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2017 Annual Report

St Peter’s Primary School. 32 Wedge St, Epping.

2017 Annual Report to the School Community 1

Contents

Contact Details 2

Minimum Standards Attestation 2

Our School Vision 3

School Overview 4

Principal’s Report 5

School Education Board Report 6

Education in Faith 7-8

Learning & Teaching 9-14

Student Wellbeing 15-17

Child Safe Standards 17

Leadership & Management 18-21

School Community 22-23

Future Directions 24

VRQA Compliance Data 25-26



Contact Details

ADDRESS 32 Wedge Street Epping, VIC 3076

PRINCIPAL Kerry Miller

PARISH PRIEST Rev Anh Nguyen

SCHOOL BOARD CHAIR Susan Uniacke

TELEPHONE (03) 9401 1157

EMAIL [email protected]

WEBSITE http://www.stprepp.catholic.edu.au

Minimum Standards Attestation

I, Kerry Miller, attest that St Peter’s catholic Primary School, Epping 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 2017 school year under the

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

20 May, 2018

http://www.stprepp.catholic.edu.au/



Our School Vision

ST PETER’S CATHOLIC PARISH PRIMARY SCHOOL Our learning enriches our Catholic faith and life. Enlivened by the Holy Spirit we explore the possibilities of our world and are called to make a difference; embracing challenges, seeking meaning and celebrating success.



School Overview

St Peter's Catholic Parish Primary School is in the suburb of Epping, located in the outer north of Melbourne. The school acknowledges the rich and long standing traditions we have, and the influence of the Good Samaritan Sisters who founded the school in 1934, while endeavouring to deliver a contemporary approach to curriculum.

In 2017 we had a staff of 41 comprising 32 teachers, 6 teaching assistants, 2 administration staff and 1 maintenance person.

The Parish Priest, Rev Maurie Cooney along with Rev Martin Jeremias, the assistant priest were both transferred from our parish community in August and Rev. Minh Tran SJ, served as the new Parish Priest from 3 August, 2017 until 9 January, 2018.

We celebrate a diverse and multicultural community enriched by the many students and families from non-English speaking backgrounds with an enrolment of 436 students in 2017. 37% of our students are from language backgrounds other than English and include Indian, Sri Lankan, Syrian, Italian, Greek, Asian, Filipino, Chinese and African.

St Peter’s Primary School is a Visible Learning school that strives to provide a happy, safe and supportive learning environment where children are empowered to be thinkers, encouraged to take risks and to reflect on their learning in the current and future world. The school property is set on a large block with attractive surroundings and our historic Church on the site. There are 4 collaborative learning communities, one for each level. These spaces are designed to meet the needs of an ever changing 21st Century learning environment. We have a large multipurpose area, a STEAM Learning centre, a bright and engaging resource centre (library), a community centre, a variety of playing surfaces including an asphalt court, large grass playing fields, Tiger Turf areas, two adventure playgrounds and sandpits, an environmental garden and several outdoor learning areas. All learning areas are fully air-conditioned and heated.

There are several project based learning programs offered to students throughout the school including Discovery Play Based Inquiry, the Stephanie Alexander Kitchen Garden Program and DaVinci Discovery program.

Students are offered a range of alternative lunchtime recreation activities such as a walking club, games club, mighty muscles exercise club, dance club, movie time, green thumbs gardening club and book club with new activities being developed throughout the year.

Technology facilities at the school include fully networked learning spaces, over 300 devices including laptops, iPads, iPods, Chromebook and large all in one touchscreen computers which are available for student use. There are interactive whiteboards in every learning pod. All learning pods and shared spaces have access to a wireless network which allows for the use of mobile digital devices. Students also use digital microscopes, hovercams, 3D printers and scanner, digital cameras, virtual reality headgear and robotics/coding to enhance and support contemporary learning. Students learn how to be responsible users of technology and the internet through their daily use of their online educational learning spaces. We are an accredited eSmart school.

Staff at St Peter’s School are widely recognised as a strong Professional Learning Community, and continually contribute to the rich contemporary learning environment at St Peter’s School.



Principal’s Report

St Peter’s Parish has a long and rich history in this area dating back to 1867 and has been providing education to the

children of the Parish on this school site, since 1934. Our school is a dynamic community of learners.

We strive for excellence, recognising that we are working together collaboratively, with shared goals and co-learning

for continuous improvement. Staff at our school demonstrate and model a love of learning.

Parents are the primary educators of children and we share in a partnership to help each child reach their full

potential. Parents and family members are welcomed and encouraged to be active in their child’s learning at school,

both through their participation and contributions.

Sustained by the values lived by Jesus in the Gospels, we strive to promote a Catholic worldview through our

teaching and learning. We are committed to providing the best possible opportunities for each child to contribute fully

and purposefully as socially just and active citizens.

We offer a happy, safe and stimulating environment in attractive surroundings and teach the children the knowledge,

skills, values and attitudes that will sustain them throughout their lives.

Kerry Miller

Principal



School Education Board Report

Each year the School Education Board is invited to review the Annual Action Plan (AAP) and identify areas of interest to investigate further and areas in which the Board members feel they can contribute towards. This reflection then forms a guide to our agenda foci for the year ahead. The 2017 foci are outlined below:

Meeting Focus

Tuesday 21 February, 7pm Leadership and Management Sphere Welcome to new year. Theme for 2017 Ratification of E- Smart Accreditation Key messages from AAP. Foci and Projects for 2017 for Board Response to draft School Vision

Tuesday 28 March, 7pm Education in Faith Sphere Christian Meditation and dialogue on our faith story Social Justice projects School Vision Begin process of re-visioning homework policy

Tuesday 2 May, 7pm Student Wellbeing Sphere Healing Minds Social and Emotional learning and Mindfulness and Circle time Homework Policy

Tuesday 20 June, 7pm Learning and Teaching Sphere STEAM learning Bluearth initiative Homework Policy

Tuesday 25 July, 7pm Community Sphere Family School Partnerships

Tuesday 19 September, 7pm Board Celebration

Tuesday 17 October, 7pm Learning and Teaching Sphere Homework Policy

Wednesday 6 December, 3.30pm

Staff and Board Members Combined Meeting Annual Action Plan Review of 2017 Identification of actions for 2018

2017 Board Members:

Board members included Susan Uniacke (Chairperson), Emma Canning (Staff Rep), Helen Karataglidis, Sarathy Ranganathan, Maggie Callaghan, Olivia Luvara, Danni’ Elle Cisar, Sonia Bosco, Liz Iglesias, Michael Brancatisano.



