St Patrick's Primary School, Guildford34 Calliope Street, Guildford 2161Principal: Mr Philip MahonyPhone: 02 8728 7300 Fax: 02 8728 7399Email: StPatsGuildford@parra.catholic.edu.auhttp://www.stpatsguildford.catholic.edu.au

Introduction

About the Annual School ReportSt Patrick's Primary School is registered by the New South Wales Education Standards Authority,NESA, as a member of the Catholic system of schools in the Diocese of Parramatta.

The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.

This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.

The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.

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Key Messages

PrincipalI am proud to present to you the 2018 Annual School Report for St Patrick's Primary School,Guildford.

As a Catholic school we exist to support and celebrate the beliefs and values of our Catholicfaith. At St Patrick's Primary School we value and celebrate:

the Catholic church and its mission, giving witness to gospel valuesthe individuality and the dignity of each member of our communityrespect, partnership and open communication between staff, students, parents, parishand the wider communityquality teaching and learning opportunities

Our school aims to provide a supportive environment in which each person can grow and learn.The parish and school work closely together to provide children with many opportunities toexperience God's love and to nurture their faith in prayer, celebration, Sacrament andcommunity.

St Patrick's Primary School celebrated 100 years of learning in 2010 and is proud of the highstandard of education that it provides.

ParentParent involvement at St Patrick's Primary School is highly encouraged and parents are very muchwelcomed by the principal, staff and children. Parents appreciate the opportunity to see firsthand the children's progress and the rapport that the teachers have with their children. The veryrich collaboration of parents and the school contributes to the strong spirit of the schoolcommunity.

In 2018 the Parent Group met once a term and was very active in supporting the school byorganising fundraising events, community activities and providing warm hospitality for visitors toSt Patrick's Primary School.

StudentThe students at St Patrick's Primary School learn in classrooms that are well-resourced andequipped with modern technologies.

All children, in 2018, were provided with many opportunities to showcase their talents andachievements, and were very mindful of the need to support those less fortunate in thecommunity.

Students in Year 6 were elected by their peers and teachers to be school leaders. They tookresponsibility for preparing the whole-school assembly each Monday; leading the whole-schoolassemblies in the school hall; welcoming special guests to the school; and for assisting staffwhenever there was a need. The student leaders also participated in significant celebrations andceremonies throughout the year, such as Grandparents Day, Mothers Day, Fathers Day andspecial school masses.

All students in Year 6 were trained as peer support leaders and took responsibility to lead thePeer Support program.

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Who we are

History of the schoolIn the early 1900's the people of Guildford realised they needed a Catholic parish and school toaccommodate the growth of the area. On 2 April 1910, the community celebrated the opening ofa new church building. Later that year the building began to serve a dual purpose when theSisters of St Joseph started to use it as a school room. The initial enrolment of students in 1910was 50 pupils.

The Sisters of St Joseph rented a cottage in Guildford Road to be closer to the church/schoolbuilding. Every Friday the school room would be transformed back into a church and vice versaon Monday mornings. In 1935 the old church was moved to accommodate a new one, and aconvent was built for the Sisters of St Joseph. A presbytery beside the church was completed by1940. The school continued to grow and over time many more buildings and facilities were addedto both the school and the church.

In 2018, the school celebrated 107 years of delivering Catholic education to children in Guildford.

Location/drawing areaSt Patrick's Primary School, Guildford, is a multicultural school catering for the needs of its manystudents. It is a three stream school, Kindergarten to Year 6 (K-6) with a current enrolment of480 students. There are over 48 teaching and non-teaching staff. An extensive building programis underway to update the learning areas and provide a new administration area for the school.Teachers and children enjoy air-conditioned classrooms and large covered areas that provideshade on hot days.

On the completion of their primary education, the majority of students attending St Patrick'sPrimary School attend Cerdon College, Merrylands (girls), St Paul's Catholic College, Greystanes(boys), Delany College, Granville (coeducational) and Patrician Brothers College, Fairfield.

