2016 Annual Report Primary - OLPS€¦ · raising awareness within the community about Social Justice issues. The school recognises the importance of social and emotional wellbeing

2016

ANNUAL REPORT

TO THE SCHOOL COMMUNITY

Our Lady’s Primary School, Annual Report to the School Community 2016

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Contents

Contact Details 2

Minimum Standards Attestation 3

Our School Vision Error! Bookmark not defined.

School Overview Error! Bookmark not defined.

Principal’s Report 4

Parish Priest’s Report 6

School Education Board Report Error! Bookmark not defined.

Education in Faith Error! Bookmark not defined.

Learning & Teaching Error! Bookmark not defined.

Student Wellbeing Error! Bookmark not defined.

Leadership & Management 14

School Community Error! Bookmark not defined.

Financial Performance 18

Future Directions 19

VRQA Compliance Data 19


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Contact Details

ADDRESS Craigieburn Rd. Craigieburn. 3064

PRINCIPAL Paul McEntee

PARISH PRIEST Varghese Kurisingal

SCHOOL BOARD CHAIR

TELEPHONE (03) 9308 2011

EMAIL [email protected]

WEBSITE www.olcraigieburn.catholic.edu.au

Minimum Standards Attestation

I, Paul McEntee, attest that Our Lady’s 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 2016 school year under the

Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

19 May 2017


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Our School Vision

Our Lady’s is a Catholic Parish School that upholds the gospel

values of love, faith, hope and justice.

We follow the example of Jesus and Mary in fostering our

relationship with God.

As an active and committed learning community, we strive to

provide an innovative, stimulating, balanced and inclusive

curriculum that reflects current educational developments.

Respect for individuality and cultural diversity is fostered by

developing a sense of belonging and self-worth, enabling us to

become responsible members of the local and global community.


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School Overview

Our Lady's Catholic Primary School is one of three primary schools under the governance of the Parish of

Our Lady’s Parish Craigieburn and Roxburgh Park. Mother Teresa, Mount Ridley, and Good Samaritan,

Roxburgh Park are the other two schools. A new school named Oscar Romero is due to open in 2018 to

service the new building estates located in West Craigieburn.

Our Lady’s is situated on the corner of Bridgewater and Craigieburn Roads and covers approximately 2

hectares. With a current enrolment of 652 students and over 60 staff with 25 classes. With a rich cultural

diversity, Our Lady's endeavours to ensure students and their families are given the opportunities to

celebrate and share their history and culture. The Learning and Teaching programs within the school are

designed to engage students in a broad range of curriculum areas and stimulate their sense of curiosity in

the world around them. In addition to the prescribed AusVELS curriculum and our Religious Education

program, we offer specialist classes in the areas of Visual and Performing Arts , a Science Discovery

Centre and Physical Education. Students have access to and digital technology as a tool for learning in all

levels of the school.

We provide our students with a range of faith and life experiences, and Religious Education is seen as a

focal point in the school curriculum. We aim to educate the children in the basic beliefs and practices of

the Catholic Faith, as well as instruction and preparation for children and parents for the reception of the

Sacraments of Eucharist, Reconciliation and Confirmation. Class and whole school liturgies are

celebrated on a regular basis. Within the Religious Education curriculum, there is a special focus on

raising awareness within the community about Social Justice issues.

The school recognises the importance of social and emotional wellbeing as a foundation to learning

success. The Wellbeing Team works with staff in developing programs within classrooms to promote

resilience and emotional intelligence in all students, under the framework of being Safe, Responsible and

Respectful.

Students have many opportunities to be actively involved in leadership throughout the school; eg. Class

Captains, Sports Captains, Justice Leaders, Peer Activity Leaders, Safety Representatives and School

Captains. Our Lady's is offering a school camp program in Years 4, 5 and 6, where students are given the

opportunity to travel to a variety of venues to undertake activities that challenge their abilities and build

self-esteem. They learn how to work in teams, solve group problems and how to accept, trust and rely on

others. Our Lady's values the work and great support it receives from the members of our school

community. Parents play a vital role in the partnership between home and school. The school has an

active Parent Advisory Council groups, where parents can assist in the governance, fundraising and

social activities. Parents are also encouraged to support in a variety ways including canteen, book club,

and classroom helpers.


