2019 Annual Report to the School Community Final

ANNUAL REPORT TO THE SCHOOL COMMUNITY

Our Lady’s Catholic Primary School Craigieburn

2019

REGISTERED SCHOOL NUMBER: 1807

Our Lady’s Catholic Primary School, Craigieburn

2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

ContactDetails.....................................................................................................................................................2

MinimumStandardsAttestation..........................................................................................................................2

OurSchoolVision.................................................................................................................................................3

SchoolOverview..................................................................................................................................................4

Principal’sReport.................................................................................................................................................5

EducationinFaith.................................................................................................................................................6

Learning&Teaching.............................................................................................................................................8

StudentWellbeing..............................................................................................................................................10

ChildSafeStandards...........................................................................................................................................13

Leadership&Management................................................................................................................................14

SchoolCommunity.............................................................................................................................................17

SchoolPerformanceDataSummary...................................................................................................................19



Contact Details

ADDRESS 169-171CraigieburnRdWest,Craigieburn,3064

PRINCIPAL PaulMcEntee

PARISH PRIEST Fr.VargheseKurisingal

TELEPHONE 0393082011

EMAIL [email protected]

WEBSITE http://www.olps.vic.edu.au/

E NUMBER E1314

Minimum Standards Attestation

I, PaulMcEntee attest that OurLady’sCatholicPrimarySchool 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 2017 (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 2019 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

• The Child Safe Standards prescribed in Ministerial Order No.870 – Child Safe Standards, Managing Risk of Child Abuse in School.

23rd June 2020



Our School Vision

OurLady’sSchoolaspirestobea welcomingcommunityunifiedbylove, faith,hope

andlearning.



School Overview

Our Lady's Catholic Primary School is situated in the outer northern suburb of Craigieburn,approximately28kmfromMelbourne.

Theschoolhasacurrentenrolmentof663with26classes.OurLady'scommunitysharesarichculturaldiversity and we endeavour to ensure students and their families are given the opportunities tocelebrate and share their history and culture.We design Learning and Teaching programswithin theschooltoengagestudentsinabroadrangeofcurriculumareasandstimulatetheirsenseofcuriosityintheworldaroundthem.InadditiontotheprescribedVictorianCurriculumandourReligiousEducationprogram,weofferspecialistclassesintheareasofVisual,MusicalandPerformingArts,Science,LOTE:Japanese,STEMandPhysicalEducation.A fullyequippedScienceDiscoveryCentre,VisualArtsRoom,Gymnasium and very well resourced Library add to the quality of our programming. Students haveaccesstodigitaltechnologyasatoolforlearninginalllevelsoftheschool.

Ourschoolprovidesourstudentswitharangeoffaithandlifeexperiences,andReligiousEducationisseenasafocalpoint intheschoolcurriculum.Weaimtoeducatethechildreninthebasicbeliefsandpracticesof theCatholicFaith,aswell as instructionandpreparation for childrenandparents for thereception of the Sacraments of Eucharist, Reconciliation and Confirmation. Class and whole schoolliturgiesarecelebratedonaregularbasis.WithintheReligiousEducationcurriculum,thereisaspecialfocusonraisingawarenesswithinthecommunityaboutSocialJusticeissues.

The school recognises the importance of social and emotional wellbeing as a foundation to learningsuccess. School Leadership supports staff in developing programs within classrooms to promoteresilience and emotional intelligence in all students, under the framework of being Safe, ResponsibleandRespectful.

Studentshavemanyopportunitiestobeactivelyinvolvedinleadershipthroughouttheschool;eg.ClassCaptains, Sports Captains, Sustainability Leaders, Justice Leaders, Peer Activity Leaders, and SchoolCaptains.Our Lady'soffersa school campprogram inYears4,5and6,where studentsaregiven theopportunitytotraveltoavarietyofvenuestoundertakeactivitiesthatchallengetheirabilitiesandbuildself-esteem.Theylearnhowtoworkinteams,solvegroupproblemsandhowtoaccept,trustandrelyonothers.

OurLady'svaluestheworkandgreatsupportitreceivesfromthemembersofourschoolcommunity.ParentsplayavitalroleinthepartnershipbetweenhomeandschoolandatOurLady'sweensurethatourparentcommunityisactivelyinvolvedintheirchildren'seducation.Thisoccursinavarietyofforumsincludingspecialevents,informationsessionsandparentteacherconversations.