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Workforce Composition

Category Numberof Staff

Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines

40

Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications

0

Number of teachers accreditated to teach Religious Education 36

Number of teachers currently undertaking accreditation to teach Religious Education 1

Number of non-teaching staff (includes teachers' aides) 11

Percentage of teachers who are indigenous 0

The average teacher attendance for 2018 94

Percentage of 2018 teaching staff who were retained from 2017 92

Catholic Identity and Religious Education

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Catholic Identity and Religious Education

Prayer, Liturgical Life and Faith ExperiencesSt Patrick's Primary School is proud to have had a very active liturgical life in 2018. Feast days,holy days and special events such as Grandparents Day, St Patrick's Day, Mothers Day,and Fathers Day were celebrated with liturgies and special prayer services. Important nationaldays such as ANZAC Day and Remembrance Day were also celebrated.

Students took part in various religious experiences which guided and developed their faith. Theyparticipated in Sacramental programs that were taught and celebrated as part of the school'sReligious Education (RE) program and the parish priest visited the school regularly to celebratemass and class penance.

Regular prayer was an important part of school life including daily prayer in classrooms, staffprayer and community prayer at whole-school assemblies.

The staff gathered together every Tuesday to pray and share their spirituality.

Social JusticeStudents and staff were very mindful of social justice and readily promoted special occasionssuch as Harmony Day, Multicultural Day, Family Day and Mission Week. The students generouslydonated to causes such as Project Compassion - Caritas, The Manning Foundation and Catholicmissions, as well as national and worldwide disasters. The students were encouraged to assistwith local community projects that supported the underprivileged and needy. The Shamrockswas initiated as a Faith in Action Team (FIAT) - Year of Youth initiative. Students from Years 4 to6 were invited to join. They were involved in a winter sleep-out to raise funds to support theManning Foundation. To embrace the enthusiasm of Kindergarten to Year 3, a prayer group wasalso established for the Month of Mary.

School home and parish partnershipsParents regularly assisted teachers in the classroom with reading, art, sport, in the library and onexcursions. The Parent Group met every term with an emphasis on building community, sharingin the decision making process and setting directions for fundraising. Special morning teas wereorganised for special events such as Grandparents Day, Mothers Day and Fathers Day. A smallsecond-hand uniform shop was organised each month by a group of volunteer parents.

St Patrick's Primary School has had a very strong link to the parish. A mass was held every weekfor children and parishioners and the parish priest was a regular visitor to school assemblies,staff prayer and special school events.

Regular communication with parents occurred through the Skoolbag App, phone calls, meetingsand the fortnightly school newsletter.

Religious EducationReligious Education followed the Sharing Our Story syllabus document of Catholic Education,Diocese of Parramatta. The major concepts studied were God, Jesus, church, Sacraments,Scripture, Christian life and prayer. Learning in each Stage built on the learning in previous Stagesof schooling. Emphasis was placed on the school community modelling the gospel values andtalking to God through participation in the Sacraments, liturgy and prayer. Students wereprepared for the Sacraments of Penance, Holy Communion and Confirmation as part of theschool's Religious Education program.

The Religious Education coordinator led teachers in ways to prepare for liturgy, the Sacramentsand using resources such as Exploring Scripture techniques and Information and CommunicationTechnologies (ICT) to enhance teaching and learning activities.

Professional Learning of staff in Religious EducationThe priority for 2018 was to continue to deepen the knowledge and faith development ofstudents and teachers through the continued professional learning about how to unpackScripture using the three senses of literal, spiritual and application sense, and to assist theSt Patrick's Primary School, Guildford Page 5

Scripture using the three senses of literal, spiritual and application sense, and to assist thestudents in understanding religious vocabulary as well as making a link to our Christian living.

Staff had opportunities to deepen their understanding of the Sacraments in professional learningmeetings facilitated by the parish priest and pastoral associate. A major focus was on the 2020Plenary and deepening the staff's knowledge of the Gospel of Mark and the mass.

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Learning and Teaching

National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.

The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year3

Grammar and Punctuation 94 94 61 73

Literacy 95 95 63 73

Reading 96 96 68 76

Writing 96 94 60 72

Spelling 96 94 63 70

Numeracy 94 96 57 67

NAPLAN RESULTS 2018

% of students at or abovenational minimum

standard

% of students in top threebands

School Australia School Australia

Year5

Grammar and Punctuation 97 94 54 64

Literacy 93 93 44 58

Reading 93 95 42 66

Writing 88 90 29 44

Spelling 96 94 66 64

Numeracy 97 96 42 58

The NAPLAN results for 2018 showed that more children than in 2017 were performing at, orabove, the national minimum standard for Literacy and Numeracy.