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Principal’s Report

Dear Parents of Our Lady’s Primary School

On behalf of Father George and the staff of Our Lady’s Catholic Primary School, I am pleased to present to you the Annual School Report for 2016. The 2016 school year was highlighted by our students and staff relocating to our new building - our ‘super classroom’ housing 12 classes in a bright and vibrant learning area. I wish to thank our students and staff in enabling a smooth transition to the new building. An added bonus was the hall extension and its transformation to a gymnasium providing an indoor area for our sports and phys ed programs. It also provides a place where our whole school can gather for special occasions.

It goes without saying that as a Catholic Primary School our catholic identity is an integral part of our school and its community. In 2016 our school supported the Graduate Certificate in Teaching Religious Education led by The Catholic Theological College. On weekends staff from not only our school but other nearby catholic schools attended lectures and tutorial sessions at our school. The course provides valuable insights to staff in providing best practice in Religious Education to our students. Thank you to Mary McCormick our REL who coordinated the process.

In 2016 we continued our work with the University of Melbourne Network of Schools program (UMNOS), that provides support and guidance to our school’s commitment to continuous improvement which was evidenced in the work undertaken with our “expert teachers’, who have worked collaboratively with our staff in their pedagogical approaches in the areas of Numeracy and Literacy. I commend each member of staff of this community, as well as the school leadership, for their commitment, enthusiasm and excellent work ethic. Their dedication to school improvement has resulted in a shift towards more collaborative and cohesive practices within the school. Our work with UNMOS is ably supported by Loretta Robbins our UMNOS Success Coordinator.

An initiative commenced in 2016 was our ‘Headstart’ program, that provided an opportunity for our prep intake for 2017 to participate in an eight week transition to school program. The program provided valuable insight to our prep 2017 intake and also allowed new families familiarise themselves to our school community. Cinzia Mancuso our transition leader is to be commended for her work in managing this program.

Another initiative for parental involvement and supporting our school community was the establishment of our ‘Parent Hub’. The Parent Hub is an informal meeting place for parents/carers to come together in a safe and welcoming space. The Hub has a focus on, Building positive connections between children, the family and the school, being a place where children and families are welcome, is Child and diversity friendly and provides a Sense of belonging for all. Anne Croughan (Deputy Principal- School Community) deserves special thanks for her of our Parent Hub.

Our Lady’s values and nurtures relationships with students which are safe, respectful and supportive, and which help students to reach their full potential. The school is focused on building individual and collective wellbeing through a climate of care and positivity. In 2016 Ministerial Order No 80 outlined the minimum standards all schools must adhere to regarding student wellbeing and safety. Lina Vescio our Student Wellbeing Leader is to be thanked for her guidance in this important area.

In closing, I look forward to the 2017 school year as we continue to build on the work commenced in 2016. I have enjoyed working with a dynamic staff and feel very privileged to be part of this vibrant learning community whose aim is to provide an education based on success for all.

Paul McEntee Principal


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Education in Faith

Goals & Intended Outcomes

Goal: To strengthen the Catholic culture and identity of the school.

Intended Outcomes:

That students are engaged and challenged in a contemporary Religious Education program.

That students, staff and parents make connections with and express their faith through their

actions and behaviours.

Achievements

VALUE ADDED

● Teacher skills and needs analysis survey administered - Professional learning in Scripture and classroom prayer strategies were noted as the highest areas of need.

● Use of Formative Assessment strategies evident in some R.E. units - this is an area of ongoing development.

● R.E. Term overviews for staff to use as a basis for planning gave some direction for planning. Staff used these as a starting point for collaborative planning.

