2013 Annual Report - St Edwards · 2013 ANNUAL REPORT TO THE SCHOOL COMMUNITY 3 Our School Vision...

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2013 Annual Report TO THE SCHOOL COMMUNITY

St Peter’s Catholic Parish Primary School

Epping. RSN 1383

REGISTERED SCHOOL NUMBER: XXXX

St Peter’s Catholic Parish Primary School, Epping

2013 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 ................................................................................................ 4 Parish Priest’s Report ......................................................................................... 6 Education in Faith ............................................................................................... 7 Learning & Teaching ........................................................................................... 9 Student Wellbeing ............................................................................................. 15 Leadership & Management .............................................................................. 18 School Community ............................................................................................ 23 Financial Performance ...................................................................................... 27 Future Directions ............................................................................................... 28 VRQA Compliance Data .................................................................................... 29



Contact Details

ADDRESS 32 Wedge Street Epping VIC 3076

PRINCIPAL Mrs Kerry Miller

PARISH PRIEST Rev. Maurie Cooney

SCHOOL BOARD CHAIR Mr Ross Fiore

TELEPHONE (03) 9401 1157

EMAIL [email protected]

WEBSITE www.stprepp.catholic.edu.au

Minimum Standards Attestation I, Mrs Kerry Miller, attest that St Peter’s Catholic Parish Primary School 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. 23 May 2014



Our School Vision At St Peter’s Catholic Parish Primary School Epping Jesus is our model and the Gospel values of love, empathy and forgiveness are fostered and lived. Our school works in partnership with families to ensure growth in faith and identity as a member of the Catholic community and to ensure that children are able to fully participate in society. A welcoming atmosphere of acceptance, respect and celebration of the individual happens alongside physical, emotional, intellectual, spiritual and social development. St Peter’s School is a learning community that strives to provide a happy, safe and supportive learning environment for all where we are empowered to be thinkers and encouraged to take risks and reflect on their learning in our current and future world.



School Overview

St Peter's Catholic Parish Primary School is in the suburb of Epping, located in the outer north of Melbourne. The school which celebrated its 79th anniversary in 2013, acknowledges the rich and long standing traditions we have, as well as the influence of the Good Samaritan Sisters who founded the school in 1934.

The Parish Priest, Rev Maurie Cooney, who took up his appointment at St Peter’s Parish in August 2006 is an integral member of our school community providing a very real link to the Parish. We have gone from being one of four schools in an extremely large parish encompassing the areas of Epping, South Morang, Mernda and Whittlesea, to being one of two primary schools in the Parish of Epping and Epping North. The change in parish boundaries occurred in January 2012 and at the beginning of 2013 a new Catholic parish primary school, St Mary of the Cross MacKillop, was opened in the north of our Parish. This has had a significant impact on the current enrolment numbers at our school. In 2013 our Prep enrolment was 48 students in two classes. As a three stream school reducing to two streams, we had an enrolment of approximately 460 students in 2013. Our vision statement reflects our commitment to the gospel values of love, empathy and forgiveness with Jesus as our model. Our school strives for excellence by working as a learning community in partnership with families to ensure growth in faith and identity as a member of the Catholic community. Students are challenged to inquire, investigate, reflect on and take action on their learning. They are encouraged to identify their own learning styles and strengths so that they can become successful lifelong learners. In 2011 the opening and blessing of 5 new contemporary learning classrooms and the refurbishment of 4 existing classrooms and the library as a learning resource centre have allowed the school to continue to provide an engaging and flexible learning environment. A strong focus on student wellbeing is evident with the development of school-wide expectations based around the values of respect, responsibility, positivity and persistence. A personalised approach to learning enables the individual needs of all students to be met. Learning opportunities provided by local community partnerships and connection to wider global networks are fostered through the use of new technologies. These include wireless laptops, interactive whiteboards and digital devices including IPads. Last year was a year of transition for the school community as it saw the retirement of a long serving Principal and went in search for a new leader. The learning and teaching programs of the school were well maintained and the installation of two new synthetic grass football areas was a great effort achieved through collaboration with the Parents Association. The school theme for the year was ‘Faith in the power of learning: The door of faith is always open. (Acts 14:21)



Principal’s Report

Last year the school community formally acknowledged the former Principal Miss Katherine Hudson on her retirement from Catholic Education. During her time at St Peter’s, Katherine’s work displayed great professionalism, positivity and joy. She was a welcome visitor to classrooms and set the bar for professional learning very high. Katherine contributed to our school community in many ways and will always be respected for what she achieved during her time as Principal. Being appointed to the role of Principal of this great school is both an honour and a privilege and I thank the staff, students and parents for welcoming me so warmly to the community and accepting me so readily. As the new Principal of the school, I have been very impressed by the way things are done at St Peters school. The level of experience and expertise is very high as is the professional knowledge and approach of all staff. Student learning and wellbeing is at the heart of all school decisions and building a strong community is a high priority. The strategic planning for improvement in our school is comprehensively documented and monitored, the many and varied projects that were developed to bring about the 2013 plan have been successful in working towards our overall goals and targets for school improvement. Presented throughout this report you will find detailed reflections on the learning data and information about how the various strategies and initiatives were developed. The school leaders and their teams have collaborated to evaluate our school improvement progress and produce this report. It is with great pride that our staff present the Annual Report to the School Community for the 2013 school year.

Mrs Kerry Miller Principal



Parish Priest’s Report

Significant change ... and continuing stability and achievement! That is the cover story for the 2013 chapter in the life of St Peter's Catholic Parish Primary School.

Our Principal of 13 years, Katherine Hudson, retired from active involvement in Catholic Education, having been a significant part in the customs, traditions, practices, goals and achievements of our School. There followed an extended period where the Deputy Principal, Julie Percy took to the role of Acting Principal with a very high level of commitment, competence and dedication to the wellbeing of our students in all aspects. Meanwhile we were in 'search mode' with the Catholic Education Office in order to appoint the next Principal for our School. Part of Julie's generous and enthusiastic contribution to our School was her introduction of our next Principal, Kerry Miller, during the transition process. And all the while our children were given great opportunities to develop and grow. Amongst these internal changes and amidst the

varied and complex mix that makes up a Primary School, our Staff ensured that our School was a safe and happy environment in which our students learned and grew. Our Staff continued to keep in focus what their 'core business' is - to provide the breadth of educational opportunities in the setting of this Catholic Parish Primary School. And together we did it very well again in 2013!

Rev Maurie Cooney Parish Priest



Education in Faith Goals & Intended Outcomes To create opportunities to involve students, staff, parents and parishioners in the faith life of the school.

That the school will develop a strong Catholic identity.

Improved relationships between staff.

Teachers’ capacity to plan, implement and assess RE will be expanded.

Teachers will be able to plan rich liturgies. Achievements

The school theme includes a scripture reference: ‘Faith in the Power of Learning: The door of Faith is Always Open’ (Acts 14:27).

Our annual engagement with our Parish Priest in ‘Being Catholic in a Catholic School’ professional learning makes strong links to our understandings of Catholic Identity for all staff.