Principal’s Report ItiswithgreatpleasurethatIpresentOurLady’sPrimarySchool’sAnnualReportfor2019.Wehavespenttheyearfocussingonouridentifiedpriorityareas,consolidatingourrelationshipsandnetworkswithparentsandthebroadercommunity,andrespondingtoyourneedsfortheschoolwhichwereidentifiedthroughourSurveys.IcontinuetobeincrediblyproudtobePrincipalofthisgreatschoolandsoprivilegedtomeetandworkwithsomanywonderfulstudents,staffandcommunitymembers.EachyearweareguidedbyourSchoolImprovementPlanandwecontinueourstrongcommitmenttoofferingqualityteachingandlearningwhichdrawsonpedagogicalpracticethatisdatainformedandevidencedbasedandalignedtotheVictorianCurriculumandCatholicEducationMelbourneCurriculumDocuments.TheAnnualReportshowsyouhowweareprogressinganddevelopingasaschool.Itoutlineswhatwehaveachieved,howwellwearegoingandwhatweneedtofocusonnexttocontinuallyimprovetheeducationalprogramsandservicesforstudentsinourcommunity.Thereportalsogivessomeassuranceaboutthewayresourceshavebeenusedtoprovidetheverybestqualityteachingandlearningenvironmentsforyourchildren.Ourteachersarecongratulatedforbeingreflectiveandresponsivetotheneedsofstudentsandoursupportivecommunityhasagenuinecommitmenttoourschool



Education in Faith

Goals & Intended Outcomes To develop a Catholic Identity that prioritises authentic dialogue between the world and the Catholic Faith

- That staff are engaged in rigorous and meaningful formation which builds capacity and confidence in Education in Faith

- That students are engaged in a rigorous and meaningful Education in Faith

Achievements During2019anemphasiswasplacedonengagingstudentsthroughameaningfulReligiousEducationprogramthatconnectedtostudents’livesandexperiences.AssuchmakingScripturecomealiveandactiveinstudents’(andstaff)livestookonanewmeaning.ThiswasfacilitatedthroughprofessionaldevelopmentledbyFrElioCapra.ThroughouttheyearthestructureoftheReligiousEducationlessonswasrevisedandalignedwiththepedagogyofencounterusing‘ScriptureAlive’formatintroducedbyFatherElioCapra.TheweeklyGospelChallengewasalsointroducedtostudentsinclassandaswellasfortheschoolcommunityviathenewsletter.ThisenabledstudentsandthecommunitytoconnectmoremeaningfullywithScripture.TherewasalsoanincreasedfocusonachievementstandardswhenplanningReligiousEducationUnitsthroughthecreationofarevisedplanningdocumenttoclearlyhighlightachievementstandardsacrossthethreestrands.EnhancingCatholicIdentityacrosstheschoolcontinuedtobedevelopedinavarietyofways.Thisincluded:

• AnexplorationanddisplayofthedifferenticonsofMarywithafocusonOurLadyoftheSouthernCross.

• StaffformationdaybasedaroundCatholicIdentity(andSaints)inAustralia• SacramentretreatdaysforEucharistandConfirmationcandidates.• ParentstudentfaithformationnightsforReconciliation,EucharistandConfirmationcandidates.• Increasedparticipationinclassandwholeschoolmassesincludingresponses,prayersand

hymns.StaffwereagaingivensupportandprovidedwiththenecessarystudytocompleteReligiousEducationAccreditation(Fivestaffmembersgrantedsponsorship).TwostaffmembersarealsoenrolledinaMastersofLeadershipandwereabletoshareinsightswithstafffromlearningsduringtheologyunitsstudied.



VALUE ADDED

• Professional development for staff around making Scripture relevant to students (Fr Elio).

• Began to build a resource bank of provocations using art, video, literature, open questions and music.

• Staff formation day based around Catholic Identity (and Saints) in Australia - visit to ACU, Cathedral, Mary Glowrey Museum, St Vincent’s hospital.

• Update of liturgical music for class and whole school Masses lead by Gen Bryant. • Intense workshops with Gen Bryant with the school junior and senior choir. • Further enhanced student involvement in liturgies through developing a scope and

sequence for prayer and mass responses (sung and lead by the choir). • Began a Mini Vinnies group to broaden Catholic leadership skills in social justice. • Social Justice Day - classes sharing knowledge and learning from social justice

issues explored in different classes. • Involvement with various charities - Caritas, Bahay Tuluyan, St Vincent De Paul



Learning & Teaching

Goals & Intended Outcomes To develop a whole school pedagogical approach driven by research based,

high impact, instructional strategies.