Education in Faith

Goals & Intended Outcomes

To enhance the Catholic identity of St. Peter’s school as a living faith community in the church and world of today.

That the St. Peter’s school community confidently and competently enacts and is true to our vision. That students enact and confidently engage with our living faith community.

Achievements

Living the Vision ● Religious Education (RE) at St Peter’s is focused on rich and rigorous dialogue where students, staff and

families are encouraged to engage in questioning and wondering in seeking answers and solidifying our own faith. This dialogue involves the sharing of our own faith story.

● RE is embedded in the Learning and Teaching Sphere and is made relevant to our students by integrating

faith and life through an Inquiry Approach.

● We ensure that our Faith and Life is celebrated every day at St Peter’s through formal and informal opportunities. We engage in whole school meditation twice a week, we make connections to our Patron Saint St Peter and what we can learn from him about Faith. We celebrate the Liturgical Seasons of Lent, Easter, Advent and Christmas, as well as acknowledge and celebrating as a Parish Community the Sacraments of Reconciliation, First Eucharist and Confirmation.

● A focus for our staff in bringing our Faith to Life this year has been

utilising the Catholic Social Teaching principles, the Pedagogy of Encounter tool and The Renewed Curriculum Framework. In 2017 our school created rich opportunities for staff and students to engage in open and respectful dialogue with the Christian narrative and the Catholic tradition on the one hand, and a diversity of meanings, understandings and beliefs on the other. In this way students, staff and families are invited and challenged to deepen their understanding of themselves, others, the world and God, and develop their authentic selves.

Relationships and Community

● In 2017 our school theme was: ‘Empowered by the Fruits of the Spirit, be animated in Faith, Life and Learning.’ This theme was supported by the scripture from Matthew 7:20 ‘So by the fruits of the Holy Spirit you will know them…’ We named our Contact Groups based on five of the Fruits of the Holy Spirit; Love, Joy, Peace, Kindness and Generosity. As a whole school we began our year by unpacking how we live these Fruits on a daily basis and continued to reflect on how our annual theme inspires us each and every day. This artwork was created by students during their STEAM learning to represent the theme and scripture for the year.

● As one of three schools in the Catholic Parish of Epping and Epping North an aligned Sacramental Season was introduced in 2017. By celebrating our Sacraments in one season it highlighted and demonstrated that we at St Peter’s see the whole school engaging in what Sacramentality means for our community today and how we live sacramentally as integral to our being.

● Our Sacramental Season is not just focused on the Sacraments of Reconciliation, First Eucharist and Confirmation, these Sacraments are integral and important elements of our faith and our Catholicity however, it is just as important to recognise that we experience sacrament in all aspects of our lives.

● For the families and year levels that are not involved in celebrating formal



Sacraments we ensured all families engaged in dialogue around what it means to live our day to day lives sacramentally.

● The sacramental learning program from Prep-Year 6 included participating in Parish Mass, visits from the Priests (and Bishop if in senior school), Family night, home learning, reflection, celebration, exploration, wondering and most importantly questioning!

● In collaboration with the families we facilitated learning that prepares our students for the Sacraments of Reconciliation, First Eucharist and Confirmation and how we live these Sacraments in our day to day lives.

● Prep orientation included a welcome at Parish Mass and prayer experience for children through Godly Play.

Professional Development and Faith formation

● Continued to build teacher capacity so that all staff confidently utilised a variety of approaches to teaching and continued using relevant liturgical and prayer practices. The Faith/Life team of teachers attended the RE Collective meeting each term during 2017 that focused on the Renewed Framework, the Pedagogy of Encounter and Assessment in RE. This work was captured by the Catholic Education Office via video and used to support the focus on Catholic Identity through the pedagogy of encounter.

● To further develop and have the opportunity to share our personal faith stories all school staff along with Parish staff and staff of our other Parish school joined together and actively participated in our annual Parish staff seminar with the theme being ‘Who am I called To Be?’. The focus was on Catholic Social Teachings and how we can respond to this call for justice in the world. Keynote speakers included Moira Kelly and Paul Sharkey. Staff participated in workshops during the day.

● The Northern Region Religious Education advisors worked with the staff over a number of

professional learning opportunities to further build our understandings of Sacrament and sacramentality in preparation for our Parish sacrament season.

VALUE ADDED

● At St Peter’s school all teachers are expected to gain accreditation to teach religious education. At present 61.3% of all classroom teachers have accreditation to teach Religious Education, and 64.5 % of teachers have accreditation to teach in a Catholic School. In 2017, no staff members undertook formal Accreditation study. Five teachers have applied to commence study in 2018.

● Parish Masses and level run liturgies are an important means of engaging students, parents and the community in the faith life of our school. Parish weekday Masses were attended by all students across the school and their families and level liturgies were also well attended by families.

● School Improvement Survey (Catholic Culture) Data reflects a consistent positive view of the Catholic nature and practices of our school with staff (83%), student (75.4%) and parent (78%).

● The Sacramental Season was introduced in 2017. By celebrating our Sacraments in one season over a 2 week period it highlighted and demonstrated that we at St Peter’s see the whole school engaging in what Sacramentality means for our community today and how we live sacramentally as integral to our being. Families across the school participated in Sacrament workshops that included adult formation, community conversations involving shared dialogue about our experience of sacrament and family activity time.

● To further develop and have the opportunity to share our personal faith stories all school staff along with Parish staff and staff of our other Parish school joined together and actively participated in our annual Parish staff seminar with the theme being ‘Who am I called To Be?’. The focus was on Catholic Social Teachings and how we can respond to this call for justice in the world. Keynote speakers included Moira Kelly and Paul Sharkey. Staff participated in workshops during the day.



Learning & Teaching


To provide a learning environment that challenges, engages and empowers all to be confident and achieving learners in and beyond the classroom.

That student outcomes in Literacy and Numeracy reflect high levels of learning growth. That all learners develop positive and risk taking dispositions, reflect on and articulate their personalised

learning journey and see themselves as successful and capable learners.