At a school level the environment demonstrates evidence of a solid understanding of aspects of Catholic Identity. Church seasons and the sacramental life of the school are acknowledged in displays created by the Religious Education Leader, Assistant Leader in Religious Education and the Visual Arts Leader. Meaningful displays on Eucharist, Confirmation and Reconciliation, Lent, Easter, Advent and Christmas and Social Justice Issues are always obvious in the school foyer, staff room, learning areas and in the corridors. Students, parents and visitors to St Peter’s are aware of what is taking place in the liturgical life of the school through such displays.

The Social Justice Leader and Leadership in Social Justice from St Monica’s College worked with student leadership in Religious Education and Social Justice and made links to Social Justice Issues such as Moira Kelly’s Children First Foundation, which included Cup Cake Day and a visit to the farm in Kilmore. Our school was mentioned in a Sunday Herald Sun article which spoke about a young African, Gerry. Gerry is financially supported by the Moira Kelly Foundation. St Monica’s is a major supporter of Gerry and now we are also an integral part of his story financially speaking. Through this contact with St Monica’s and the Family First Foundation, our Year 6 leaders were able to make strong connections as to what we can do as Catholic students by making a difference in the life of the ‘other’ in our local and global community.

Staff and students supported Caritas, Moira Kelly, St Vincent de Paul and VACRO, who are the major recipients of money raised or collected goods.

‘Prayers in Pyjamas’ lead by Denise Arnel a consultant in Religious Education, was conducted for the incoming preps and was met with positive feedback from children, parents and staff alike. The time was changed from the evening til 2pm in the afternoon and this proved a good decision as numbers were at 98% attendance. The youngest of children was actively engaged during the afternoon. Informal discussion throughout the afternoon cast a positive light for more of the same in the future.

Our priests visited classrooms on a regular basis during sacrament time and all classes welcomed their pastors throughout the year.

A number of classes celebrated the 9.15am Mass with the parishioners of St Peter’s Parish.

Some classes organised guest speakers from our parish St Vincent de Paul group.

‘Boots for Timor’ was another means of accentuating the Catholic Identity of the school. As a link to the Year 6 unit ‘Be Compassionate, Choose Justice’ a young student from ACU was invited to speak about his experiences whilst living and working with children and villagers in Timor. He raised student awareness of our responsibility as Catholic people to do something for others who are less fortunate. Our strong relationship with St Monica’s College was evident again with the Principal Mr Brian Hanley offering to support this cause by his college collecting and shipping this footwear to Timor.

Sacrament teachers met with school and parish leaders pre and post sacraments to plan for and then evaluate the sacraments. The discussion lead to maintaining what is in place or making changes to improve the process.

The sacraments of Eucharist and Confirmation are celebrated at St Monica’s Secondary College Epping.



The staff regularly pray together; at the beginning of the week and at staff meetings.

Parish/school links have been strengthened through liturgical celebrations, workshops, and meetings which have included both school and parish staff.

VALUE ADDED

It is an expectation at St Peter’s school that all classroom teachers are accredited to teach RE. At the present time over 80 % of staff are accredited. At present two staff members are studying for Accreditation, with two others awaiting acceptance for sponsored study leave.

Classroom liturgies are an important means of engaging students, parents and the community in the faith life of our school. Parents, Leadership and Parish Priest are often invited to join in these liturgies. Attendance at these liturgies has been at or above 90% in the prep-year 4 classes and 50% or less for some of the remaining year levels.

School Improvement Survey (Catholic Culture) Data reflects a very positive view of the Catholic nature and practices of our school.



Learning & Teaching Goals & Intended Outcomes To improve student learning outcomes in Literacy and Numeracy.

To use performance data at a whole school level to identify, support and monitor student achievement and to plan professional learning for teachers.

To engage all students in contemporary learning.

Improve teaching and learning in Religious Education and thereby enhance student engagement.

Achievements Teaching and Learning in Religious Education:

The Religious Education Leader and Assistant Religious Education Leader and a classroom teacher, participated in the Contemporary Learning in Religious Education Project days this year. The team was involved in a Webinar, has contributed to the Blog and has shared their learning with staff on the objectives of the Project. There has been positive feedback from course conveners. The team planned and implemented two staff meetings per term focussing on unpacking Contemporary Learning in a Catholic School Project. These staff meetings were directly linked to the Annual Action Plan and the intended outcomes in the Education in Faith sphere.

Religious Education leader and Teaching and Learning Leader communicated regularly with staff to ensure Contemporary Learning was an integral part of the planning, implementing and assessing in Religious Education. A deeper understanding of this was seen in the choice of learning spaces for Religious Education and by students demonstrating learning confidence utilising a range of both online school based resources and tools. There is strong evidence of the contemporary style of learning and teaching in Religious Education at St Peter’s.

Religious Education Leader met with new teachers as a part of their induction into St Peter’s School. They engaged in conversation about expectations and support in the learning and teaching of Religious Education, the technology available and how to source music and hard copy resources throughout the school.

Formal assessment in Religious Education occurred throughout the year for the purpose of reporting. Teachers employ a variety of approaches to assess students: the ‘as, of and for’ assessment of tasks, understandings and knowledge as designated in each Exemplar unit; anecdotal evidence, work books and a variety of graphic organisers were also used for assessment and reporting. Informal assessment included active participation during group work, art samples and oral presentations and participation in class liturgies.

The use of technology was evident in Religious Education teaching and learning across the school. The Year 6 students included recounts and reflections of their sacrament and faith life in their digital portfolios. Year One students filmed our Parish Priest, Maurie during a Mass so that they could take their understanding of the parts of the Mass to a deeper level. Each level included a PowerPoint created by students in their class liturgies. This year each level researched, planned and created a digital interpretation of Holy Week to share both online and face to face with the whole school community.

As an essential part of our learning and teaching in Religious Education teachers collaborated across levels and used the intended outcomes from the Annual Action Plan to plan and implement the Learning Walks for the year.

Understandings in Religious Education were included in Inquiry units by some levels.

Literacy Intended Outcomes: That the gains in Literacy in P-2 be maintained and developed in Years 3-6. That there will be continuous improvement demonstrated by measured growth in each student

Achievements: Data was gathered from P-6 and used to assess student achievements and plan for future teaching and learning. P-2 and 3-6 Literacy Professional Learning Teams (PLTs) occurred on a regular basis where relevant foci were identified for students in reading and writing. Evidence of student learning was shared and discussed.

The Literacy Leader and Assistant Literacy Leader worked together to support P-2 and 3-6.

Online PAT R Assessments was introduced as a resource to gather data on student learning in order to develop future directions and learning goals.



A ‘Data Tracking Wall’ continued to be used to monitor the reading and oral language progress of students from P-2.

A ‘Journey of Success’ data tracking wall for Years 3-6 students was established to support the ongoing monitoring of student learning and progress in reading.

Writing analysis occurred at P-2 and 3-6 PLTs, where foci were identified to inform future teaching and learning.

Reading and Writing planning documents were revised to ensure the inclusion of AUSVELS curriculum foci. P-2 Reading Data

In Literacy Prep to Year 2 our data indicates that students at St Peter’s continue to consistently out- perform students in Like and State schools.

Prep data for 2013 indicates that 91% of students achieved text level 5 with 76% at or above text level 10.