- That all students experience growth in Literacy, Numeracy, Science and Religious Education.

- That all students have access to a guaranteed and viable curriculum.

Achievements In2019wecontinuedimplementationofourSchoolImprovementPlaninitssecondyearofafouryearcycle.OurGoalsandIntendedOutcomesintheareaofLearningandTeachinghavecomefromacollaborativeapproachinanalysingtherecommendationsofthe2017SchoolReview,conductedbytheAustralianCouncilofEducationalResearch.ItisimportanttonotethatourReviewplacedourschoolinaverypositivelightandmanyoftherecommendationswererelatedtocontinuingthestrategieswealreadyhadinplacetoensurethebestpossibleoutcomesforourstudents.

Ourworkbegunin2018withtheMarzanoHighReliabilitySchoolsFrameworkcontinuedinearnestthroughout2019.ThiswasparticularlyevidentinthedevelopmentofProficiencyScales;asystemforassessmentandfeedbackofstudentlearningwherestudentsaregivenclearmeasurablelearninggoalsandtracktheirownprogresstowardachievingthesegoals.Theworkourteachersputintodevelopingthesescaleshashadaverypositiveoutcomeonourstudents’learningandwasrecognisedatthewiderlevelwhenateamofourteacherswereaskedtopresenttheirworkinthisareatoanumberofschoolattendingCatholicEducationMelbourneNetworkmeetings.ThisisturnleadtoanumberofrequestsbyschoolstocomeandvisitOurLady’stolearnmoreaboutthedevelopmentanduseofProficiencyScalesintheclassroom.

OurworkwiththeMarzanoInstitutewasfurtherstrengthenedthroughtheintroductionofTheNewArtandScienceofTeaching-apedagogicalframeworkdevelopedtoconsolidatehighimpactinstructionalpracticesintheareasofgivingfeedback,deliveringcontentandprovidingasafe,supportiveandengagingcontext.Teachershavebeensupportedthroughprofessionallearningandfacilitatedplanningsessiontodevelopteachingprogramsthatincorporateanumberofinstructionalelementsthathavebeenproventohaveapositiveinfluenceofstudentengagementandlearning.

Aspartofourongoingcommitmenttoimplementinghighqualityteacherpractice,ourschoolemployedaMathematicscoachtoworkwithteachersindevelopingtheirabilitytodelivereffectiveandengagingMathematicslessons.Thisinvolveddeliveringformalprofessionallearning,modelling,teamteachingandobservationandfeedback.Thesuccessofthisprogramwasevidentinthelevelofengagementofboththestudentsandtheteachersandtheprogramwillbecontinuedinto2020.

IntheareaofStudentDiversity,2019sawanincreaseofstudentscountedonourNationalConsistentCollectionofDatacountfrom213studentsinthepreviousyearto232.Thestaffwereinvolvedinprofessionaldevelopmentintheareaofsupportingstudentswithadditionalneeds.Thisprocessallowedteacherstomoderateandgainvaluableknowledgeaboutthestudentsintheirclassroom,sotheappropriateadjustmentsandmodificationswereputinplacetosupport studentlearning.School



processeswereputinplaceinorderforteacherstodocumenttheadjustmentsmadeforeachNCCDstudent.TeacherswereallocatedanNCCDsessioneachweektoplananddocumentadjustments.TeacherswithextensivestudentsintheirclassroomweregivenanextrasessioneachweektoworkwiththeirLearningSupportOfficertoplanamodifiedlearningprogram.TheschoolincreasedsupportintheareaofAlliedHealthbyemployingaseniorpsychologisttoworkonedayperweekinadditiontothecurrentschoolpsychologist.In2019,theschoolhadanincreaseofNewArrivalfamiliesenrol.Asaresulttheschoolwasabletoemployanadditionalbilinguallearningsupportofficertosupportthestudentsandclassroomteachers.Wealsoallocatedafulltimebilingualstaffmemberdedicatedtoparentliaisontosupportournonenglishspeakingfamilies.TheschoolappointedaNewarrivalleader(.4)toassistclassroomteachersinsupportingourNewArrivalstudents.

