2015 Primary Template v1 - stcberwick.catholic.edu.au · PARISH PRIEST Fr Jeffrey Kleynjans SCHOOL...

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

St Catherine’s School Berwick

2017

REGISTERED SCHOOL NUMBER: 1956

Primary School

St Catherine’s School, Bewick

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

Contact Details ............................................................................................................................................ 2

Minimum Standards Attestation ................................................................................................................ 2

Our School Vision ....................................................................................................................................... 3

School Overview .......................................................................................................................................... 4

Principal’s Report ........................................................................................................................................ 4

Catholic Identity and Religious Education .............................................................................................. 8

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

School Community & Student Wellbeing ................................................................................................ 10

Child Safe Standards …………………………………………………………………………………………….11

Leadership & Stewardship ....................................................................................................................... 12

Future Directions ....................................................................................................................................... 13

VRQA Compliance Data ............................................................................................................................ 14



Contact Details

ADDRESS 73 Ridgemont Drive Berwick VIC 3806

PRINCIPAL Kevin Browning

PARISH PRIEST Fr Jeffrey Kleynjans

SCHOOL ADVISORY BOARD CHAIR Michelle Rato

TELEPHONE (03) 9702 1466

EMAIL [email protected]

WEBSITE www.stcberwick.catholic.edu.au

ABN 36 256 164 819

E NUMBER E-4039

AUSTRALIAN GOVERNMENT EDUCATION ID

(Formerly known as DEEWR number)

14617

Minimum Standards Attestation

I, Kevin Browning, attest that St Catherine’s 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.

Australian Government accountability requirements related to the 2017 school year under the

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

May 2018



Our School Vision

Vision Statement

St Catherine’s School is a place of personalised learning where diversity is

welcomed, the Gospel enacted and faith proclaimed in a committed and united

community.

Mission Statement

St Catherine’s is a Catholic school called to serve the children of St Michael’s

Parish.

“Be who God meant you to be and you will set the world on fire”

(St Catherine of Siena)

Inspired by the life and spirit of St Catherine of

Siena, we are devoted to:

Teaching the Catholic faith by reflecting upon the

Gospel values of Jesus Christ, so that our

knowledge may be enlightened by our faith;

Nurturing the growth, well-being and relationships

of all students, families and staff, in a welcoming,

supportive and safe environment;

Promoting and celebrating educational success

and developing passionate, motivated, life-long

learners in a contemporary context.



School Overview

St Catherine’s Primary School is an integral part of the Sale Diocese and the Parish of St Michael’s,

Berwick. Located just 45 minutes southeast of the city of Melbourne, St Catherine’s shares in the mission

of bringing Catholic Education to students in Melbourne’s southern growth corridor.

St Catherine’s Primary School is one of three co-educational Parish Catholic primary schools providing a

P-6 education for students from increasingly diverse social and cultural backgrounds. Established in 1996

with 67 students, the school today has an enrolment of just under 700 students. This growth in

enrolments is indicative of its location and the significant demographic growth that is presently being

experienced in the area. The school site is also shared with St Francis Xavier Regional College, Berwick

Junior Campus.

Inspired by the life of St Catherine of Siena, St Catherine’s School undertakes to be a Catholic community

where God’s love is experienced, shared and celebrated. Our school is committed to developing a safe

and supportive learning environment. We undertake the development of the whole child in a nurturing

learning community, where all are engaged, empowered and encouraged to develop a love of life-long

learning. We strive to develop the students’ cognitive, emotional, physical, and spiritual life, to enable

them to find God in all things, to live out their vocation in life according to the variety of their skills and

talents.

At St Catherine’s School, we are committed to supporting parents as the first and primary educators of

their children. We assume the belief that education is a partnership operation. It is in working as partners

– supporting and encouraging each other’s efforts, that we benefit in bringing children to a genuine

knowledge of themselves and of the world in which they live. Together it is hoped that efforts of co-

operation and mutual support will complement each other’s through the sharing of a common vision and

of common goals.

Our school logo, which proudly bears the words of our school’s motto ‘Our Faith is Our Strength’,

provides for each of us a profound reminder of who we are and what we are on about as a Christian

people. It is this profile through which we live and work together in the hope of being recognised as a

Catholic School. If we are true to the inspiration and application of it, our school, and all those associated

with it, will certainly benefit.

St Catherine’s Primary School is welcoming. and has a group of highly dedicated and motivated parents

and carers who, through their hard work and commitment, genuinely assist with the provision of the best

education environment possible for the children. St Catherine’s is fortunate to be staffed by a strong

group of dedicated teachers and Education Support Officers who continue the mission of Catholic

Education, begun so many years ago. It is a school which openly reflects through its practices, the

philosophy and values of its founding community and all those who have been part of its story and have

contributed in making it the great school that it is today.