Year 1 data indicates that in 2013, 98.53% of students reached the minimum standard of text level 15. In 2013 this was 11% higher than “Like schools” for 2013. In 2012 and 2011, 100% of students had reached the minimum standard text level 15.

Year 2 data indicates that in 2013, 96% of students reached the standard of text level 28 2013 Year 3 NAPLAN. NAPLAN - Reading

In 2013 in Year 3, 95% of students were at or above the National Minimum Standards for Reading.


In 2011 in Year 3, 97% of students were at or above the National Minimum Standards for Reading. It is noted that there was a slight increase in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Reading from 2011 to 2012. From 2012 to 2013 there has been a decrease in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Reading. 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. Reading instructional strategies exploration and close data tracking and monitoring have been taking place in P-2.



In 2011 in Year 5, 97% of students were at or above the National Minimum Standards for Reading. It is noted that there was a slight increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Reading from 2011 to 2013. NAPLAN - Writing

In 2013 in Year 3, 98% of students were at or above the National Minimum Standards for Writing.


In 2011 in Year 3, 100% of students were at or above the National Minimum Standards for Writing. It is noted that there was a slight decrease in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Writing from 2012 to 2013. 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 writing analysis practices have been taking place in order to set future teaching and learning directions.



In 2011 in Year 5, 100% of students were at or above the National Minimum Standards for Writing. It is noted that there was a slight decrease in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Writing from 2012 to 2013. NAPLAN - Spelling

In 2013 in Year 3, 100% of students were at or above the National Minimum Standards for Spelling.


In 2011 in Year 3, 99% of students were at or above the National Minimum Standards for Spelling. It is noted that there was a slight increase in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Spelling from 2011 to 2013.






It is noted that there was a slight increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Spelling from 2011 to 2012. From 2012 to 2013 there was a decrease in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Spelling. NAPLAN – Grammar and Punctuation

In 2013 in Year 3, 100% 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 remained consistent.




It is noted that there was a slight decrease in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Grammar and Punctuation from 2012 to 2013.

Numeracy Intended Outcomes:

That student outcomes in numeracy improve.

That students will consistently be independent, active, responsible confident and successful learners.

Achievements: Maths Leader met with each year level throughout the year to support planning.

Professional learning opportunities were available to staff that focused specifically on the development of rich assessment tasks, using open ended tasks, using the AUSVELS Scope and Sequence and developing a consistent approach to the use of maths language and strategies.

SINE Data was used to inform future teaching and learning.

An online space for teachers was maintained where resources were readily available.

Maths Leader supported staff members in developing individual professional learning goals.

A ‘Journey of Success’ data tracking wall from Years 3-6 was established to support the ongoing monitoring of student learning and progress.

Online PAT M Assessments was introduced as a resource to gather data on student learning in order to develop future directions and learning goals.

Assistant numeracy leader continued to raise profile of maths in the school community with weekly “Maths Matters” activities in the school newsletter and at assemblies.



Assistant numeracy leader worked closely with P-3 teachers to develop a consistent approach to teaching mental computation strategies and developed visual aids to be displayed in all P-3 classrooms

Numeracy leader and assistant numeracy leader worked with different staff members on further developing specific professional learning goals identified by the teacher.

‘Choose Your Own’ Professional Learning Teams in numeracy were offered based around developing consistent approaches to teaching mental computation strategies in P-2 and incorporating contemporary learning tools in numeracy.

Numeracy learning walk took place in Term 3, with a team of teachers visiting different classrooms from P-6 to observe and collect evidence of contemporary learning opportunities in practice.

NAPLAN In 2013 in Year 3, 96% of students were performing at or above the National Minimum Standard in Numeracy. In 2012 in Year 3, 97% of students were performing at or above the National Minimum Standard in Numeracy. In 2011 in Year 3, 100% of students were performing at or above the National Minimum Standard in Numeracy. It is noted that there has been a slight decrease in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Numeracy and professional learning opportunities for P-3 teachers have been explored to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students. In 2013 in Year 5, 98% of students were performing at or above the National Minimum Standard in Numeracy. In 2012 in Year 5, 97% of students were performing at or above the National Minimum Standard in Numeracy. In 2011 in Year 5, 96% of students were performing at or above the National Minimum Standard in Numeracy. It is noted that there has been an increase in percentage of students in Year 5 who are performing at or above the National Minimum Standard in Numeracy. Professional learning

Continued elective Professional Learning Team projects. These included planning rich learning units in P-2 in numeracy, leadership learning for emerging leaders, and multilitericies, engaging students through use of online collaborative contemporary tools including blogging, ‘myclasses’ and wikispaces, planning contemporary learning in Religious Education, developing visual arts skills P-2, Leadership- exploring Australian Professional Standards for Teachers and reflective portfolios, interactive technology.

Strategic teaching and learning plan used to monitor leadership actions at Teaching and Learning meetings. This was updated in 2013 to incorporate and clarify Organisational Structures that support improved student learning.

Continued to build teacher capacity through Professional Learning Wheels. A Professional Learning Team focused on implementing the Australian Professional Standards for Teachers was developed. Evidence around the standards formed the basis of discussion with teachers.

The Annual Review document was restructured to incorporate the Australian Professional Standards for Teachers and guided the affirming Annual Review Meetings held at the end of term 3 with the Principal.

Provided teachers with opportunities to develop common understandings about personalised learning opportunities for students by establishing learning intentions, success criteria and feedback at staff meetings.

Continued to explore options for flexible learning P-6. Learning walks provided a cycle of continuous improvement in building teacher capacity to work effectively in the learning spaces. Staff meetings focused on sharing best practice took place each term.



Provided strategic ongoing opportunities for peer observations and team teaching to ensure best practice and relate this to Professional Learning goals. Wisdom Meets Hope leader and Teaching & Learning leader met each week as part of Induction program to ensure professional learning needs of teachers were targeted.

Contemporary Learning and Engagement

Continued to implement contemporary, personalised learning in all AUSVELs domains through Inquiry approach in all grade levels. A new Inquiry planner was introduced to facilitate powerful teaching and learning opportunities.

A post reflective assessment tool for Inquiry Based Learning was introduced in Term 3. This was used to highlight strengths in planning (building) investigation and personalising of inquiry based learning.

AUSVELs links were made at staff meetings and PLTs to ensure literacy and numeracy demands were reflected in Inquiry. A whole school overview was developed at a school closure day to reflect through lines and cross curricula links (Aboriginal and Torres Strait Islander perspectives, Asian perspectives and sustainability) from AUSVELs.

Reviewed specialists programs to ensure they are contemporary and relevant to students’ learning needs. The Teaching and Learning leader met with specialists at the beginning of the year to look at goals and overview of the learning programs to ensure that they are contemporary. The Contemporary Learning leader continued to work with specialists to establish an online presence by establishing a ‘myclasses’ page and blogging. Teachers created online education spaces focussed on connecting, communicating, working collaboratively and learning collectively.

Further developed understandings of thinking routines at staff meetings to build a culture of thinking P-6. Teachers shared best practice regarding the use of thinking strategies/routines at staff meetings.