● More holistic planning in RE units - staff using the Religious Education Framework as a starting point, then units are enriched through the use of other resources and teaching and learning strategies. One level using a ‘Faith and Life’ Inquiry approach to planning R.E. - linking religious concepts to real life inquiries.

● Learning in Religious Education given visual prominence through more pin up board displays around the school.

● Use of more contemporary approaches promoting student engagement in R.E. topics celebrated by whole school ‘Gallery Walks’ - for Holy Week and for Catholic Social Teaching R.E. units - these were well received by both staff and students.

● Five staff completed Year 1 of the ‘Graduate Certificate in Teaching Religious Education’ done in conjunction with Catholic Theological College using our school as a campus.


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Learning & Teaching


Goal: To engage students in a contemporary curriculum and pedagogy which challenges them to excel.

Intended Outcomes:

That students will be confident, responsible, and engaged in their learning.

That student learning outcomes in literacy will improve.

That student learning outcomes in numeracy will improve.

Achievements

During 2016 we continued our work with the University of Melbourne through their Network of Schools

Program. This program has allowed us to focus our school improvement in student reading outcomes

around high impact, research based, instructional strategies. We embedded the Dianne Snowball model

of independent reading throughout the school and supplemented the use of reading conferences with the

Fountas and Pinnell program ‘Levelled Literacy Intervention’. The school purchased a number of kits to

resource the program and teachers now have a common pedagogical practice for reading sessions from

Foundation to Year 6.

In line with the importance we place on high quality professional learning that is embedded in our school

context, we continued our use of external consultants to coach teachers in the areas of reading, writing

and mathematics. Mary McQuiltan and Rob Vingerhoets continued their work begun in 2015, ensuring

that teachers in all levels developed their skills in the area of independent reading and contemporary

mathematics. In addition, Terri Campbell worked with our teachers on improved strategies to teach writing

within the 6 writing traits.

The work Our Lady’s has done to date in developing a whole school pedagogical practice in the area of

reading comprehension, was acknowledged in the wider education community when school leaders were

asked to present the work of the school to the Northern Region Learning and Teaching Network. This was

followed with a request from Catholic Education Melbourne to develop a short documentary showing the

change of practice and the impact having a researched based and strategic approach to teaching reading

has had on improved student outcomes.

Our students who come from a background other than English, add diversity and richness to our school

environment. The work of our specialist EAL support teachers in developing an online tracking system for

recording and setting future learning goals for these students, has led to teachers personalising their

instruction and addressing the specific learning needs.


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Our school Assessment Schedule was developed in line with the Response To Intervention (RTI) model.

School based benchmarks enabled teachers to track students working above or below the expected

standard and develop enriching teaching programs as a result. Where students fell well below

benchmark, tier 2 assessments were administered to gain deeper insight into the possible learning

difficulties these students may have. Teachers then met with the the Student Diversity Leader to develop

a more personalised instructional program for these tier 2 and 3 students.

Much of our NAPLAN data reflected the changed focus for improving learning outcomes in the areas of

reading, writing and mathematics. WIth the exception of Year 3 reading, where were 1 band point behind

the growth experienced throughout the state, all other areas in both Year 3 and Year 5 showed

significantly more growth compared to the state between 2014 and 2016.

STUDENT LEARNING OUTCOMES

Year 3 Scaled Scores

2014 2016 Difference in Growth

READING

State 433 439 +6

Our Lady’s 408 413 +5

WRITING

State 417 436 +19

Our Lady’s 408 440 +32

NUMERACY

State 415 415 0

Our Lady’s 378 390 +12

Year 5 Scaled Scores

2014 2016 Difference in Growth

READING

State 511 512 +1

Our Lady’s 480 492 +12

WRITING

State 482 491 +9


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Our Lady’s 462 491 +29

NUMERACY

State 498 504 +6

Our Lady’s 464 483 +19


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Student Wellbeing


Goal: To strengthen students’ resilience, engagement and connectedness to the school and to each other.

Intended Outcome:

That students will be responsible for their behaviour and learning.