….and so we continue the journey!



Principal’s Report

It gives me great pleasure to present the 2017 report to the school community. It is hoped that this report

provides an apt reflection of key activities and achievements of St Catherine’s Primary School, the

students, staff and parent community.

Like the year before it, 2017 remained a period of incredible growth and change. As always, supported

by the school community, this continued change has been embraced positively and has enriched who we

are and what we do in the name of Catholic Education.

As we reflect and recall all that has been undertaken and achieved over the year, there is certainly much

for which we can genuinely celebrate and be thankful. As the year unfolded, there were a myriad of

opportunities, planned and unplanned, that allowed for each and every one of us to grow and to learn and

to recognise something of our potential and unique giftedness as children of God.

2017 saw the school undertake its cyclical school review. This provided an opportunity for reflection as

we identified strengths and areas for improvement, and made recommendations for the future. A wide

range of data was collected and analysed with significant involvement and input of staff. The process

enabled identification of high leverage priorities for the school’s ongoing school improvement in line with

the Diocesan Strategic Plan and saw the development of the 2018-2021 Strategic Improvement Plan.

Key priorities have been identified under the main dimensions of Catholic Identity and Religious

Education, Learning and Teaching, and Leadership with the aim of achieving the following strategic

intent:

Together we provide every student the opportunity to grow in faith and to achieve their potential

through expert teaching and best practice.

As the school looks forward, our position of growth in terms of enrolments, as well as the changing

landscape of teaching learning, continues to present challenges and exciting possibilities. Following the

development of a School Master Plan, 2017 saw the first stage of building works undertaken with the

extension and refurbishment of the Siena Building for our junior students and the construction of two

additional classrooms. Stage 2 will soon follow and will result in the relocation of the school’s

administration, construction of eight new classrooms, refurbishment of the MacKillop Building and

removal of the eight existing portables. There is certainly much for which we have to look forward to!

Therefore, we look forward to the continued commitment of all to St Catherine’s. We ask that our gracious

God continue to bless our school abundantly and inspire us to progress our work in service for the

betterment of our students, their learning and their wellbeing.

Yours in Catholic Education

Kevin Browning



Catholic Identity and Religious Education

Goals & Intended Outcomes

At St Catherine’s, our primary focus in Catholic Identity and

Religious Education was to maintain a commitment to

encouraging and supporting students on their faith journey by

developing and nurturing a deeper relationship with God.

Specific focus was given to the following intended outcomes:

That the revised Religious Education Curriculum is

implemented and reported against

That students are able to recognise and acknowledge faith in action

That staff have a shared understanding of our religious identity as a Catholic school and the

challenges faced in recontextualisation

Achievements

The new Religious Education Curriculum “To Live in Christ Jesus” was implemented and reported

against.

Explicit opportunities were provided to enable teachers to better know and understand the new

RE Curriculum “To Live in Christ Jesus”.

Prayer and liturgy continued to form a rich and significant component of the life of the school

community. This included class prayer, class led prayer at weekly assemblies, year level and

whole school Masses, and staff prayer each Monday morning.

Ongoing opportunities for professional development for staff were provided including:

o Four teachers participating in RE Accreditation Program as facilitated by the Diocese of

Sale;

o Staff taking part in the Catholic Education Office professional learning day focusing on

the person of Jesus as presented in the Gospels; and

o Staff meetings with a specific focus on enhancing knowledge and understanding of the

new RE Curriculum, Scripture and faith context of the school.

The link between faith and action remained visible and explicit within the school community. This

was evidenced in Community Action Days, various collections for St Vincent de Paul, whole

school and year level Masses, Meal Bank initiative, immediate responses to families in need, and

home visits.

Review of the school’s previous four-year improvement agenda around Catholic Identity and

Religious Education. Unpacking and evaluation of data revealed in the Enhancing Catholic

Identity survey undertaken by the school community in 2016 saw new priorities set for the 2018-

2021 School Improvement Plan



VALUE ADDED

Students continued their faith journey through the reception of the Sacraments of First

Reconciliation, First Eucharist and Confirmation.

Staff continued to be actively involved in the family centred, parish based and school supported

Sacramental Program by assisting with the facilitation of workshops, reflection days and

celebration of the Sacraments.

Representatives of the Year 5 level came together at the Pilgrimage Mass at St Mary’s

Cathedral in Sale, with other Year 5 students from around the Diocese. Mass was celebrated by

Bishop Patrick O’Regan.

St Catherine’s Day was celebrated in launch of Catholic Education Week. The day commenced

with a whole school Mass in the Chapel followed by a broad array of activities with class

buddies.

Staff from the three Parish Primary Schools gathered for a Mass at St Michael’s followed by an

afternoon tea as part of the celebrations for Catholic Education Week.