In Year 3 the percentage of students in the top three bands was below the national average forSt Patrick's Primary School, Guildford Page 7

In Year 3 the percentage of students in the top three bands was below the national average forreading, writing, spelling, grammar and punctuation. In Numeracy our students were also belowthe national average.

In Year 5 our percentage of students in the top three bands was below the national average forgrammar and punctuation. Numeracy was also below the national average.

Ongoing review of existing programs and strategies will be conducted throughout the year toensure that the children’s educational needs are being met.

School curriculumAt St Patrick's Primary School we take pride in providing a supportive environment in which eachperson can grow and learn. Our highly qualified and committed staff work together to nurturechildren as they grow academically, spiritually, emotionally and socially.

In 2018 teachers worked collaboratively in grades and as a whole-staff to plan and implementteaching and learning programs. Literacy, numeracy and Religious Education were stronglyemphasised, and teachers developed challenging school-based integrated units to meet themany outcomes of the NSW Education Standards Authority (NESA) curriculum.

A dedicated and hard-working Learning Support Team liaised closely with class teachers toidentify and support children with learning needs. A highly successful learning program wasimplemented and members of the Learning Support Team met regularly to monitor students'progress. This team provided in-class support as well as small group and individual instruction.The learning needs of all children who received Commonwealth funding were met throughindividual plans and these children were closely monitored.

Specialist teachers in Music, Personal Development and Health provided children with manyopportunities to enrich their learning and to showcase their talents. Children participated inmany sporting events, Dance Fever dance and gymnastics, school choir, chess club and debating.

Students entering Kindergarten met teachers and were guided through a series of activities togauge their readiness for school during an Orientation Day. Those assessed as needing greaterassistance the following year were invited to attend a Transition program which ran a day a weekfor two weeks. Specific learning activities, focused on occupational therapy and languagedeficiencies, formed the basis of this program. Year 6 students enrolling in high school werevisited by their high school principal and Year 7 coordinator throughout the year.

Initiatives to promote respect and responsibilityThe core of our Student Management policy is respect and responsibility for self and others andconsequences are in place if these expectations are not followed.

A whole-school assembly was held three times a term. Parents were welcomed and shared in theassembly. Children from each class were presented with the principal's Values Award. This awardrecognised behaviour that reflected the values promoted by the school.

At the end of each term, two students from every class and learning support group received aprincipal's Gold Award. This award was presented to children who had consistently achieved highstandards in their learning and behaviour. They were invited to attend the principal's morningtea in recognition of their hard work.

Professional LearningOur professional learning in 2018 aligned with our implementation plan goals for ReligiousEducation, literacy and numeracy. Lead teachers and teacher educators worked duringprofessional learning meetings and staff development days, and provided in-class mentoring tobuild staff capacity in collecting data, as well as using this data to inform the next steps forstudent learning.

We continued our professional development of teachers’ and teachers aides' knowledge in:Extending Mathematical Understanding (EMU)developing students’ knowledge and understanding of Scripture and the Sacramentsthe writing process

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the Department of Education and Training (DEC) literacy continuumgradual release of responsibility modeleffective data collection in literacy and numeracy

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School Improvement

Annual school prioritiesPriority 1 To improve the students' understanding of the Sacraments and

religious terminology through the use of Scripture and the three senses

Reason for priority 1 To continue the journey of refining programming so that the studentswere readily able to recall and use religious terminology whenexpressing their ideas, as well as articulating the connection betweenScripture, Catholic teaching and the Sacraments.

Term 3, 2017, survey data reflected that students were able to identifymore Sacraments, but their descriptions of the Sacraments and use ofreligious terminology was unrefined.

Steps taken to achievepriority 1

These included:reprogramming using the three senses and one or two pieces ofScripture that highlighted the Sacraments or strandinvolvement in collegial conversations and analysis of data toindicate what had worked well and to set learning goals for thefollowing unit of workresources required to enhance learning through the use ofagreed practices such as the use of word walls, prayer, exploringScripture kits, selecting suitable Scripture to focus on, andReligious Education (RE) warm ups

Status of priority 1 Ongoing

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Priority 2 For students to improve their reading comprehension skills across arange of texts

Reason for priority 2 Our analysis of data showed:Mid-year and end of year Early Years Assessment (EYA) dataindicated an increase in the number of children not achievingbenchmarks.EYA data also highlighted that children were not self-correctingat an appropriate rate.Data from running records, Meaning, Structure andVisual (MSV), showed variance across Kindergarten to Year 2 (K-2).Our students were vulnerable in comprehension, revealed bythe comprehension aspect on the literacy continuum.