Further developed teacher knowledge and expertise so that they are confident users of contemporary tools. Contemporary Learning leader worked with individual teachers and levels to develop understandings of the Contemporary Learning Framework and how contemporary tools can support, enable and engage the learner.

Revisited the contemporary learning schema to drive Learning and Teaching. In particular the use of a social network for teachers, ‘Edmodo’, in Year 5/6 and Blogs and ‘myclasses’ pages.

The environmental leader organised a successful “Green Day” as a whole school event with mixed class groupings involved in a range of purposeful engaging experiences including presentations by Melbourne Water, Friends of the Darebin and Merri Creek groups, students from Epping Views Primary School, VISY recycling and a visit to St Monica’s wetlands and environmental science lab.

Continued to provide a welcoming, supportive environment and opportunities for parents to become involved in their children’s learning. Year 5 students led an interactive display focused on key events in Australian history. Year 4 students invited parents to be part of real life maths experiences, Year 3 students hosted an immigration showcase. Year 2 students organised a pop up restaurant. Year 1 students held a grandparents morning. Preps had a family dance event with ‘Footsteps’. All levels invited parents to class prayer liturgies.

Continued to incorporate strategies to engage and motivate boys. These included a lego robotics group, Year 5 and 6 chess team and a Minecraft online gaming group.

Purchase of new technology included touch screen computers, flexible IWB, Beebots robotics, hovercams and IPads supported contemporary engaging learning experiences for students in all levels. Integration of the above technology with particular focus on ‘the technology working for us.’

Specialist Programs to further support student engagement

Performing Arts provided an engaging specialist program which included music, dance and drama for students in P-2 for the year and for a semester for Year 3-6 students. A ‘Glee Club’ Choir was introduced.

The Visual Arts teacher provided an extensive program for students in P-6 and supported teachers with visual arts professional learning at Professional Learning Team meetings.

The LOTE (Japanese) teacher participated in professional learning externally and with the Contemporary Learning leader to ensure students’ learning was engaging and contemporary.

Students in Years 2, 3 and 4 were involved in swimming program. The whole school participated in a 10 week circus training program with a Circus Production company for family viewing. Year 6 students participated in interschool sport. Two Year 6 basketball teams competed in finals.



The newly appointed Physical Education teacher organised a successful whole school athletics day and footy day. The girls’ basketball team participated in district finals.

There has been a particular focus on Cyber citizenship at all levels. Evaluation of and revision of Acceptable Use agreements included the creation of a Staff Action Plan for cyber issues that might arise and the formation of eSmart team to work towards eSmart Accreditation over the next 4 years.

Circus Production

STUDENT LEARNING OUTCOMES

The changes in NAPLAN data over the 3 years 2011, 2012 and 2013 are outlined in the text above.



Student Wellbeing Goals & Intended Outcomes To enhance student engagement by building student/teacher relationships

That student efficacy will improve

That classroom behaviour will improve

That students’ will have greater voice

Achievements Prevention – policies, programs and practices

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

Ensured all new staff members were informed of the Student Wellbeing Policy and understood how we address issues on the following levels – prevention, early intervention, intervention and recovery.

We continued to implement our whole school approach to behaviour management based on PBS (Positive Behaviour Support.) A PBS wall continues to be updated highlighting processes and procedures.

Moderate incidents on the playground are recorded and evaluated by members of the Strategic Policy Team on a fortnightly basis. Patterns and further actions are then communicated to all staff to improve behaviour on the playground. Major incidents are referred to the leadership team to address, our school target is 2 a term and in 2013 we had an average of 3 a term.

Our school wide expectations linked to PBS and BOUNCE BACK continued to be promoted and lived in all aspects of school life. The expectations are known as the STAR acronym and is displayed in all learning areas.

The STAR award which is a collaboration of our BOUNCEBACK award and our school wide expectations continue to be a big focus for teachers on the playground. Whilst teachers are scanning, moving and interacting on yard duty they look for students to nominate and then put them in the draw with winners being announced at our weekly assembly. They are also acknowledged in the school newsletter and on the STAR winner notice board.

A whole school in class STAR award was implemented with a school goal being chosen by the assembly class. Each child in the school worked towards that goal for the week and was rewarded with a star in their STAR book when any teacher in the school noticed they were working with that goal. The child from each class with the highest amount of STARS was rewarded with a prize at the end of the week.

The BOUNCEBACK program continues with a 30 minute weekly focus in classrooms and promoted at assemblies. Resources linked to the values are used in each year level along with students engaging in role play activities. Students completed SPOCC (Students Perception of Classroom Connectedness) surveys on classroom connectedness. Teachers then interpreted this data and set further actions in relation to

BOUNCEBACK programming in their classrooms. The pre-test score received an average score of 40 out of 45.The post-test received an average score of 41 out of 45. Teachers then interpreted this

data and set further actions in relation to BOUNCEBACK programming in their classrooms.

Left: Whole school circus production developing risk taking, confidence and engagement. .

We continued to revisit the issue of cyber safety throughout the year and ensured students take ownership of cyber agreements and expectations. Weekly cyber safety messages in the school newsletter for families.



A grant was received to support our Anti-bullying policies in the school. Year 5 students ran a ‘Bully Stoppers’ program which involved Students Teaching Students about the ‘Say No To Bullying’ message and a ‘Say No To Bullying’ Day was organised with children doing different activities sending out the Say NO To Bullying message and an incursion about Cyber Bullying by Cultural Infusion.

Intervention- additional supports

The Student Wellbeing 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.

Individual Learning Plans (ILPs) are used for children in all areas of the curriculum to ensure that teachers are monitoring progress of students at risk. In 2013 there were 21 students funded with additional needs on the LNSLN program and students identified as being below expected level have learning plans and specific targets to move them on.

Students identified with health risks such as asthma, anaphylaxis, epilepsy and diabetes have a medical action plan displayed in the First Aid Room. Staff updated their training in level one First Aid. Teaching Assistants, Office staff and Physical Education teacher are trained in Level Two first aid courses. We also updated our medical management procedures for when students require medication at school.

The Primary School Nursing Program continued for our Year Prep students.

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 Onpsych, AUSTIN CAMHS or Child First.

In 2013, 13 students were referred for further intervention. Assessment reports were provided and learning plans developed from the recommendations.

The Seasons program is conducted each year for students suffering from loss. In 2013 – 4 students participated. It is run after school hours by trained teachers within the school for a 6 week period.

The Reading Recovery Program continues to be offered to students in Year 1 who are at risk with Reading. In 2013 we had 8 students requiring Reading Recovery at the commencement of Year 1.

To support the transition process Prep students are buddied up with a Year 6 student at the commencement of the school year. The Year 6 student acts as a personal support accompanying the Prep student to liturgies and participating in learning activities on a regular basis throughout the year. The Student Wellbeing leader assists with the transition process for both kindergarten and Year 6 students through contact with the Kindergartens and Secondary Schools.

Value- Added: Student Voice and Extra-curricular Activities

At assemblies student voice is promoted and encouraged.