Achievements

Living the Vision

● In 2017 the school strengthened its focus on Religious Education (RE) being strongly embedded in the Learning and Teaching sphere. With the support of the Director in Faith, the staff focused on explicitly making links during RE learning and teaching where they integrate faith and life following an Inquiry model. Contemporary practices including emerging technologies supported students to investigate, problem solve and make authentic links to our lived Catholic faith story and traditions.

● Faith and life links have also been made during whole school Christian Meditation, Bethlehem Day and a whole school focus on celebrating the Sacrament season and the Liturgical Seasons.

● The staff in the Faith/Life team participated in professional learning as part of an RE Collective that focused on implementation of the new RE Framework. Our learning was captured by a film crew from Catholic Education Melbourne and celebrated our journey with faith/life inquiry and the implementation of RE Framework.

● Staff continued to share learning stories through the Story Park app to engage families in the learning experiences offered at school that support faith and life inquiry.

● The integration of faith and life through an inquiry based approach continued to be promoted through staff dialogue, community conversations with families and parish engagement through the Sacrament season.

Literacy and Numeracy outcomes reflect high levels of learning growth. ● Students in Junior, Middle and Senior are supported in their reading through CAFE, Daily 5 and CRAFT

strategies that support personalisation of learning through goal setting and conferencing. Prep students have a strong beginning to foundational literacy skills with their learning tracked on visual displays.

● Visual prompts allow students to think and reflect on learning allowing for authentic purpose when reading writing speaking and listening.

● Writing progress walls and shared success criteria allow students to self-assess their piece of writing and then set personal goals that reflect the next step in their learning.

● Progression Walls in Maths enabled students to view samples of learning success. ● Learning Sprints were introduced during Terms 2, 3 and 4 this year throughout all levels. ‘Learning Sprints’

is a targeted teaching strategy to improve student learning across all learning abilities. Level teachers analysed student assessment data in literacy and numeracy and developed learning intentions (a specific

Senior Sprint group in literacy. Writing progress wall for assessment capable students to identify next steps in writing.

Tool time activities to support numeracy skill acquisition.



focus) for a small group of students with similar learning needs. Every teacher in the learning space was involved in taking Learning Sprint Groups throughout each day as well as being responsible for tracking and assessing learning for improvement.

● Students continue to make authentic connections in Maths Learning to real life situations. Numeracy Skills are developed in Number, Algebra, Measurement and Geometry and Statistics and Probability.

● Maths language and displays are evident in all learning spaces. ● Learning Conversations and Conferences support Maths learning with feedback provided to students to

help them identify where to next. ● A variety of materials support thinking in Maths. These include counters, dice, games, playing cards,

strategy cards, measuring materials, number boards and abacus and digital devices. Students solve problems independently, with a partner or in small groups.

Personalised learning opportunities that develop self-assessment capable learners

● In 2017 the whole school, continued implementing the Visible Learning Action Plan that ensured our students and teachers have a common language around learning, can give and receive feedback on where they are in their learning and establish personalised learning goals to identify the next step in their learning journey. A key component to this is, for children to know the secret of what they are learning and what success looks like and what they need to focus on next.

● Discovery in Prep and Junior levels continued in 2017 as an opportunity for purposeful play/inquiry that is strategically shaped by teachers. The students love Discovery and are so engaged during these sessions. It is an opportunity for students to learn more about themselves, how to work with others and to explore the world they live in. During Discovery the focus is on developing oral language, social and personal management, curriculum-specific skills and learning dispositions. Some positive dispositions for this approach to learning include: Enthusiasm, Curiosity, Commitment, Persistence, Confidence, Cooperation, Reflexivity and Creativity.

● STEAM (Science, Technology, Engineering, Arts, Mathematics)- a Specialist approach to student learning and engagement was introduced in 2017.All students have 3 hours per week with the STEAM specialist team working collaboratively on project based investigations.

STEAM is an educational approach to learning that uses

● Science ● Technology

● Engineering ● Arts (including Visual, Performing Arts & Japanese)

● Mathematics

● These areas provide access points for guiding student inquiry, investigation, dialogue, and critical thinking. The end results are students who are curious thinkers, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century!

● The whole school production in 2017 was ‘The Wonderful World of Diversity’. This was a showcase of what can be achieved when we work together. The collaboration of students, teachers, administration staff, parents and St Monica’s College is what made this year’s production such a fun and amazing learning experience for all involved. The students showcased a diverse range of skill sets and talents throughout the planning, practicing and performance stages of ‘The Wonderful World of Diversity’. The production also enabled students to demonstrate their understandings of links between their diversity inquiry learning in Term 3 and the diverse worlds within the various Disney stories. Students were given the opportunity to be a part of every process in developing the production, this included learning experiences such as; initial brainstorming of ideas, script writing, casting auditions, choreography and dancing, singing and acting and graphic designing of the production program.

● Inquiry Learning continued to support animated learners through development of critical thinking, collaboration, curiosity and creativity for all of our students. Whole school Immersion Days were introduced



this year to provide provocations for the students to wonder and explore the concepts of Innovation, Systems, Diversity and History (Past, Present and Future). Our Immersion Days included a hands on Science Day, Cultural Infusion (diversity through music, dance and storytelling) and Grandparents’ Day. Children used design thinking principles to investigate, build their understandings and take actions on their learning. Some of these actions included Shark Tank (Senior), Diversity Day (Junior), Countries of the World Showcase (Middle) and Wheelie Wednesday and Ryder Day (Prep).

● Technology facilities at the school include fully networked learning spaces, over 300 devices including laptops, ipads, ipods, chromebooks and large all in one touchscreen computers which are available for student use. There are interactive whiteboards in every learning pod. All learning pods and shared spaces have access to a wireless network which allows for the use of mobile digital devices. Students also use digital microscopes, hovercams, 3D printers and scanner, digital cameras, virtual reality headgear and robotics/coding to enhance and support contemporary learning. Students learn how to be responsible users of technology and the internet through their daily use of their online educational learning spaces. We are an accredited eSmart school.

● Bluearth has supported our whole school approach to Physical Education. The program aims to improve and maintain the health, wellbeing and fitness of all children. Bluearth Foundation supports teachers in implementing a fundamental motor skills program that includes social and emotional development. The six key elements to a Bluearth session are: Coordination and agility, Skill activities, Movement challenges and games, Dynamic movement control, Moving in the

environment and Core movement.