STUDENT LEARNING OUTCOMES

OurNAPLANtrenddataindicatesgrowthinmostareas,particularlyinnumeracy.TheYear3meanscoreforOurLady’shasimprovedby23bandpointscomparedtothestatewhichhadnoincreaseoverthepast3years.ThetrendissimilarforYear5,whereourmeanscorehasincreasedby13bandpointscomparedtothestate’sincreaseof4points.TheworkwehaveputintodevelopinganengagingandcontemporaryMathematicsprogramandthefacilitationofprofessionallearninginthisareaappearstobeprovidingourstudentswithsignificantgains.TheotherareathatweareparticularlyproudofourgrowthinisYear3Literacy.Inthe3yearsfrom2017-2019ourresultsinNAPLANWritinghaveincreasedby20bandpoints,comparedtothestate’s7points.AsimilarpatternwasobservedinYear3Readingwhereourimprovementwas11bandpointscomparedtothestate’s1pointgainoverthesametimeframe.ItishopedthatourstrategicresourcinginprovidingastructuredphonicsprogramintheEarlyyears,willseethistrendcontinue.OuruseofACER’sPATassessmentportaltomeasurestudentgrowthinLiteracyandNumeracyconfirmsthegrowthtrendintheseareasthroughoutallyearlevelsofourschool.



Student Wellbeing

Goals & Intended Outcomes To develop a highly inclusive learning community that empowers every student to be a successful learner.

- That students’ self-regulation and ownership of their behaviour will improve.

- That through increased engagement, students’ social, emotional and educational needs are met.

Achievements

In2019weheldparentworkshopsaswecontinuedworkinourschoolwith123MagicandEmotionCoachingasatoolindevelopingstudentsinbeingresponsiblefortheirownbehaviour.ManyofourparentsattendedatwonightworkshopinFebruarytolearnaboutbehaviourandhowtobestsupporttheirownchildrenindevelopingresponsibilityfortheirbehaviour.

In2015theschoolbegantouseSchoolWidePositiveBehaviourSupportasaprocessinestablishingbehaviourexpectationsandprocesses.Itwastimetorevisitthedocumentation.During2019,the‘BehaviourMatrix’andotherrelevantdocumentationwererevampedandsimplifiedmakingitmorepracticalforstudents,teachersandparentstoaccessanduse.

In2019,anewBehaviourPolicywascreated.Thisisanimportantdocumentasitoutlinesexpectationsandproceduresforallstafftofollow,allowingforconsistencyinourapproach.WealsocreatedanAttendancePolicywhichoutlinesexpectationsandproceduresinfollowingupwithstudentabsences.Withamoreconcertedefforttomonitorattendance,thereisanexpectionthatourattendancewillfurtherimprove.

StudentWellbeingstaffmeetingswerebasedonbehaviourandtheneedtomakeadjustmentsinordertobestsupportstudents.Theemphasiswasonprevention.Wewereworkingontheunderlyingbeliefthatwhenweputstructuresinplaceforindividualstudents,thesecanpreventmoremajorissuesfromarising.

InmaintainingacalmenvironmentatOurLady’sandsupportingourstudentswithmindfulness,wholeschoolmeditationwasintroduced.Eachdayafterabreak,thewholeschoolengagesina3-4minutemeditationoverthespeakersystem.Theideaistoallowtheopportunitytopractisemindfulnessasatooltowardself-regulationandasanenhancerofstudentandstaffwellbeing.



VALUE ADDED • 123 Magic and Emotion Coaching Parent workshops

• Review of all School Wide Positive Behaviour Support documentation

• Creation of a Behaviour Policy and Attendance Policy

• Staff meetings based on student adjustments in improving student behaviours

• Introduction of whole school mindful meditation

STUDENT SATISFACTION

CEMSIS STUDENT DATA

Domain 1: Rigorous Expectations – 81% positive (CEM average 78%)

Domain 2: School Engagement – 61% positive (CEM average 59%)

Domain 3: School Climate – 59% positive (CEM average 65%)

Domain 4: Teacher Student Relationships – 73% positive (CEM average 73%)

Domain 5: School Belonging – 69% positive (CEM average 75%)

Domain 6: Learning Disposition - 76% positive (CEM average 78%)

Domain 7: Student Safety – 49% positive (CEM average 55%)

Domain 8: Student Voice – 64% positive (CEM average 60%)

Domain 9: Catholic Identity – 66% positive (CEM average 62%)



STUDENT ATTENDANCE

Throughregularmonitoringofattendanceandabsencepatterns,andreviewingtheexcusesgivenforabsences,astudentmaybeidentifiedas‘atrisk’forpoorattendanceandpossiblybecomingdisengaged.