The leadership roles developed in Year 6 encouraging student voice are – arts, extra curricula, techno, sport, RE, social justice and environment. A new team was introduced this year –hospitality. Some achievements in this area included:

The extra curricula leaders facilitated a lunch time activities club held in the MacKillop Centre. Year levels were rostered on to spend time involved in indoor activities. The social justice leaders also organised the selling of badges and wrist bands for ANZAC day and Remembrance Day. They also worked in partnership with St Monica’s SRC in hosting a cupcake day with the money raised going to Moira Kelly Foundation which they visited with St Monica’s children.



The environment leaders worked developing a whole school Green Day – an action packed day full of activities connected to the environment and sustainability. They also managed “Wrapper Free Friday’s” where the whole school is encouraged and recognised for reducing the amount of rubbish in the school environment. This was implemented for the first half of the year and then in the second half of the year it was “Wrapper Free Everyday”. The sport leaders took on a leadership role at the annual athletics day carnival. They were responsible for

encouraging co-operation, persistence and worked in partnership with the sports teacher to ensure a successful day. They also took responsibility to suggest and ensure play equipment in the yard was engaging. They also have the responsibility of distributing and managing sports equipment at recess and lunch times. The Religious Education leaders represented the school on many occasions including during Catholic Education week and they also played an active role in promoting donations for Christmas Hampers for St Vincent De Paul The Hospitality group prepare afternoon tea for parents before assembly. They welcome people, serve food, coffee and tea and have an affiliation with St Monica’s Catholic Secondary College where they attend days focussed on food preparations.

Students in all levels were actively engaged in both incursions and excursions that enable them to experience rich learning opportunities related to Inquiry units beyond the school boundaries. These extra curricula activities add value to the life of the children at St Peter’s school. These included: -Epping Plaza -St Monica’s Secondary school wetlands -Guest speakers from the CFA, RSPCA and police -Melbourne Museum and Immigration Museum -Excursion to Darebin Creek to observe the local environment (Year 4) and Aboriginal perspectives (Year 5) -Melbourne Aquarium, Zoo and Healesville Sanctuary -Bunnings excursion -CERES environmental park -Scienceworks -Latrobe University Recreational Centre and Roam Adventures -Camp Arrabri for Year 6 students -Victorian Parliament for Year 6 students -Merri Creek Management committee and Water Watch -Visits to Epping Views Primary School and Derrimut Primary School

-Botanical Gardens

STUDENT SATISFACTION

Student engagement is rated at 73.7 and Student Wellbeing is 76.8. With student data indicating that while they rate Purposeful Teaching as high at 81.08, Stimulating Learning is rated at 69.12. The school has identified the importance of a personalized approach to learning as a critical factor in addressing this mismatch. Teachers are committed to providing a classroom climate that encourages student voice and is strongly focused on achievement, wellbeing and engagement for each and every student.

Non- Attendance:

We continued to implement our policy on school attendance. Practices remain in place to reward students with 100% 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 stopping 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). Student attendance is 94.24%.



Leadership & Management Goals & Intended Outcomes

To live out our Vision through effective collaboration.

Intended Outcomes: That empowerment and ownership will be strengthened through effective team work and collaborative

decision making

Achievements Model of leadership

The School Organisational Structure is a distributive leadership model aimed to empower all staff. This model includes a Strategic Policy Team (SPT), School Improvement and Planning Team (SIPT), teaching and Learning Team, Operations Management, Student Wellbeing Team, Education in Faith Team and School Community Team. In 2013 the Strategic Policy Team met weekly, the Teaching and Learning team met fortnightly, the School Improvement and Planning team met once a term to review and plan for the upcoming term, the School Operations team met as required. The principal and deputy principal met every day for a briefing of the events past and upcoming.

Elements of the school organisation model continued in 2013 included clear agendas, agreed protocols used in meetings and staff are invited to contribute to the agenda of the Strategic Policy Team meeting as well as being invited to attend the SPT meetings on a rotational basis where the visitor chose the protocol, participated in discussions and provided feedback at the conclusion of the meeting.

Minutes from all these meetings are posted on the St Peter’s Documentation online ‘myclasses’ page. The purpose of this was to improve empowerment. Feedback from staff was always positive.

The Strategic Policy Team was comprised of the Principal, Deputy Principal (Teaching and Learning Leader), Assistant Deputy Principal, Student Wellbeing Leader and Religious Education Leader and an invitation to staff is offered at the beginning of the term for a staff visitor to attend.

We congratulate and send best wishes to the Principal, Katherine Hudson who retired in May. Due to her retirement there have been changes in some leadership roles, empowering the Deputy Principal, Julie Percy, to take leadership of the school as Acting Principal and the Assistant Deputy Principal, Emily Baker, has been Acting Deputy Principal (with 2 days in the classroom).

Professional Learning and Leadership opportunities

The 2013 staff comprised 32 teaching staff and 8 non-teaching staff.

Contemporary Learning initiatives and Organisational Structures that support improvement in student learning outcomes forms the focus for all Teaching and Learning Meetings.

At the end of May, Miss Katherine Hudson retired as Principal of St Peter’s school after 12 years of outstanding leadership. Mrs Julie Percy, Deputy Principal, was appointed as Acting Principal, maintaining this role for the remainder of 2013. In October, 2013 a new Principal, Mrs Kerry Miller, was appointed by a selection panel and commenced her new role in Term One, 2014.

There are many opportunities for leadership at St Peter’s School. The following POLs were established for 2012-2014 based on the needs of the school from the School Improvement Plan: - Literacy Leader - Numeracy Leader - Environmental Leader - Contemporary Learning Leader - Assistant Literacy Leader - Assistant Numeracy Leader - Assistant RE Leader - Assistant Student Wellbeing Leader

Positions of Leaderships were altered to reflect the needs of the School Improvement Plan and included:

Assistant Contemporary Learning Leader (a 1 year appointment for 2012). The role was reviewed and restructured for 2013 to include SINA and nForma coordination.

The Daily Organizer role was restructured to include the Assistant Deputy Principal role

Assistant Teaching and Learning Leader P-2 that includes AUSVELs liaison.



In addition to these positions many other staff take on leadership roles and these include: Transition coordinator, Environmental leaders in the areas of Waste, Energy, Water, & Biodiversity, social committees and each Student Leadership team is supported by a member of staff and the PBS team.

St Peter’s is a Professional Learning Community and it is held as a high priority to build the capacity of all staff. This is evidenced by the Professional Learning Goals that staff complete each term and exhibit to the Principal. All staff (teachers and teaching assistants) identify a goal for the term using the Australian Professional Standards for Teachers, plan what they will do to achieve the goal and who can assist and support them. At the end of each term, teachers reflect on their goal, share evidence towards achievement and set a new goal for the following term.

The Wisdom Meets Hope leader formally meets with teachers in their first 5 years to monitor their goals and actions using the Australian Professional Standards for Teachers.

Professional Learning Team meetings focussing on educational leadership were led by the Wisdom Meets Hope leader and Principal.

The Literacy leader and assistant literacy leader continued studies in literacy leadership and attended regular Network cluster meetings.

The Assistant Numeracy Leader and a Year 3 teacher attended SUM maths Professional Learning.

The Change 2 process commenced in term 1 with Marita Richardson and Anne Killeen from the Catholic Education Office, Melbourne, facilitating workshops for the Change 2 team which comprised of a dynamic team of classroom teachers all at different stages in their profession.