● An exciting day was had by all at our Annual Sports Day in December. The students and teachers enjoyed participating in the athletics events, Bluearth games and Bubble Soccer was a highlight. Yellow House won the Shield and Green House won the inaugural Team Spirit Award.

● Our five-star Resource Smart rating was maintained through the following initiative-the Junior students have been looking after our newest arrivals… CHICKENS! They have been making sure the chickens have enough food and water. The chickens have been laying eggs which have been used in the Stephanie Alexander Kitchen. The Middle school students continued to grow vegetables in the kitchen garden and use the produce to prepare healthy meals as part of the Stephanie Alexander Kitchen Garden program. The Senior students have been involved in the school bin system and ensuring that all rubbish from across the school is collected. They also participated in the annual Kids Teaching Kids conference, a Melbourne Water initiative.

● Our Senior students are able to participate in a number of exciting extra curricula learning opportunities. Genius Hour provides a weekly experience for students to choose an area of interest to further explore. These include Tournament of the Minds, Kids Teaching Kids, the St Peter’s Radio Station, Maths Olympiad and Premier League. Tournament of Minds (TOM) is a national problem solving program for teams of students from both primary and secondary years. TOM aims to enhance the potential of our youth by developing diverse skills, enterprise, time management, and the discipline to work collaboratively within a competitive environment. St Peter’s school has entered teams into this event since 2016. Premier League allows students to create soccer teams in a virtual reality arena. Maths Olympiad is a national competition for talented maths students who compete in teams in problem solving challenges.



Chickens at St Peter’s support sustainability projects.

Robogals as part of STEAM learning.

Award winning student art at St Vinnies Art for Advocacy.

STUDENT LEARNING OUTCOMES

P-2 Reading Data- 2017 ● In Literacy our Prep to Year 2 data indicates that students at St Peter’s continue to consistently outperform

students in Like and State schools. ● Prep reading data for 2017 indicates that 100% of students achieved text level 5 with 43% at or above text

level 10. ● Year 1 reading data indicates that in 2017, 81% of students reached the minimum standard of text level 15

with 73% of our students at or above text level 20. ● Reading Recovery continues to be an effective support for our Year 1 students with 6 students completing the

program in 2017. The average text entry level was 2.7 and the average exit text level was 12.5. ● Year 2 reading data indicates that in 2017, 91% of students reached the standard of text level 28 reflecting a

continued focus on comprehension skills at this level. 2016 ● In Literacy our Prep to Year 2 data indicates that students at St Peter’s continue to consistently outperform

students in Like and State schools. ● Prep reading data for 2016 indicates that 75% of students achieved text level 5 with 45% at or above text

level 10. ● Year 1 reading data indicates that in 2016, 84% of students reached the minimum standard of text level 15

with 75% of our students at or above text level 20. ● Reading Recovery continues to be an effective support for our Year 1 students with 8 students completing the

program in 2016. The average text entry level was 2.8 and the average exit text level was 15.4. ● Year 2 reading data indicates that in 2016, 92% of students reached the standard of text level 28 reflecting a

continued focus on comprehension skills at this level. NAPLAN - Reading

· In 2017 in Year 3, 100% of students were at or above the National Minimum Standards for Reading. In 2016 in Year 3, 100% of students were at or above the National Minimum Standards for Reading. - In 2015 in Year 3, 98% of students were at or above the National Minimum Standards for Reading.

· · It is noted that the increase in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Reading from 2015 to 2017 is very pleasing reflecting the success of professional learning opportunities for P-2 teachers to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students. A strong focus on reading instructional strategies including comprehension and close data tracking and monitoring have been taking place in P-2 classroom practice.

- In 2017 in Year 5, 96.7% of students were at or above the National Minimum Standards for Reading. -In 2016 in Year 5, 98% of students were at or above the National Minimum Standards for Reading.

- In 2015 in Year 5, 96% of students were at or above the National Minimum Standards for Reading. -· It is noted that there was been a pleasing increase in the percentage of students in Year 5 who are



performing at or above the National Minimum Standard in Reading from 2015 to 2016, with a slight decrease in 2017.

NAPLAN - Writing · In 2017 in Year 3, 100% of students were at or above the National Minimum Standards for Writing.

- In 2016 in Year 3, 100% of students were at or above the National Minimum Standards for Writing. -In 2015 in Year 3, 100% of students were at or above the National Minimum Standards for Writing. · · It is noted that there has been a pleasing that the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Writing remains at 100% from 2015 to 2017. Professional learning opportunities for P-2 teachers have been explored to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students. Writing instructional strategies exploration and a whole school approach to moderation on writing analysis have been taking place in order to set future teaching and learning directions. -In 2017 in Year 5, 96.6% of students were at or above the National Minimum Standards for Writing. - In 2016 in Year 5, 100% of students were at or above the National Minimum Standards for Writing. · In 2015 in Year 5, 98% of students were at or above the National Minimum Standards for Writing. · · It is noted in Year 5 students who are performing at or above the National Minimum Standard in Writing from 2015 to 2016 has shown a pleasing increase. Although there has been a slight decrease from 2016 to 2017, students continue to be encouraged to develop their own learning goals in writing and give and receive feedback based on identified success criteria in Years 3-6. Whole school annotated writing progress wall is now in place.

NAPLAN - Spelling

· In 2017 in Year 3, 98% of students were at or above the National Minimum Standards for Spelling. - In 2016 in Year 3, 97.7% of students were at or above the National Minimum Standards for Spelling. - In 2015 in Year 3, 98% of students were at or above the National Minimum Standards for Spelling. · · It is noted that there was been a slight increase in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Spelling from 2016 to 2017 demonstrating stability. · In 2017 in Year 5, 98.3% of students were at or above the National Minimum Standards for Spelling. - In 2016 in Year 5, 97% of students were at or above the National Minimum Standards for Spelling. - In 2015 in Year 5, 98% of students were at or above the National Minimum Standards for Spelling. · · It is noted that there was a significant increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Spelling from 2015 to 2017

NAPLAN – Grammar and Punctuation · In 2017 in Year 3, 91.8% of students were at or above the National Minimum Standards for Grammar and Punctuation. - In 2016 in Year 3, 93% of students were at or above the National Minimum Standards for Grammar and

Punctuation. -In 2015 in Year 3, 99% of students were at or above the National Minimum Standards for Grammar and Punctuation. · It is noted that the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Grammar and Punctuation has decreased from 2015 to 2017. · In 2017 in Year 5, 96.6% of students were at or above the National Minimum Standards for Grammar and Punctuation. - In 2016 in Year 5, 94% of students were at or above the National Minimum Standards for Grammar and

Punctuation

- In 2015 in Year 5, 100% of students were at or above the National Minimum Standards for Grammar and Punctuation. · · It is noted that there has been an increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Grammar and Punctuation from 2016 to 2017.