Steps taken to achievepriority 2

We:implemented the agreed reading practices within the literacyblocktracked students' progress in reading through various 'for', 'of'and 'as' assessmentsexplicitly taught comprehension strategies to the students

Status of priority 2 Ongoing

Priority 3 That by the end of 2018, all students would move at least one growthpoint in all number domains, with at least 80% achieving the 'on theway' growth points in multiplication and division, and place value

Reason for priority 3 Our data continued to show an area of concern around multiplicationand division and place value and a need to build on 2017 work aroundmultiplicative thinking through professional learning across the school.

Our results did see an increase in percentage from one grade cohort tothe next grade and we needed to unpack this further as a school.

Steps taken to achievepriority 3

We used syllabus and growth point data to plan and programMathematics collaboratively and to embed multiplicative thinkingacross all strands.

We also:planned purposeful warm ups and challenging rich taskswrote enabling and extending prompts to meet student needsfocused on problem solving, communicating and reasoningmodelled and consistently used the correct mathematicallanguage appropriate to the Stage

Status of priority 3 Ongoing

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Projected school prioritiesPriority 1 For the students to demonstrate an enhanced engagement through the

draft RE curriculum

Reason for Priority 1 In keeping with the system priority in RE, St Patrick's Primary School willbe implementing the new RE curriculum - hence a quality learning andformation in RE will be our focus.

Steps to be taken toachieve Priority 1

We will develop learning cycles using an inquiry based pedagogy wherestudents demonstrate deep understanding of the concepts thatunderpin the learning cycle.

Priority 2 For all students, by the end of 2019, to improve the quality of theirwriting, as evidenced by a piece of writing equal to, or above, theexpected cluster (Department of Education and Communitiescontinuum/learning progressions)

Reason for Priority 2 We want to build on the foundation work of 2017 and 2018.

NAPLAN results in 2018 indicate an increase of students in the bottomtwo bands and a decline in the number of students in the top twobands for both Year 3 and Year 5. Only 34% of our students in Years 5and 50% of students in Years 7 achieved expected growth in writing.

Steps to be taken toachieve Priority 2

We will implement:teacher assessment and evaluation of student writing inrelation to the syllabus and continuum to ensure that allstudents are achieving the expected growthfurther deepening and consolidation of the staff’sunderstanding of the Literacy Continuum/learning progressionsand encouragement of a growth mindset in the students toenable them to achieve expected growththe gathering of data from instructional walks and talks tohighlight a need in writing instruction

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Priority 3 That by the end of 2019, all students will move at least one growthpoint in all number domains with at least 80% achieving the 'on theway' growth point in multiplication and division

Reason for Priority 3 Our data continues to show an area of concern around multiplicationand division and a need to continue to build on our work aroundmultiplicative thinking and problem solving across the school.

Steps to be taken toachieve Priority 3

We will use the syllabus and growth point data to collaboratively planand program mathematics and embed multiplicative thinking across allstrands.

We will also:write extending and enabling promptsfocus on problem solving, communicating and reasoningmake connection across strands when planning

Community Satisfaction

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Community Satisfaction

Parent satisfactionDuring 2018, the Catholic Education Diocese of Parramatta engaged Tell Them from Me (TTFM) toconduct a survey to provide feedback from parents, students and staff about our school.

The TTFM data collected and reported showed that parents were happy with the school and withthe programs offered. Parents particularly identified connectedness to the school, learningfocus, student motivation, homework, classroom behaviour, behaviour management, stimulatinglearning, transitions, and school improvement as areas of strength for the school. Parents alsoacknowledged teacher morale, student safety, approachability and reporting as being very high.

The one area identified by parents for improvement was extra-curricular activities.

In 2018, extra-curricular programs that were organised by the school included: Dance Feverdancing and gymnastics, soccer/rugby/netball gala days, choir involved in the Captivate program,debating and peer support.