Three members of our staff went on to complete the Change 2 facilitator’s course.

In 2012 Julie Percy was successful in obtaining a Grant for the Empowering Local Schools project to begin in 2013, where a group of 5 teachers from the Leadership Team are working in conjunction with the Change 2 project at developing collaborative and effective teaching teams. They completed the Birkman survey to understand how they themselves and others work and how to alleviate stress behaviour.

The Acting Principal participated in Local Leadership professional learning conducted by AITSL and completed a Professional Certificate in Instructional Leadership at Melbourne University, part of a Master’s in Education degree.

Teaching and Learning Leaders attended professional learning on AUSVELs and personalisation of learning

Two teachers attended Professional Learning with Dr Yong Zhao, a leading international educationalist.

Staff participated in an Anaphylaxis briefing as mandated.

Staff participated in EMQ Emergency Management training as mandated and successfully conducted Emergency Evacuation and Lockdown drills.

All staff engaged in an Annual Review Meeting (ARM). Prior to this meeting, staff are asked to complete an Annual Review document that were restructured and reviewed to be based on the Australian Professional Standards for Teachers. Staff reflect on their strengths, challenges and goals and address areas for future growth and development in relation to their career.

The principal uses staff Professional Learning Wheels and Annual Review Meetings to assist the organisation of professional learning, as well as future development in the School Improvement Plan and budgeting. We continue to have a large professional learning budget at St Peter’s School.

A strong Induction policy continues to support new staff to the school. An Induction survey reflected this as a very detailed and positive experience. The Induction process at St Peter’s School has many elements. New members of staff have an opportunity to meet with their team and teacher leaders before they begin at the school. The Deputy Principal met with new teachers to explain procedures, expectations and structures at St Peter’s School.

The Deputy Principal is to be commended on the management of replacement for staff absences, often relying on many phone calls between 6.30am and 7.00am, endeavouring at all times to have a replacement teacher in the class. To support the replacement of classroom teachers during times of high demand the services of ANZUK a recruitment company is used with great success. All teachers who were placed at our school proved to be high quality teachers. Staff attendance is 84.11% and teacher attendance is 80.5%

We employed 4 new staff for the beginning of 2013 and during the year 2 staff returned from maternity leave. Staff retention is 78.79%. It is important to note that due to reduction in student numbers due to opening of a new Catholic primary school in Epping North, there has been a consequent reduction in the number of staff at our school. We thank the staff on contract positions, generally maternity leave replacements, for their dedicated service to St Peter’s school.



The School Improvement Plan has enabled the school to implement a deep and comprehensive curriculum, addressing the five spheres of schooling including implementation of AUSVELS domains.

Since 2007 learning leaders are timetabled to meet with each level during planning time twice a term. Professional learning conversations at these planning sessions lead to increased teacher confidence in planning, a deeper knowledge of skills and content and management of learning. Timetable structures provide for all teachers at each level to be released together with learning leaders to analyse data, evaluate and assist to plan programs to meet students’ needs.

Teacher qualifications at St Peter’s School include one staff member with a Master’s in Education, one with Masters in Religious Education, teachers with post-graduate qualifications in Education, Student Wellbeing, Religious Education, ESL, Numeracy Leadership and Instructional Leadership, Degrees in Education and Teaching and Advanced Diplomas. One staff member completed the CEOM Emerging Leaders Program.

Infrastructure

Year 4, 5 and 6 students and their teachers continue to explore ways to best use the shared learning spaces to personalise learning more effectively. This Learning Neighbourhood allows for all contemporary learning and teaching practices to be considered, from explicit focus teacher directed instruction to a variety of individual and collaborative inquiry and project based learning opportunities. The embedded ICT environments maximised opportunities for staff and students.

There is a master plan for the replacement of computer hardware in classrooms. All teachers are provided with laptops and all classrooms have interactive boards. New interactive boards were purchased and installed in 4 junior classrooms and computers for the interactive boards were installed. Printers have also been upgraded and printers are shared between classrooms.

The unused lab area was demolished in 2012 to develop a new shared learning space. This area was refurbished with new floor coverings, and an art space was established in 2013 complete with cabinetry and bench space, this area is available for visual arts specialist programs and when not in use for classroom teachers.

Maintenance in the school is managed by Kevin Ind.

Areas around the football and soccer goals were turfed, providing improved all weather playing spaces for the children. We thank the Parents’ Association for their financial contribution to this project.

Purchase of new applications to capitalise on the integration of multimedia using an IPad. Applications on school IPads aim to allow the student to connect, communicate, collaborate and learn collectively.

Provision for every learning space to have access to Interactive Whiteboards in particular the purchase of 5 LED Touch Screen Panels in Prep and Year One.

Communication

The Corporate Board, website and newsletter continue to communicate all forthcoming events within the community.

A messaging service continued in 2013, where text messages are sent to families for reminders of school events.

Tiqbiz, a communication app was introduced to the school community in term 4 as a form of online communication for the wider community

The staff handbook includes information about policies and procedures at St Peter’s School and is used with new staff during induction. This and other school policies are available to all staff through the St Peter’s Documentation ‘myclasses’ page. An online directory is in place to assist in locating all online resources.

Administrative matters are covered at Monday Morning Briefings and our electronic notice board and calendar provide staff with information as to what is happening in the school each day. The Daily Organiser coordinates all that is happening in the school and ensures smooth organisation.

St Peter’s staff continue to utilise the protocols for working together and these are consistently addressed and featured at meetings. The purpose of these protocols is to ensure a voice for all.

Staff wellbeing and support

There are ever increasing demands in teaching and learning, accountability and expectations. It is important that leadership in the school continue to actively listen to staff, as well as build trust and respect and support staff in addressing difficulties and challenges. Structures in place to address staff wellbeing, school morale and work demands include:



- The school provides additional time release for literacy pre and post testing (P – 2), SINE clinical interviews (P – 6), meetings with the Student Wellbeing Leader, Analysis of NAPLAN data, a visual arts program and planning of Inquiry unit, as well as time for contemporary tools release e.g. Edmodo, Blogging, Minecraft.

- Staff meetings and Professional Learning Team meetings have been timetabled for moderation for reporting and assessment purposes. New teachers are supported in this process through extra release and scheduled meetings with the Teaching and Learning leader.

- All classroom teachers are provided with laptops and cameras. - For all school closure days lunch is provided. - Yard duty bonuses are allocated to support staff. - All requests for additional leave are considered. - End of year Christmas lunch is provided by the school. - All staff supplies such as tea, coffee and milk, and including a coffee machine, are provided by the school

and flu immunisations are organised through the local council annually. - Affirmation of staff through recognition and celebration of best practice at staff meetings. - Milestone events such as birthdays, retirements, engagements and weddings are celebrated with morning

teas, gifts. Contributions by staff such as awards that recognise high performing teachers are celebrated at staff gatherings.

- Birthdays are celebrated by month, where a cake is provided by a rotation of staff members as well as some snacks and a birthday present.