Three staff were acknowledged at the annual Diocesan Leadership Mass and Dinner for their

service of 25 years or more to Catholic Education.

The students enjoyed being part of Community Action Days (CAD), which were held once a

term. The theme for each CAD was decided by the Mini Vinnies Team.

The Winter Appeal for the St Vincent de Paul Society took place mid-year with the collection of a

range of non-perishable items being collected for distribution to needy families in the area.

Our annual Christmas Giving Tree was again well supported, with gifts being donated for all

members of families assisted by the St Vincent de Paul Society throughout the year.

Harmony Day, Holy Week, ANZAC Day and Remembrance Day provided opportunities for the

school community to gather and acknowledge as a people of faith.



Learning & Teaching


Goals:

1. Pedagogy is contemporary

2. All learning is personalised

3. Create, lead and foster a professional learning culture

Intended Outcomes:

That the new Victorian Curriculum is implemented and

reported against

That feedback to students on learning is timely, ongoing and purposeful

That student learning outcomes improve through enhanced teacher capacity

That student support is integrated within classroom teaching and learning

Achievements

Middle Tier Leadership – The position of Leading Teachers was established mid-year to support

teachers in their work in the effective implementation of the Victorian Curriculum, following a

process of deliberation with the School Consultative Committee. Key priorities of the role include:

o Building teacher capacity with respect teaching and learning

o Supporting teachers to use data to identify student point need and set learning

o Supporting and enhancing expert teaching practice and building teacher capacity to know

the curriculum and their students learn so as to maximise student outcomes

Alignment of School Curriculum Documentation with the Victorian Curriculum -

Development and implementation of key curriculum documents was undertaken to support the

implementation of the new Victorian Curriculum including:

o Whole School Plan for Learning Entitlement

o School Curriculum Policy

o School Learning and Teaching Policy

o School English Policy

o School Mathematics Policy

o School Assessment and Reporting Policy & Procedures

o School Student Reporting Guidelines

Curriculum Working Parties – Over the course of the year, a number of curriculum working

parties were established to develop draft whole school plans and working documents for specific

learning areas.

o English

o Health & Physical Education

o Digital Technologies

Student Reports - Revision of the student report format to better provide parents with a more

explicit outline of what has been taught with respect to the current year level and the curriculum

expectations as per the new Victorian Curriculum.



Process of Inquiry – During the year, teaching staff committed to a process of inquiry in order to build teacher capacity. Research shows that schools that effectively raise student outcomes are those that enhance their teachers’ sense of goal congruence as well as their level of professional interaction and professional growth. Evidenced-based practice provides the most leverage in terms of student progression.

The inquiry process is directly linked to three key priorities: 1. Best Teachers: Best Practice 2. Improved student outcomes equal to potential 3. St Catherine’s School to be the same as or better than a high performing like school

Learning and Teaching Networks – The Catholic Education Office Sale (CEOSale) continued

with the Learning and Teaching Networks (LTN) with St Catherine’s Leadership Team attending

the four scheduled Network days. Focus was given to:

1. Leading Successful Improvement…… The Importance of Vision

2. Strategic Leadership

3. Leadership for Reform

4. 2017 What Does the Data Say?

Collectives - As part of the CEOSale agenda the Schools Improving Schools - Collective

initiative was continued. Participation in the Collective was limited to the Principal and Leader of

Learning and Teaching, with St Catherine’s working with three other diocesan schools. The focus

was on reading, analysing data and reviewing current practices, with the primary aim of building

teacher capacity and ultimately progressing each student.

Intervention Programs - Learning adjustment programs that were used to assist “at risk”

students, these included: Extending Mathematical Understanding (EMU) for Year 1, Phonological

Awareness targeting Prep students, shared reading groups (Prep to Year 3), Levelled Literacy

Intervention (Prep – Year 2), English as an Additional Language (EAL) support groups (Prep to

Year 5), and Speech Therapy Assistance Program targeting children with severe language

disorders. The assessment schedule, identified students who qualified for extra assistance

through the Government’s Students with Disabilities funding. A number of students also qualified

for Students with Disability (SWD) funding after substantial assessments were conducted by

allied health professionals.

Extension and Enrichment - Opportunity for extension and enrichment were once again

provided for students through participation in the Australasian Maths Olympiad, Australian

Mathematics Competition and the ICAS - English, Mathematics, Digital Technologies and

Science.

STUDENT LEARNING OUTCOMES

The Year 3 NAPLAN results showed a slight upward trend with students meeting the minimum standards in the areas of Writing, Spelling and Numeracy. Staff observed an increase in Writing (1.0%), Spelling (1.0%) and Numeracy (4.0%). Compared to the previous year there was a slight decline in Reading (-3.0%) and Grammar & Punctuation (-2%).