Whenastudent’sattendancefallsbelow90%fortheterm(foranyreason)followupandimprovementstrategieswillbeconsidered.TheclassroomteacheristoadvisetheWellbeingLeader,whoseroleistosupporttheclassteacher.Theclassroomteacherwillcontactthechild’sparents/carerstodiscusstheimportanceofregularattendance,theimpactofhighabsencesandthereasonsfortheabsences.Ifdeemednecessaryaplanwillbedevelopedtoimproveschoolattendancetakingintoconsiderationtheparticularcircumstancesofthestudentsandfamily.Theplanmayincluderequestformedicalcertificates.Theclassroomteacherwillcontinuetomonitorschoolattendance.

Ifparents/carersareunwillingtoworkwiththeclassroomteacherandStudentWellbeingLeaderand/orattendancedoesnotimprove,ameetingwillbeorganisedwiththeprincipal.

Aftermeetingwiththeprincipaliftheinterventionstrategiesstatedintheplanhavebeenunabletosecureparentalengagementandimprovementinschoolattendance,theprincipalwillmakeareferraltoaSchoolAttendanceOfficer(SAO)atCatholicEducationMelbourne.

• SupportProvidedtotheStudentandFamily

• Supportmaterial/factsheets/supportinformationhasbeenprovidedtotheparents.

• AttendanceImprovementPlandeveloped.• Accessedspecialistsupportforthestudentand/orfamily.• Utilisedprogramsandscaffoldsofsupportfromacrosstheschoolandcommunity.• Provideakeyschoolcontactfortheparentsandthestudent.• Provideastagedresponsetonon-attendancefrompreventionandearlyintervention

strategies.• Translatedmaterialhasbeenprovidedtoparents,ifappropriate.Aninterpreterhas

beenengagedtoexplainthesituation,ifappropriate.• Involvementofsupportstaff.• CatholicEducationOfficesecondaryconsultationorreferral.• ReferraltoChildFIRSThasbeenconsidered.• ReferraltoChildProtection,ifappropriate,hasbeenconsidered.



Child Safe Standards

Goals and Intended Outcomes To develop a highly inclusive learning community that empowers every student to be a successful learner

Achievements In2019,wecontinuedtomaintainChildSafestrategiesinordertoprovideasafeandsupportivelearningenvironment.ThesestrategiesarearticulatedinbothourMandatoryReportingPolicyandChildSafetyPolicy.TheChildSafeTeam,comprisingtheprincipalanddeputies,ensuresthatthesevenstandardscontainedwithinMinisterialOrder870areembeddedandimplementedthroughouttheschoolcommunity.StaffarealsoinformedoftheprocessesinthePROTECTdocumentthatmustbetakenwhensuspicionsariseinregardstochildsafety.Ongoingcommunicationismaintainedwithparentsaboutthesafetyofourstudents.Therearevariousmeasures that are taken to ensure that all adults who enter the school grounds follow our safetyprocedures.Thisincludes;reportingtotheoffice,signing/outattheschooloffice,wearingalanyardsothey are identified. All contractors and workers withing the school are required to have a currentWorkingWithChildrencheck.Aspartof theschoolcurriculumstudents learnaboutsafety, respectful relationshipsandtheneedtoaskforhelpifunsafesituationsarise.Theimportanceofphysical,emotionalandpsychologicalsafetyisembeddedthroughoutteachingprogramsandinthedaytodayinteractionsofstaffwithstudents.



Leadership & Management

Goals & Intended Outcomes To embed a culture of high expectations underpinned by collaboration.

- That the professional capacity of all staff is enhanced.