NAPLAN- Numeracy

- In 2017 in Year 3, 100% of students were performing at or above the National Minimum Standard in Numeracy. In 2016 in Year 3, 98% of students were performing at or above the National Minimum Standard in



Numeracy. -In 2015 in Year 3, 100% of students were performing at or above the National Minimum Standard in Numeracy · · It is noted that there has been pleasing increase in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Numeracy from 2016 to 2017 with a return to the 2015 percentage, reflecting the effectiveness of professional learning opportunities for P-3 teachers to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students in numeracy.

- In 2017 in Year 5, 96.7% of students were performing at or above the National Minimum Standard in Numeracy. - In 2016 in Year 5, 96% of students were performing at or above the National Minimum Standard in Numeracy.

- In 2015 in Year 5, 100% of students were performing at or above the National Minimum Standard in Numeracy. - · It is noted that there has been a slight increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Numeracy from 2016 to 2017. Professional learning for teachers has supported their understandings of strategies that challenge and extend student mathematical knowledge.



Student Wellbeing


To strengthen key competencies and capacities of all to manage and develop healthy relationships and behaviours.

Achievements

● The Student Wellbeing Strategic Plan continued to be implemented, highlighting processes needed to build capacity and intent and to ensure common understandings amongst staff.

● Continued our implementation of Restorative Practices. This is enabling all staff to have a consistent way of dealing with challenging behaviours and help restore relationships throughout the school.

● All new staff members were informed of the Student Wellbeing Policy as well as our programs and frameworks. (Positive Behaviour Support, Restorative Practices, Social Emotional Learning)

● We continued to implement our whole school approach to behaviour management based on PBS (Positive Behaviour Support.)

At St. Peter’s we foster an atmosphere of mutual respect and cooperation where learners develop their confidence and skills to experience success. We develop positive wellbeing in our children through a number of different programs.

● We are a Whole School Positive Behaviour Support school where we encourage positive behaviours through whole school expectations of

★ Show Respect

★ Think Positively

★ Act responsibly

★ Remember to persist and Bounceback.

The STAR acronym, BOUNCEBACK and SEL programs are integrated to develop resilience, confidence, independence and connected. ● Senior students participated in a wellbeing program, Empower Me. ● We believe in student voice and have a number of leadership groups where students are encouraged to have

voice and display their leadership skills- The following leadership groups are currently active in the school. Liturgy, Environment, Social Justice, Active citizens, Arts, Sports, Community, Technology.

● A number of senior students attended the National Young Leaders Day where young leaders presented about leadership, what it means to them and how they became a leader.

● We run a number of extra curricula programs in the school, for example chess club, Legoland, movie time, fitness fanatics, glee club, Kids Teaching Kids, Maths Olympiad, Tournament of the Minds.

● Our annual Friendship Day included different activities run throughout the school based around the positive aspects of being friendly rather than the negative connotation of bullying.

● The Additional Learning Needs leader maintains regular contact with parents of students with additional needs scheduling Program Support Group (PSGs) meetings once a term or on a needs basis. Teachers are released from their classroom teaching to attend these meetings. They can also at times involve outside agencies, speech pathologists, psychologists and Kindergarten or Secondary school staff.

● We continued to revisit the issue of cyber safety throughout the year and ensured students take ownership of cyber agreements and expectations.

● Personalised Learning Plans (PLPs) are used for children in all areas of the curriculum to ensure that teachers are monitoring progress of students at risk. The school received funding from CEOM for thirteen students identified with additional needs. In addition to this, more students identified as at risk in their learning and therefore had individual learning plans with specific targets devised to address their learning needs.

● Referrals have been made to appropriate agencies for students needing further intervention for social, emotional or academic needs. They have included speech pathology, educational assessments, cognitive assessments and behavioural management plans. Most have been outsourced to the Catholic Education Office, Student Services and some have been referred privately to such agencies as Healing Minds or Child First.



● In 2017, nine students were referred for further intervention. Assessment reports were provided and learning plans developed from the recommendations.

● Students identified with health risks such as asthma, anaphylaxis, epilepsy and diabetes have a medical action plan displayed in the First Aid Room.

● The Primary School Nursing Program continued for our Prep students in term 4. ● The Seasons program is conducted each year for students suffering from

loss. In 2017 – four students participated in the program. It is run after school hours by trained teachers within the school for a five week period.

● The Reading Recovery Program continues to be offered to students in Year 1 who are at risk with Reading. In 2017 we had eight students requiring Reading Recovery at the commencement of Year

● Year 6 students attended camp at Camp Arrabri and participated in many different activities that promote confidence, independence, problem solving and developed new friendships and connections.

● The Wellbeing Leader and Additional Needs leader attended a 2 day professional learning facilitated by Berry St. The new learnings were shared with staff.

SCHOOL ATTENDANCE

● We continued to implement our policy on school attendance. We aim to have a shared understanding with collaboration between parents and staff to ensure students attend school on a regular basis. Phone calls, emails and meetings are arranged to determine factors preventing children from coming to school. Management plans are devised and put in place for children with low attendance to ensure increase attendance. There is support offered from outside agencies (Austin CAHMS, Onpsych, and Child First).