- ‘Choir Practice’ is celebrated every fortnight on a rotational roster lead by staff teams. - Development of staffroom expectations are reviewed and discussed regularly. - The Principal’s door is always open for discussion, professional conversation, and/or personal sharing.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2012

Teachers 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:

- Implementation of the Australian Curriculum-AUSVELs - Annual Green Day - First Annual Bullying Day - Whole School Professional Learning day focussing on Collaborative Team work with Career Vision. - Peer observation where teachers observe best practice in teaching with other teachers at our school - School closure day on ‘Being Catholic in our Catholic Schools- A Focus on Scripture’ - Principal Appraisal Group and Principal Professional Learning Community - Wisdom Meets Hope support for graduate teachers and those within their first 5 years of experience - Literacy Leadership studies - Reading Recovery strategies - Learning Walks- teachers visit classrooms with a specific learning focus aimed at identifying school trends

and directions for further improvement. The focus has been contemporary learning in literacy, numeracy and religious education.

- Staff meetings and Professional Learning Team meetings that support learning in all areas of the curriculum

- Developing an online classroom presence with Frank Fabri, Contemporary Learning Leader - Online data analysis in literacy and numeracy - Emerging Leaders Professional Learning - Numeracy Strategies - Student Wellbeing Leadership - Sustainable Environmental Projects and community networks - Contemporary use of Interactive Whiteboards that promotes student engagement in the classroom - Contemporary Learning and Teaching a Catholic School Project. - Accreditation to Teach Religious Education in a Catholic school. - Teachers see themselves as learners and reflect on ways to improve their practice. Ongoing

Professional Learning Teams (PLT) meet weekly to develop shared beliefs, understandings and time for



moderation. PLTs include Literacy and Numeracy as well as a project PLT of staff choice, ‘Choose Your Own Adventure’. The purpose of the project PLT was to build teacher capacity and these projects were linked to teacher interest and professional learning goals. These included:

- Leadership Learning - ‘Jazz Up Maths’ Using Contemporary tools in Numeracy - Engaging Student learning with Interactive Whiteboards - Visual literacies - Weekly staff meetings provide opportunities for professional learning and conversations in learning and

teaching including all AUSVELs domains in Physical, Personal and Social Learning, Discipline-based Learning and Interdisciplinary Learning.

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 40

AVERAGE EXPENDITURE PER TEACHER FOR PL $5117

TEACHER SATISFACTION

Insight SRC survey data rates staff school climate at 73.7. Teacher confidence is rated at 86.88 with Professional Growth at 74.87. Quality teaching rates at 77.42 with teachers acknowledging a strong focus on School Improvement (82.05). Teachers at St Peter’s have identified the need to focus on collaborative teamwork where professional goal setting, peer observation and timely feedback are essential to improving quality teaching and therefore student learning. Processes to empower teachers in their capacity to be the best teachers were further developed in 2013 and commitment to professional growth and teamwork remains high in 2014.



School Community Goals & Intended Outcomes To strengthen students’ learning through active participation in the local and the global community To strengthen parent, school and parish partnerships

That students are engaged, enabled and supported in their learning in the contemporary world

That students’ learning will be enhanced through parent and staff collaboration

Achievements Home school partnerships

Showcasing student learning experiences with parents

Prayer Liturgies

Showcases e.g. Prep Dance (Footsteps), learning presentations by all class levels

Expo Days

School Production- St Peter’s Circus

Monday afternoon assemblies provide an opportunity to strengthen the learning partnership with parents through children presenting their learning. Each term every year level presents their learning at a whole school assembly. Students conduct and lead the assembly, sharing their learning, saying prayers, acknowledging birthdays, awarding the STAR raffle Wrapper free winners and Maths Matters. Assemblies are always well attended by parents.

There is an active and effective School Board who monitor progress and offer a Discernment Process for parents who would like to see how the School Board operates before nominating. The School Board also has an induction process for new members. Some foci for the Board in 2013 included:

- Themes for 2013, presentation of Annual Action Plan - Contemporary Learning, Cyber Safety - Change 2 project - Wellbeing- Strengthening Families - NAPLAN directions

A cyber safety night was held for parents to come along and hear about cyber issues that may arise in our community.

Each year the Parents’ Association and the School Board recognise the staff on International Teachers’ Day and earlier in the year the Parents’ Association coordinated the making of pancakes for the whole school community on Shrove Tuesday.

The Parents’ Association provides great financial support for our school through wonderful fundraising. Some of their achievements in 2013 were – sausage sizzles, Mother’s day and Father’s day stall, movie afternoon, Christmas raffle chocolate drive, entertainment book and family working bee. Money raised from these events contributed to the installation of synthetic turfing on areas of the school oval.

The Parents’ Association facilitates a welcome to the Prep families with a BBQ. Members of the Leadership Team along with the Prep teachers and our Parish Priest, Maurie Cooney attend this evening to talk to new parents and provide a link to the parish.

A thank you afternoon tea was prepared by staff to thank all our wonderful parent helpers whose support we value greatly.

Christmas lunch for the staff of St Peter’s supplied by the Parents Association.

Transition from Primary school to secondary school DVD made available to parents to support their understanding of this process.

Parent community was invited to the ‘Biggest Morning Tea’.

Parent expertise was embraced – Susan Uniacke (nurse) – ran anaphylaxis training for staff.

School Improvement Surveys are sent out to every 6th family to complete.

Family activity nights during Sacrament programs have always had excellent attendance, supporting parents in the faith development of their children.

Parent teacher interviews are conducted twice a year formally but parents are invited to meet and discuss issues whenever they wish throughout the year. Parents of children with additional needs have regular meetings with the teacher and Student Wellbeing Leader to ensure consistency and updates on the child’s progress. Survey data indicates that 95% of parents are very satisfied with the reporting process.



Parents are invited to assist in the school in many ways; an example of this is classroom helpers. The Literacy Leader conducts programs during the year for parents who wish to help in their child’s classroom.

St Monica’s students support P-2 students in the literacy block on a weekly basis.

P-2 Maths information morning for parents was led by the assistant numeracy leader and attendance was high.

Students sporting achievements are recognised at whole school assemblies. They have included: -Year 6 involvement in Interschool sports. -Whole school athletics day. -Students participating in the Lalor District Athletics Carnival and the Whittlesea Division Athletics carnival. -Students represented at the Northern Metropolitan Region Cross County Championships. -Basketball team winning Hoop Time competition at Mill Park Stadium and then continuing on to come second in the state at the Sports Victoria basketball championships at MSAC. -Footy Day. -Star Awards. -Assembly awards.

A Year 6 graduation year book, full of memories, photos and reflections, was created as a memento for exiting students.

Community Partnerships Traffic safety reminders were highlighted in the newsletter often. We continued to work in partnership with

the City of Whittlesea in continuing the smooth running of our drive through and pick up area in Wedge Street to reduce the traffic congestion around the school and increase safety for the students.

Our Prep transition program to school this year included a playground experience, MacKillop Centre (contemporary learning approach) and classroom experience: Stay and Play, Move and Groove, Draw and Soar, 2014 Prep Family BBQ, Meet the Teacher. This enabled the students to interact with a number of students in a number of different school environments. The feedback from both parents and teachers was extremely positive with students settling into the routines very easily. There is an Enrolment Information night. The Prep teachers phone and visit the kindergartens. Most Prep parents gather on the first day of school for, “Pop the Cork and Cut the Ties.” There is a Prep information night early in the year. All new Prep parents receive a personal invitation to the Annual General Meeting of the Parents’ Association. School Captains speak about their experience at school at the Prep information night each year. Year 6 children are enthusiastic guides for prospective parents on open mornings. Parents report positively on this experience.