Achievements 2019 saw our school continue its commitment to prioritising the enhancement of staff professionalcapacity.Muchof ourwork in this areawas focused aroundembedding TheNewArt and ScienceofTeaching into our learning and teaching programs. NAST is a research and evidenced based processdevelopedbyRobertMarzanoandhasbeen themaindriver formuchofourprofessional learning in2019. Theframework isbasedaroundthepremisethateffectiveapplicationof instructionalpracticesleads to changes in specific student mental states and processes which in turn leads to enhancedstudent learning. Our work in this area beganwith a whole staff two day conference facilitated byJanelleWills fromTheMarzano Institute.Here staffwere led through the implementationof the keyelements of developing a pedagogical practice plan based around 10 design areas - these being:Providing & Communicating Clear Learning Goals; Using Assessments; Conducting Direct InstructionLessons; Conducting Practicing and Deepening Lessons; Conducting Knowledge Application Lessons;UsingStrategiesthatAppearinAllTypesofLessons;UsingEngagementStrategies;ImplementingRulesandProcedures;BuildingRelationships;CommunicatingHighExpectations.WecontinuedourworkintheuseofEducatorImpacttoallowteacherstodevelopprofessionalgrowthgoalsandprovidedaframeworktolinkthesegoalstotheNewArtandScienceofTeachingFramework.RegularcoachingconversationswithourProfessionalLearningLeader,helpedtofacilitateteacherself-reflectionaroundtheirgoals.Our school is very proud of the professional learning culture we have developed and our StaffSatisfaction surveys (CEMSIS) indicated that this is justified. In the Professional Learning Domain ofthesesurveys,wescoredsignificantlyabovetheCEMaverage.

.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2019

• New Art & Science of Teaching Conference (QLD) • NCCD Briefings • Groove your Classroom - musical futures workshop • REL Leaders Induction • Marzano Research Summit • Abilities Based Learning and Education Support • St Johns First Aid • Exploring Inclusivity Through Drama • Middle leaders Network • New Diversity Network • 123 Magic and Emotion Coaching - new staff • Read Write Inc Synthetic Phonics • Learning Support Officer Modules through SPS for schools • MAV Conference • School Nurse Conference • ACHPER PE Conference • Education In Faith - Staff development day • New Arrival Network • Fountas &Pinnell Literacy Continuum Workshop • 2020 Annual Action Plan Support PD • Literacy/Maths Leaders Network • New Art and Science of Teaching - Reading/Writing - (Cairns) • Learning &Teaching Northern Region Community of Practice • E Learning Network • Engaging and Challenging Students in Primary Maths • Pizzimerson – Melbourne Symphony Orchestra • Compass Analytics • Leadership Seminar • Growing Young Minds • ACU St Vincent De Paul Conference • Primary HPE Conference • Ipads in the Classroom • Northern Region Networks • Coding for Beginners • Inspiring Learners Building Connections • Educator Impact • Colleen Monaghan Maths Consultant • Paul Spence • Aspiring Principalship PD • National Coaching In Education Conference - Sydney

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2019 60

AVERAGE EXPENDITURE PER TEACHER FOR PL $1906.30



TEACHER SATISFACTION

CEMSIS STAFF SATISFACTION DATA

Domain 1: Student Safety - 55% positive (CEM average 69%)

Domain 2: School Climate - 76% positive (CEM average 76%)

Domain 3: Staff-Leadership Relationships - 81% positive (CEM average 76%)

Domain 4: Instructional Leadership - 60% positive (CEM average 56%)

Domain 5: Feedback - 47% positive (CEM average 40% )

Domain 6: School Leadership - 61% positive (CEM average 56%)

Domain 7: Staff Safety - 58% positive (CEM average 65%)

Domain 8: Psychological Safety - 66% positive (CEM average 63%)

Domain 9: Professional Learning - 87% positive (CEM average 57%)

Domain 10: Collaboration around School Improvement - 60% positive (CEM average 58%)

Domain 11: Collaboration in Teams - 83% positive (CEM average 67%)

Domain 12: Support for Teams - 68% positive (CEM average 65%)

Domain 13: Collective Efficacy - 90% positive (CEM average 70%)

Domain 14: Catholic Identity - 76% positive (CEM average 78%)



School Community

Goals & Intended Outcomes To develop and promote a learning community that builds the capacity of all and celebrates the richness of our diversity.

- That parents are actively engaged as partners in improving student learning

Achievements In2019wecontinuedouremphasisonengagingparentsintheirchildren’slearning.Ourschoolacknowledgesthecrucialinfluenceparentshaveonthelearninganddevelopmentofourstudentsandbelieveinmaintainingastronglinkbetweenhomeandschool.