● Our overall attendance is 93.1

VALUE ADDED

Students in all levels were actively engaged in both incursions and excursions beyond the school boundaries that enable them to experience rich learning opportunities related to units of inquiry. These extra curricula activities add value to the life of the children at St Peter’s school. These included: Funfields, Stomp, Greenday, Multicultural Day, Lego excursion, Colour run, Melbourne Zoo, Planetarium We continued our whole school camp program which involved incursions and dinner, student organised incursions and dinner for our junior and middle students. The introduction of our Play Pod in the playground has been a great initiative for the students. It has allowed the students a different avenue to explore, create, imagine and collaborate. We have been very lucky and have been working really hard as a school to achieve our ESMART accreditation. Our accreditation is a reflection of all the work that has been done by staff in acknowledging the importance of cyber safety and preparing the children to be safe users of technology and in society. Bluearth was implemented across the school. A Bluearth leader ran this program once a fortnight and the level teachers repeated the lesson on the other fortnight. These sessions enhanced children’s confidence, social acceptance and general wellbeing. With the support of Kildonan and School Focused Youth Centre we were able to have a social worker come in once a week for 6 weeks and work with a group of students on emotional regulation. This was beneficial for these students and the skills were transferred into the learning space Families are provided with the opportunity to participate in instrumental lessons, this has uncovered many skills and talents.



STUDENT SATISFACTION

Student engagement is rated at 60.3 and Student Wellbeing is 80.60. With student data indicating that Purposeful Teaching is high at 82 and Stimulating Learning is rated at 80. Teachers are committed to providing a learning climate that encourages student voice and is strongly focused on achievement, wellbeing and engagement for each and every student. An increased focus on personalised learning will ensure the learning environment and activities are regarded by students as stimulating.

Child Safe Standards Goals and Intended Outcomes To ensure the safety and wellbeing of all students in our community.

That policies, procedures and practices are in place to support the Victorian Child Safety Standards

Achievements

● In 2017 we continued to work towards full implementation of the Child Safety Standards. The Director of Student Wellbeing attended Professional learning and cluster meetings to ensure we had as much information needed to begin implementation.

● Code of conduct and Child Safety policy were signed by all new staff and community members where applicable

● All standards were continually read through and implemented and changed were appropriate. ● Code of Conduct and Child Safety Policies are continued to be given to new members of staff as well as

new people who come to work in our school eg music teachers, tradesmen, student teachers. Code of conduct is constantly referred to at staff meetings reminding staff of expectations. Leadership team are always keeping these policies at the forefront when discussing issues, events and everyday school life.

● Staff meetings, induction of new staff members, briefing with pre service teachers. board members. Through the staff board and the newsletters, the wider school community are informed of any changes, amendments and progress in relation to Child Safety. When employing our new staff, we were able to have conversations around Child Safety. There was induction and briefings to assist with their understandings.

● Our students are regularly involved in learning around respectful relationships and resilience. Weekly there are lessons that support our belief systems and ensure the empowerment of children.

● Risk management checks are constantly done when assessing new learning spaces, different areas in the school for different purposes eg music lessons, extra curricula events.



Leadership & Management


To grow and sustain a staff culture that is characterised by clarity of purpose, professional engagement and a focus on continuous improvement.

That School Climate is strengthened and leads to improved outcomes for students.

That a strong culture of professionalism underpins all school practices.

Achievements

Our School has a model of shared leadership which provides opportunities for all staff, students and parents to have ‘voice’ in moving the school towards achieving the identified improvement goals.

The School Improvement and Planning Leadership Team at St Peter’s School monitor the progress of the School Improvement Plan and Annual Action Plans. The whole staff shares in this responsibility through membership in Sphere Teams which focus on specific areas of schooling, leading curriculum teams and learning level/area teams.

Living the Vision ● The staff were enabled to work collaboratively through the School Organisational Structure which is a

distributive instructional leadership model aimed to empower all staff. This model was further developed in 2017 and is led by a School Improvement and Planning (SIP) Team which consists of the Principal and the Directors of Learning and Teaching, Student Wellbeing, Faith and Mission and School Community. Role descriptions for these positions were detailed and shared with all staff. These teams are responsible for the organisation, implementation and review of school curriculum and teaching practices to ensure all eight key learning areas are addressed.

● All staff were invited to participate in a team responsible for leading school improvement. These included Team Leaders, Literacy Team, Numeracy Team, Faith and Life Team, Sustainability team and Positive Behaviour Team. These teams met fortnightly to ensure the implementation of the key improvement strategies outlined in the school’s School Improvement Plan and Annual Action Plan. All teachers were nominated for a team and shared the learning back at their level team planning opportunities.

● The SIP team work collaboratively in a shared office space, modelling the importance of collaborative teamwork and shared decision making.

● The new school vision was implemented and further unpacked with staff and the wider school community through a series of meetings and workshops.

● Community communication is a strong component of our school’s culture. Flexibuzz provides all alerts and newsletters are shared with parents via this communication app as well as through hard copies being available weekly in the school office.

● The school website was updated to reflect our current way of working including our school philosophy. The Enrolment Policy is available to the wider community via the website. The 2016 Annual Report to the School Community is linked to the school website.

● A family school partnership network was established with local schools and a coordinator continued to build connections and extend communication with families. The coordinator worked with the leadership team and teachers to further explore authentic ways to engage our families.

● Written reports indicating student progress against curriculum descriptors and learning area overviews written in ‘plain language’ are sent home to parents in June and December. These reports also include A-E scores. Student Led Learning Conversations continued in terms 1 and 3 to enhance our process of reporting to parents. The Storypark app continued to provide parents with evidence of their child’s learning at school online. Parents were encouraged to respond to these posts with comments and wonderings.



Professional Learning ● St Peter’s is a Professional Learning Community with a high priority to build the capacity of all staff. This is

evidenced by the Professional Learning Goals that staff complete each term and share with the Principal and Deputy Principal. All staff (teachers and teaching assistants) identify a goal for the term using the Australian Professional Standards for Teachers (APST), plan what they will do to achieve the goal and identify who can assist and support them. At the end of each term, teachers reflect on their goal providing evidence of achievement against the APST and set a new goal for the following term.

● Learning walks in Literacy and Numeracy and a team coaching model where teachers with similar goals come together collaborate on cycles of professional enquiry continued to improve professional practice throughout 2017. Learning walks were further developed

● The Wisdom Meets Hope Program has a designated leader who formally meets with teachers in their first five years to mentor them and monitor their goals and actions using the Australian Professional Standards for teachers. Three teachers were supported to achieve full registration.

