of
purposeful Learning
Technology provisions
to enhance student
learning.
Infrastructure ready for
ICON rollout.
Development of the
courtyard and
nature play area.
Jennyne Wilkinson Somewhere Architecture
Community Feedback
2016 Courtyard and nature
play staged for
completion
FRAYNE COLLEGE, BARANDUDA
2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 32
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