Student satisfactionThe TTFM data showed that students felt very connected to the school. They found learningstimulating and were motivated to learn. Most students reported that they had a closeconnection to their peers and enjoyed positive friendships.

Overall, student morale was high as was student learning confidence. Students felt supportedand valued by their teachers and enjoyed learning in a safe environment.

Teacher satisfactionThe TTFM data showed that teachers and staff strongly supported the student managementprograms in the school and believed that these contributed to the positive school learningenvironment. There were concerns about clarity in the school's future direction. These werediscussed and communicated to ensure clear understanding for all members of the community.

Teachers reported that they were supported in their work by the leadership team and, whilethey acknowledged the many challenges of their profession, felt empowered in their teachingroles and supported the curriculum processes that were followed. Teachers actively shared thegoals and direction of the school and valued the opportunities to work together in teams.Teachers also valued the support given by parents and believed that, overall, students weremotivated to learn.

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Student Profile

Enrolment PolicySt Patrick's Primary School follows the Catholic Education Diocese of Parramatta (CEDP)Enrolment Policy and Procedures. The full text or a link to the full text of the school’s enrolmentpolicies, including all prerequisites for continuing enrolment can be obtained from the schooloffice or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.

Current and previous years' student enrolmentYear Boys Girls Total

2016 269 293 562

2017 274 270 544

2018 242 247 489

Changing demographics in the area has seen a decline in Catholic student enrolments. Majorconstruction at the school has had an impact on enrolments over the past 12 month, with lessplayground area available and a need to have demountables installed across the road.

Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.

Kindergarten 74

Year 1 76

Year 2 80

Year 3 80

Year 4 87

Year 5 82

Year 6 92

School Average 82

Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.

Language background other than English (LBOTE) 426

Students with disablities (SWD) 33

Indigenous 0

Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofSt Patrick's Primary School, Guildford Page 15

partnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.

They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.

The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.

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Student wellbeing

Student welfare, discipline and anti-bullying policies and pastoral careSt Patrick's Primary School has a strong stance against bullying and immediate action is taken toresolve any reported incidents of bullying. Parents are contacted by the assistant principal ifserious breaches of the school rules occur. Their support is greatly appreciated.

In 2012, the Student Management policy was updated and this process involved staff, studentsand parents. A Code of Conduct clearly outlined acceptable behaviours and consequences forfailing to uphold these behaviours. These consequences varied according to the level ofmisbehaviour, with parents being informed at all levels.

Students were rewarded for positive behaviours at a weekly school assembly and at a principal'smorning tea each term.

The school Student Management policy is based on the principles of natural justice andprocedural fairness. Corporal punishment is not permitted under any circumstances.

All individuals are valued and their dignity preserved. Students are encouraged to practiseexplicit Catholic moral and ethical values. St Patrick's Primary School encourages a safe,protective and just school.

In 2018 St Patrick's Primary School introduced Positive Behaviour Support for Learning (PBS4L).

The student welfare and behaviour policies and the information on the introduction of PBS4L areavailable on the school website: www.stpatsguildford@parra.catholic.edu.au

Complaints and grievances policyThe school has formal written protocols in place to address complaints and grievances. Theseprotocols are in line with the Catholic Education, Diocese of Parramatta (CEDP), ComplaintHandling policy and procedures. A copy of the school policy is available from the school office oris available on the CEDP website http://www.parra.catholic.edu.au/policy-central.

There were no changes to the policy during 2018.

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Section Eleven: Financial Statement

Income Expenditure

Commonwealth (53.3%)Capital (7.4%)State (15.5%)Fees (9.6%)Other (14.2%)

Capital (35.5%)Salary (51.5%)Non-Salary (13%)

RECURRENT and CAPITAL INCOME

Commonwealth Recurrent Grants1 $4,557,551

Government Capital Grants 2 $633,325

State Recurrent Grants 3 $1,321,204

Fees and Private Income 4 $821,743

Other Capital Income 5 $1,209,051

Total Income $8,542,874

RECURRENT and CAPITAL EXPENDITURE

Capital Expenditure 6 $3,495,007

Salaries and Related Expenses 7 $5,071,847

Non-Salary Expenses 8 $1,275,262

Total Expenditure $9,842,116

1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.

2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and

special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from

parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School

Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as

superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.

14.2%

9.6%

15.5%

7.4%

53.3%

■■■■■

35.5%

13%

51.5%

■■■

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