● The Daily Organiser is to be commended on the management of replacement for staff absences, endeavouring at all times to have a replacement teacher in the learning space. To support the replacement of teachers during times of high demand, the services of a recruitment company is used with great success; all teachers who were placed at our school proved to be high quality teachers. Teacher attendance is 85.4%. Staff Retention rate is 84.85%.

● Teachers see themselves as learners and reflect on ways to improve their practice. Ongoing Professional Level Planning Teams meet weekly as a level to develop shared beliefs and understandings with time allocated for moderation and data analysis of student learning. Level team meetings include agendas, shared student data in Literacy, Numeracy and Inquiry focus.

● Weekly staff meetings provide opportunities for professional learning and conversations in learning and teaching including Restorative Practices, Sustainability, Literacy and Numeracy initiatives, Catholic Identity, Visible Learning Project as well as fortnightly sphere team meetings.

STEAM teachers attended Future Schools Conference

Personalised professional learning opportunity linked to personal goals.

Faith/Life team developed whole school planner through involvement at RE Collective.

Infrastructure

● St Peter’s is a well-resourced school; Prep to Year 6 students and their teachers explored ways to best use the shared learning spaces and resources to personalise learning more effectively.

● Learning spaces have been developed to allow for a multi age, multi stage approach that allows for all contemporary learning and teaching practices to be considered, from explicit focus, teacher explicit instruction such as focus groups and Sprints and co-teaching to a variety of individual and collaborative inquiry and project based learning opportunities.

● Teaching assistants were allocated to a level team and are strong contributors to the social, emotional and academic progress of all the students in the level, attending planning meetings each week.

● Program budgeting continued in 2017 with contact teachers and learning leaders responsible for allocated budgets.



● The school master plan continued to support improvements to the building infrastructure. This plan outlines the redesigning and re-imaging of indoor and outdoor learning spaces as well as technology resourcing to support learning in the 21st century. Planning pods were built in the Senior learning space and the Prep area was enclosed to provide extended space for Discovery learning. The middle school was refurbished with more pin board space. The staffroom was refurbished to include a new kitchen and lounge area. All teachers were provided with new laptops and iPads, while new laptops, touchscreen computers, digital televisions and iPads complemented student learning within the learning spaces. All spaces have interactive boards and/ or smart televisions.

● The embedded ICT environments maximised opportunities for staff and students. The number of 3D printers increased to 3 and students were supported with relevant technology to promote deep learning in robotics and coding. The STEAM centre supported project based learning experiences in Science, Technology, Engineering, The Arts and Mathematics. Resources such as ‘little bits’, sewing machines, electrical building equipment (jigsaws, drills etc), building materials and drones supported student led investigation. A teaching assistant led a builder’s club project with a group of senior boys- these students developed skills in carpentry over the year.

● The establishment a radio station at St Peter’s in 2017 was a highlight and students were actively engaged in preparing and presenting podcasts on a range of exciting issues providing authentic purpose for reading, writing and oral language. These podcasts were played on the school radio during eating times and enjoyed by all students in the school.

● With the ever increasing demands in teaching and learning, accountability and expectations school leaders continue to actively listen to all staff, as well as build trust and respect and support staff in addressing difficulties and challenges. Principal consultants from the northern office, Catholic Education Melbourne worked with a staff team to unpack the interpretative reports from the School Improvement Survey, 2016. This team presented their findings to the whole staff at a school closure day where actions were identified that focused on addressing issues around staff wellbeing, school morale and empowerment. An Action Team consisting of teachers across all levels took on the task of building collaborative team work through honest feedback. The 2017 School Improvement Survey data reflected a dramatic increase in the Organisational Climate (63.7 to 80.3) and Teaching Climate (71.9 to 83.3) demonstrating how empowered the staff had become after reflecting on the data.

● The school staff and Board members completed a review process of actions arising from the School Improvement Plan 2017- 2020. in November, 2017. Each sphere of schooling was reflected upon and evaluated against the annual action plan and school improvement plan. Current realities were recorded and used to inform future directions reflected in Annual Action Plan, 2018.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING DESCRIPTION OF PL UNDERTAKEN IN 2017

Staff at St Peter’s School are committed to improving their teaching practice and actively seek professional learning both within and outside the school environment. This has included the following opportunities:

● All staff were involved in the third year of The Visible Learning Project working with external consultants, Visible Learning Plus (Corwin). This included Renewal Foundation Day for teachers new to the school. In term 1 our school had external Assessment Capability visit on evidence collected within the school in the following areas- The Visible Learner, Know Thy Impact, Inspired and Passionate Teachers and Feedback. Teachers were supported with resources to drive their own professional growth in a collaborative team. Twenty teachers participated in targeted PL opportunities focused on Feedback, Creating Effective Assessments, Visible Learning Evidence into Action, Impact Coaching and Guiding Coalition PL.

● Learning Walks took place with 4 teachers, 3 students and 2 parents each round participating in focused observation within host learning spaces and teachers. These Walks focused on school improvement in literacy and numeracy and were based on Ron Ritchart’s Cultural Forces.

● Team leaders representing each level attended Agile Schools workshops on Sprint Learning facilitated by Simon Breakspear. This focused teaching approach quickly became embedded into all levels supporting our focus on using student data to drive improved learning outcomes.

● The Principal, Deputy Principal, Director of Faith and Mission and Middle School Leader completed 4th phase of GROWTH Coaching professional learning becoming executive coaches. Coaching conversations are now integral to supporting teachers in achieving their professional goals.

● Ten members of the Leadership team and STEAM team attended the Future Schools Conference in Melbourne. This gave considerable direction and impetus to our newly established STEAM learning centre.

● The Prep and Junior teachers participated in Discovery Play based Learning- an Inquiry Approach within a research based network group of schools. This included mentor visits twice in the year for planning of play based inquiry cycles of learning. They also participated on the Discovery Conference over 2 days with international guest speakers.

● Daniel Birch, Principal of Hobsonville Point Primary School in Auckland, New Zealand visited our school to observe and provide feedback on our learning approach as a ‘critical friend’. He spoke with students and teachers about our approach to personalised learning within multi age, multi stage learning spaces. His feedback included -The school community should be really proud of what we are achieving- it is a great school with a strong learning vibe and truly committed teachers. The students are really engaged in personalised learning and can confidently articulate what they are learning and the purpose behind their learning. There is a shared language and passion for learning amongst teachers and children. Daniel supported staff during a staff meeting to identify specific learning dispositions to develop across the school for all students. These included Communication, Curiosity, Creativity, Persistence, Critical Thinking, Courage, Problem solving, Sociability, Self - Awareness. The staff will continue to unpack these and link them to the Catholic Social Teachings.