OurParentVolunteerprogramcontinued,withanumberofnewparentsparticipatinginthecoursetoenablethemtobetterassistbothteachersandstudentswithintheclassroomenvironment.Animportantpartofourschool’sliteracyprogramistheSyntheticPhonicssessionsinourEarlyYearsclasses.Manyparentstookuptheopportunitytoattendthesesessionswhensmallgroupinvitationswereissued.Thisallowedthemtoobservetheprograminactionanddeveloptheirownknowledgeabouthowtheymayfurtherassisttheirownchildrenindevelopingtheirphonemicawarenessknowledge.

Wecontinuedtosupportourparentsinunderstandingour123MagicBehaviourManagementprogrambyoffering2followupeveningprofessionallearningsessionswiththeprogramfacilitator,BradWilliamsDuringthesesessionsanumberofparentsusedtheopportunitytoraisequestionsabouthowtobestsupporttheirchildreninmanagingandregulatingtheirbehaviour.

InTerm3ourYear3&4teachers,alongwithourMathematicsconsultant,ColleenMonaghan,facilitatedaFamilyMathsNight.Thewasavaluableopportunityforourparentstogaininsightintohowmathscanbetaughtinacontemporaryandengagingwayaswellasfurtherdevelopingtheirunderstandingofhowtoassisttheirchildrenathome.

OurlinkswithlocalkindergartenswasfurtherstrengthenedthroughhavingakinderbuddysystemestablishedwhereourneighbouringkindergartenvisitedourschoolLibraryonafortnightlybasisforastorytimesession.InthealternatingweekssomeofourYear5studentsvisitedthekindertoreadstoriestothechildrenandplayoutsidegameswiththem.

TheintroductionofourHouseSpiritprogramenabledustostrengthenourstudentsandtheirfamilies’prideintheirsportshouse.AllstudentsparticipatedinHouseSpiritlunches,wereabletoenteraHouseSpiritcoloringcompetition,andwereprovidedwithaHouseSpiritsportsshirttowearonspecialschooloccasions.

Throughouttheyearwecontinuedtohavemanywholeschoolcelebrationswithstudentsworkingeitherinclassorfamilygroups.Theseincluded,Mother’sDay,Father’sDay,OurLady’sFeastDay,BookWeekcelebrations,AthleticsCarnivalandFamilyWeek.



PARENT SATISFACTION

CEMSIS FAMILY DATA

Domain 1: Family Engagement - 49% positive (CEM average 57%)

Domain 2: Barriers to Engagement - 87% positive (CEM average 89%)

Domain 3: School Fit - 83% positive (CEM average 79%)

Domain 4: School Climate - 86% positive (CEM average 86%)

Domain 5: Student Safety – 63% positive (CEM average 73%)



School Performance Data Summary

E1314 Our Lady's School, Craigieburn

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2017

%

2018

%

2017 - 2018 Changes

%

2019

%

2018 - 2019 Changes

%

YR 03 Grammar & Punctuation 94.5 97.8 3.3 98.6 0.8

YR 03 Numeracy 98.7 97.7 -1.0 100.0 2.3

YR 03 Reading 97.3 97.8 0.5 98.5 0.8

YR 03 Spelling 98.6 95.5 -3.1 100.0 4.5

YR 03 Writing 100.0 98.9 -1.1 98.6 -0.3

YR 05 Grammar & Punctuation 97.0 89.5 -7.5 95.7 6.2

YR 05 Numeracy 100.0 98.8 -1.2 98.6 -0.2

YR 05 Reading 99.0 96.5 -2.5 98.6 2.1

YR 05 Spelling 99.0 97.7 -1.3 100.0 2.3

YR 05 Writing 99.0 94.1 -5.0 94.3 0.3



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 93.1

Y02 93.8

Y03 93.5

Y04 93.3

Y05 94.2

Y06 93.0

Overall average attendance 93.5

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 83.1%

ALLSTAFF RETENTION RATE



Staff Retention Rate 91.3%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 14.0%

Graduate 16.3%

Graduate Certificate 0.0%

Bachelor Degree 86.0%

Advanced Diploma 16.3%

No Qualifications Listed 2.3%

STAFF COMPOSITION

Principal Class (Headcount) 5

Teaching Staff (Headcount)

51

Teaching Staff (FTE)

45.3

Non-Teaching Staff (Headcount)

22

Non-Teaching Staff (FTE)

21.4

Indigenous Teaching Staff (Headcount)

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