Our Year 6 to secondary schools transition programs includes a number of experiences with our main feeder school St Monica’s Secondary College. The Year 5 children visit St Monica’s College and have the Principal and past pupils as guest speakers. Teachers liaise with secondary schools and write transition reports.

The Japanese teacher met with St Monica’s LOTE team developing a transition program for Year 6 students. Students from both schools shared in Japanese cultural experiences. Once a term Japanese assemblies, successfully celebrate students’ learning and enthusiasm in this area.

Engaging with the wider community has enhanced classroom programs with relevant excursions, incursions and guest speakers, for example a Policeman, Senior Tim came to speak to the Year 6 students as part of their electives program.

The school supports the work of ‘Before and After School Care’, and school spaces are shared with this group for activities.

We build our partnership with the community during Catholic Education Week with an Open morning, promotions in local media and children attend Catholic Education Week Mass at St Patrick’s Cathedral. We also had entries selected for the Catholic Education Week Visual Arts Exhibition.

The school participates in the City of Whittlesea Student recognition awards. The award is for students who demonstrate initiative or leadership in line with its community values which includes respect for the individual and all cultures in our community. In 2013 the winner received the award for her dedication in continuing her Inquiry action for the year in recycling mobile phones and contacting the Chanel 10 weather team to visit our school for the Principal’s retirement festivities.

The school newsletter promotes local schools and sporting clubs.

We have continued to submit art work to the Whittlesea Show.



Communication We continue to update our school website. The weekly newsletter is available through the news and events

page.

Tiqbiz, an online app was trialed in term 4 to keep the school community fully informed and up to date with newsletters, notices, news and events.

A report from School Board meetings goes home with the newsletter after each meeting to keep the community informed of the work of the Board.

The school has structures that promote and foster quality regular communication with families. Weekly newsletters contain reflections on the Church seasons and Sacramental programs as well as information about teaching and learning, news from the grades, sports information, healthy eating tips, Parents’ Association news, School Board reports and issues relevant at the time.

Parents are invited to address concerns with classroom teachers or the Principal through reminders in the newsletter.

.

Projects that encourage sustainability: Whole School Green Day (Environmental and Sustainability focus)- recycling sports, making bird feeders,

exploring the frog pond, planting trees, excursion to St Monica’s wetlands. Incursions from CERES and Future Spark Energy trailer as well as visitors from City of Whittlesea and VISY who worked with students on developing understanding about waste were part of the day.

Our school joined the Resource Smart AuSSI Vic program. There are 5 modules to work through in achieving our accreditation – Core, Waste, Water, Energy and Biodiversity. We have begun our journey in 2 modules – core and waste and have submitted for the core module.

The Environmental leader continued to use the Sustainability Blog and promote environmental issues within the whole school.

Other community projects included:

Increased Wrapper Free Friday to every day in term 4. A ‘Carry In, Carry Out’ waste policy for students and staff was implemented whereby all lunch wrappers are taken home.

A Staff environmental team was formed and included 9 staff with specific roles. The team met each term to set environmental actions for the school.

The Environmental Leader maintained a water audit and use of SETS.

Connections continued with Darebin Creek Management Committee and Merri Creek Management Committee. Both organisations attended and presented interactive workshops on St Peter’s Green Day.

The profile of ‘Walk to School’ day was raised within the community and plans were implemented to have this once a term.

The whole school was involved in global projects such as Earth Hour.

The school received $10,000 government funding to undertake energy projects.

Staff no longer receive hard copy newsletter, instead it is emailed weekly. It is also available online via Tiqbiz app for the wider community to access.

All classrooms and eating areas now have compost and recycling bins available and waste generated is tracked.

Mobile phone drop off point in office for disposal of phones was initiated and maintained by a group of students.



A number of students participated in Kids Teaching Kids program and students presented waste related workshops at Derrimut Primary School Sustainability Day and Resource Smart Awards.

The design of the frog pond was improved to sustain mini beasts.

There is an ongoing use of veggie gardens and frog pond by various year levels to support their learning.

St Monica’s College staff worked with prep teachers and students to develop sensory garden using grant money received from the City of Whittlesea.

Students from Year 3 took part in a series of workshops with St Monica’s Year 9 Quest students to develop native habitats at both St Monica’s and St Peter’s School.

The school Canteen is open on Wednesdays and Thursdays with the menu reflecting a Healthy Eating Policy.

PARENT SATISFACTION

Insight SRC data rates parent satisfaction with the school highly at 78.3. Community engagement is also high at 78.7. Parents at St Peter’s school are extremely supportive of the school, value education highly and are active in the school in many ways. Our school has a high standing in the local community and this reflected in the Parent Satisfaction data.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH $

Recurrent income Tuition

School fees 433,439

Other fee income 184,307

Private income 41,949

State government recurrent grants 911,532

Australian government recurrent grants 2,630,295

Total recurrent income 4,201,522

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 3,095,831

Non salary expenses 534,349

Total recurrent expenditure 3,630,180

Capital income and expenditure Tuition

Government capital grants -

Capital fees and levies 415,176

Other capital income 24,000

Total capital income 439,176

Total capital expenditure 117,878

Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans)

Total opening balance 4,530,280

Total closing balance 171,280

Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees.



Future Directions

This info graphic, which is displayed throughout our school, outlines our future directions which are linked to our school improvement plan.



VRQA Compliance Data

E1137 St Peter's School, Epping

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2011

%

2012

%

2011–2012 Changes

%

2013

%

2012–2013 Changes

%

YR 03 Reading 96.7 98.5 1.8 100.0 1.5

YR 03 Writing 100.0 100.0 0.0 98.2 -1.8

YR 03 Spelling 98.3 100.0 1.7 100.0 0.0

YR 03 Grammar & Punctuation 100.0 100.0 0.0 100.0 0.0

YR 03 Numeracy 100.0 97.0 -3.0 96.4 -0.6

YR 05 Reading 98.8 95.9 -2.9 100.0 4.1

YR 05 Writing 100.0 100.0 0.0 98.3 -1.7

YR 05 Spelling 97.5 98.6 1.1 94.9 -3.7

YR 05 Grammar & Punctuation 100.0 94.6 -5.4 98.3 3.7

YR 05 Numeracy 96.3 97.3 1.0 98.3 1.0

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Year 1 93.13

Year 2 95.30

Year 3 94.71

Year 4 94.82

Year 5 91.93

Year 6 95.28

Overall average attendance 94.20

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 80.5%

STAFF RETENTION RATE

Staff Retention Rate 91.67%



TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 10.00%

Graduate 10.00%

Certificate Graduate 6.67%

Degree Bachelor 90.00%

Diploma Advanced 26.67%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 4

Teaching Staff (Head Count)

46

FTE Teaching Staff

41.620

Non-Teaching Staff (Head Count)

14

FTE Non-Teaching Staff

9.201

Indigenous Teaching Staff

0

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