● Other Professional Learning opportunities in 2017 included Religious Education Collectives, Family Centred Partnership Cluster, MAV Maths Conference, Future Schools Conference, Writers’ Workshops, Community Based Engagement including the Zoo, National Gallery, Botanical Gardens Literacy and Numeracy learning walks.

● The Principal and Director of Learning and Teaching were members of the Northern ‘Leading the Learning’ network cluster focusing on expert teaching particularly in the area of growth and progress in literacy and numeracy.

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 34

AVERAGE EXPENDITURE PER TEACHER FOR PL $1,401

TEACHER SATISFACTION Insight SRC survey data rates staff climate index at 83.3. Teacher confidence is rated at 88 with Professional Growth at 87. Quality teaching rates at 88 with teachers acknowledging a strong focus on School Improvement (91). The staff at St Peter’s PL focus on improving collaborative teamwork, professional goal setting, peer observation and timely feedback have resulted in outstanding improvements to the data.



School Community Goals & Intended Outcomes To continue to strengthen connectedness and enhance relationships between the school, home, parish and wider community.

That value is added to student learning by enhancing family and community partnerships.

Achievements

Strengthening Learning Through Active Participation ● Green Day saw all students, staff and a number of parents go offsite to

Toorourrong Reservoir to engage with the environment and build their connection with sustainability.

● Approximately 100 grandparents attended Grandparents Day. This included community conversations involving grandparents and students and the opportunity for grandparents to engage in learning experiences.

● Visits to Green Gables Aged Care. ● Students delivered a performance at Epping Community Fair and contributed art works for public display.

● Meaningful learning clusters with other schools formed and maintained. These included ME2WS, Discovery, FCCP, Wellbeing, RE network, DP network, Principal network, Elearning, Visible Learning,

● Opportunities for families to be engaged in learning including Grandparent’s day, Bethlehem Day, Junior ICE experience, Pre Prep orientation series, STEAM at work initiative, community conversations and prep and junior play morning.

● Senior Shark Tank saw a parent panel provide feedback to students on their innovative creations. ● Middle School continued to deliver the Stephanie Alexander Kitchen Garden Program. Two community

volunteers supported the program on a weekly basis and a number of parents participated over the year. ● Senior School leaders took part in a number of visit the Future Superstars Daycare

Centre in Epping to engage with kinder children. ● Students presented at the 2017 Melbourne Water Kids Teaching Kids Conference. ● A group of students created an artwork which was entered into the St Vinnie’s Just

Art Expo. The work was recognised by the judges and the school received an award. ● STEAM at work initiative saw parents encouraged to post to an online space and

share how they use elements of STEAM in their professions.

Strengthening Partnerships

● The school continued to publicly promote through the development of a new website and Facebook page. ● The School Board used community conversations to engage in

dialogue. ● StoryPark formed an essential component of our assessment and

reporting processes as well as a parent engagement tool. ● Prep Play date provided the opportunity for families to connect in

an informal manner. ● Junior Play Morning allowed parents to engage in discovery play

with their children.

● Engagement with local community agencies including SES and police ● The St Peter’s Radio Station was established



● Students attended National Sorry Day event run by City of Whittlesea.

● Engagement with St Monica’s College through a variety of learning programs.

● Collections were carried out to create VACRO and St. Vinnies Hampers for those in need.

● Senior students participated in Remembrance Day at Epping RSL. ● Walk Through Bethlehem was held for the third year. This major

community event was successful in attracting crowds in the tens of thousands while raising community connectedness and sharing the true meaning of Christmas.

PARENT SATISFACTION

Insight SRC data rates parent satisfaction with the school highly at 69.1. This is an increase from 2016 to 2017. Community engagement has decreased at 64.2. The school acknowledges there has been a decrease in community engagement from 2016 to 2017. While parent partnerships, approachability and school improvement have increased, there has been a decline in the area of reporting which has impacted this overall score. This can be attributed to parent understanding of the variety of approaches to assessment and reporting at St Peter’s which includes Storypark and Student Led Learning Conversations as key elements of our reporting process in addition to traditional reports. We will continue to educate our school community about our approaches and the value they hold.



Future Directions



VRQA Compliance Data

E1137 St Peter's School, Epping

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015

%

2016

%

2015 - 2016 Changes

%

2017

%

2016 - 2017 Changes

%

YR 03 Grammar & Punctuation 98.6 93.2 -5.4 91.8 -1.4

YR 03 Numeracy 100.0 97.8 -2.2 100.0 2.2

YR 03 Reading 98.6 100.0 1.4 100.0 0.0

YR 03 Spelling 97.2 97.7 0.5 98.0 0.3

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 100.0 94.2 -5.8 96.6 2.4

YR 05 Numeracy 100.0 95.7 -4.3 96.7 1.0

YR 05 Reading 98.1 95.7 -2.4 96.7 1.0

YR 05 Spelling 98.1 97.1 -1.0 98.3 1.2

YR 05 Writing 98.1 100.0 1.9 96.6 -3.4

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y1 94.46

Y2 93.55

Y3 91.93

Y4 93.31

Y5 92.82

Y6 93.50

Overall average attendance 93.26



TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 85.4%

STAFF RETENTION RATE

Staff Retention Rate 84.85%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 5.56%

Graduate 5.56%

Certificate Graduate 5.56%

Degree Bachelor 88.89%

Diploma Advanced 27.78%

No Qualifications Listed 5.56%

STAFF COMPOSITION

Principal Class 3

Teaching Staff (Head Count)

36

FTE Teaching Staff

27.200

Non-Teaching Staff (Head Count)

7

FTE Non-Teaching Staff

6.005

Indigenous Teaching Staff

0

NOTE:

The School’s financial performance information has been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au

http://www.acnc.gov.au/

Documents

2017 Annual Report - St Peter's Primary School › ... › 2017-Annual-Report.pdf · 2017 Annual Report to the School Community 1 Contents Contact Details 2 ... laptops, iPads, iPods,