That students will demonstrate increased resilience in their learning and in their relationships

with others.

Achievements

● Cybersafety Workshop for Years 3-6 and compulsory parent workshops

● Beginning of PBS (Positive Support Team) to support students who exhibit Tier 2 / Tier 3 behaviours

requiring intervention and supporting teachers. Including the use of Functional Behavioural

Assessment (FBA) as a tool

● Introduction of whole school Mindfulness Meditation schedule in Term 1.

● Life Skills Program for Preps to year 6 in Terms 1 and 2.

● Circle Time to be incorporated into each SEL session each week, providing student voice and

opportunity to problem solve.

● Year 3-6 Kids Club at lunch, two lunchtimes per week

● Child Safety program in term 4 for all students to support the Ministerial Order No.870-Child Safe

Standards

● Establishment of Child Safe Team

● Reviewed and complied with Ministerial Order No.870-Child Safe Standards

VALUE ADDED


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STUDENT SATISFACTION

● Comments regarding the results from the Student SRC surveys can be included here.

AVERAGE STUDENT ATTENDANCE RATE

BY YEAR LEVEL

%

Overall average attendance


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Leadership & Management


Goal: To develop a professional learning community where all staff are committed to and share responsibility for improving their own work and the work of their colleagues through engaging practices.

Intended Outcome:

That staff teamwork will improve.

That communication will improve.

That staff give and receive effective and relevant feedback on their teaching and leadership

practices.

Achievements

● Professional Learning Community Leaders introduced and Professional Learning

provided for these leaders focusing on ‘How to Lead Professional Learning

Communities’ (Professor Patrick Griffin ARC model)

● Introduction of structured observation and formal feedback from the Professional

Learning Community Leaders.

● New Deputy Principal structure, Deputy Principal School Community, Deputy Principal

Curriculum and Pedagogy and Deputy Principal Staff Management and Development.

● Development of a staff charter “Doing the Little Things Right”.

● Further study by three staff in the area of leadership.

● External Facilitators working with the whole staff, small groups and one on one in the

areas of Reading (Mary McQuilten), Writing (Terri Campbell) and Mathematics (Rob

Vingerhoets).

● Implementation of the action research cycle in conjunction for all teaching with their

annual review meeting.

● Review and audit of current induction procedures and process for all new staff.

● New Professional Learning Community structure with a particular focus on student

evidence.

● Anaphylaxis training

● ABLES training

● Completion of first aid level 2 for all staff holding a leadership position in 2016.

● Year 5 and 6 teachers have been trained in using Hapara Workspace to differentiate student learning in Inquiry.


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● IT Infrastructure in the school has improved with new network racks and extra wifi in the new building.

● Smart TV’s have been purchased for all classrooms in the new building ● Charging facilities for Chromebooks and MAcbooks have been upgraded with the

purchase of 3 carrier trolleys. ● All school iPAds are now managed through a central management system through the

IT Office ● Through timetabling changes the eLearning Leader is more available for students and

teachers to visit classes and model best practice ● The Introduction of electronic sign in / sign out for staff, visitors and contractors has

added to school efficiency and security ● Digital signage has been included in the foyer to inform visitors of school practices and

upcoming events.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2016

● ABLES online program ● Anaphylaxis Training ● Writing Symposium ● ECO Warden Induction Training ● Stitches First Aid Education ● Project Zero Perspectives Conference ● Religious Education Network ● K-12 Ed Leaders Congress at EduTECH 2016 ● Reading Recovery Ongoing PL: Initial Day & Seminar ● Deputy Principals Network North Western ● Family School Partnership Leaders Induction and Orientation ● School Wide Positive Behaviour Support - Tier 2 Training ● Assessment Capabilities ● Additional Learning Needs Coordinators Network ● Ron Ritchhart - Creating Cultures of Thinking ● Mathematics: Expert Teaching F-4 ● Northern Reg. - Students with Disabilities Application Guidelines ● Catholic Identity: Reading Your School's ECSIP Data ● MJR Conference ● Exploring The Bible ● Child Safety: Responding and reporting abuse ● Evidence-based approach to increase use of target language ● International Dance Educators Workshop 2016 ● Victorian Music Curriculum ● ICON School Leaders

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 38

AVERAGE EXPENDITURE PER TEACHER FOR PL $814


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School Community


Goal: To build strong partnerships with parents, parish and the local and global community.

Intended Outcome:

That parents are more actively engaged in their children’s learning.

That students will transfer their learning into action.

Achievements

Writing of Strategic Plan for School Community

79.14% of our Year 3 to 6 parents attend the compulsory Cybersafety Parent workshops, 8%

who couldn’t attend met with Deputy Principal to discuss the material presented at the

workshops. Remaining 14% had information sent home with a personal feedback sheet

attached.

85 parents surveyed on ‘Understanding Learning and Teaching’

Class Captains from Years 3 to 6 attended the Halogen National Young Leaders Conference

3 students represented Our Lady’s in the Combined Schools Choir at the Craigieburn Memorial

ANZAC Day Ceremony. School Choir under the leadership of Performing Arts Teacher and a

Prep parent conducted the school choir at Year 6 Confirmation and Christmas Carols at

Craigieburn Central.

Garden Club on Monday during lunch recess.

Opening of the Community Hub in Term 3

Students showcasing their learning through the School Production ‘Step Back In Time’. Parents

involved in the sets and costuming for the school production. 84% of A-K families represented

on the first night and 87% of L-Z families represented on the second night of the production.


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Two Preschool Storytime sessions held during Book Week in the school library

Parent Information Sessions held in conjunction with the 2017 Headstart Program in the

Community Hub

Year 5 & 6 Natural Disasters Showcase opened up to all year levels and parents

School Captains represent Our Lady’s at State Government announcement for Development of

Craigieburn Road

Whole school participation in HUME ‘Walk to School’ with an average of 34 students, 14

parents and 2 teachers walking each Wednesday and Friday morning from Craigieburn Leisure

Centre.

Pirate Day Fundraiser for a member of our school community

School Community Mural (in the Community Hub) constructed in partnership with a parent

(artist) and HUME Men’s Shed

PARENT SATISFACTION

The Community Engagement Indicator increased from 73.7 in 2015 to 80.1 in

2016.

Parent engagement has been linked to improved student learning and wellbeing outcomes.

The Parent Engagement Framework has 4 lead indicators:-

1. Leadership - Principal, teachers and parents leading parent engagement together

2. Relationship - one to one respectful relationships that meet parent needs

3. Learning - a focus of all activities and student learning

4. Reflection and Evaluation - active learning feedback and evidence-based decision

making

Our Lady’s moved into the top 25% of Australian Schools in the following Indicators:-

Relationships - Parent partnerships from 75 in 2015 to 82 in 2016

Learning - Parent Partnerships from 75 in 2015 to 82 in 2016 & Reporting from 66 in 2015 to

79 in 2016


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Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 5670

Other fee income 207 020

Private income 75 612

State government recurrent grants 1 207 108

Australian government recurrent grants 4 752 088

Total recurrent income 6 247 498

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 4 467 557

Non salary expenses 870 184

Total recurrent expenditure 5 337 741

Capital income and expenditure Tuition

Government capital grants 408 805

Capital fees and levies 476 455

Other capital income -

Total capital income 885 260

Total capital expenditure 1 715 304

Loans (includes refundable enrolment deposits and recurrent, capital and

bridging loans)


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Total opening balance 221 050

Total closing balance 928 316

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..

Future Directions

● This section is optional. ● Recommended word length is approximately 400 words.


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VRQA Compliance Data

● Copy your School Performance data via the link on the Annual Report to the School Community 2016 page and past here.

Documents

2016 Annual Report Primary - OLPS€¦ · raising awareness within the community about Social Justice issues. The school recognises the importance of social and emotional wellbeing