The Year 5 NAPLAN Results showed a consistent downward trend with slight declines in Reading (-2.0%), Writing (-2.0%), Spelling (-1.0%), Grammar & Punctuation (-3.0%) and Numeracy (-2.0%). Reading and Numeracy are areas of specific whole school focus aimed at ensuring a rate of progress for all students.



School Community & Student Wellbeing


1. All members of our school community know that they belong and are valued.

2. Relationships at St Catherine’s are authentic and consistent with our Catholic Christian

perspective.

3. Confidence, accountability and responsibility will be cultivated within the St Catherine’s

community.

Key emphasis was placed on the following intended outcomes and targets:

A culture of empowerment and inclusion is built.

There is a consistency of practice and understanding of what constitutes a professional culture.

St Catherine’s is compliant with all legislative policies regarding student safety and well-being.

Achievements

In 2017, St Catherine once again celebrated Harmony Day, celebrating inclusiveness, respect

and belonging for all Australians, regardless of cultural or linguistic background with a day of

activities within the classroom and wearing a splash of orange.

We support English as an Additional Language through small group intervention acknowledging

that Learners in Australia are individuals who have not learnt Standard Australian English (SAE)

as their first language or dialect.

All the Year 5 students were involved in a week-long leadership program facilitated in-house.

Students were then given the opportunity to go through the process of applying for positions of

leadership.

The Year 6 students trained the Year 5 students in the Peer Activity Leaders Program (PAL) in

readiness for becoming a school leader and implementing the program in 2018.

A School Nurse from the City of Casey completed confidential assessments and worked with

families to support identified student needs. A Visiting Optometrist also completed vision

screenings for Prep students to determine if further vision assessments were required.

Levelled Literacy Intervention (LLI), an in-class reading intervention program, was rolled out to

the Preps to Year Two classes. Class teachers were coached to administer the LLI with the

students in their level, therefore building teacher capacity and supporting students at their level of

need. The coaching will continue in 2018 for Years 3, 4 and 5.

Teachers and Education Support Officers participated in various professional learning

opportunities aimed at ensuring necessary compliance such as child safety and anaphylaxis, as

well as other initiatives, to strengthen capacity to enhance student learning.

A reference group continued to support the data implementation of the Nationally Consistent

Collection of Data (NCCD).

A Child Safety Reference Group was established comprising of both teaching and non-teaching

staff. The group is aimed at providing a forum for progressing the significant work of the child



safety agenda. The group provided recommendations to the School Leadership Team on ways in

which the school can continue to build and enhance a child safety culture as well as

implementing the requirements as outlined in the Child Safety Standards.

How Student Non-Attendance is Managed

Monitoring Daily Attendance

St Catherine’s has implemented the following systems and procedures in order to monitor daily

attendance of students and identify absences from school or class:

Parents are responsible for ensuring that they notify the School to explain the absence of their children on any particular school day. Notification may be provided via email or by telephoning the school and should be made prior to the start of School. Alternatively, parents may also submit a notification of student absence via the Skoolbag App. Such absences are passed directly onto the class teacher.

Class teachers take the class roll twice a day.

All absences are recorded using our reporting package.

Office staff print off and file roll records.

Following Up Unexplained Student Absences

St Catherine’s has implemented the following systems and procedures in order to follow up

unexplained absences from school:

Where an absence has not been explained after three days and no contact has been received, the classroom teacher is to contact the parents concerned.

Where the absence remains unexplained the matter will be reported to the Line Manager for investigation and follow up.

Where a student reaches five days of unapproved or unexplained absence within a school year, further action can be taken at the discretion of the Principal.

All information in relation to unsatisfactory attendance is recorded on students’ files and information with respect to attendance is provided in each student’s school report.

Notification of Parents and Guardians of Unsatisfactory Attendance

St Catherine’s has implemented the following systems and procedures in order to notify parents and

guardians of unsatisfactory attendance:

Where a student is unsatisfactorily absent from school, the School will contact the parents directly to seek an explanation and to remind parents of their child’s obligation to attend school.

Where parents repeatedly fail to inform the School of absences the Line Manager or Principal will contact them directly seeking an explanation and to remind them of their obligation to report absences.

Pastoral support is provided where difficulties are experienced by parents and families which result in student absence.



VALUE ADDED

Our School Concert was once again a wonderful success, showcasing the talents of all our

students.

Students demonstrated their service to others with confidence and commitment throughout the

year, including their involvement in the Buddies Program, Peer Activity Leader Program,

Community Action Days and ANZAC Day celebrations. The students showed enthusiasm

through engagement, planning and preparation prior to events. Students reported back that

implementing their ideas builds skills in leadership, organisation and communication.

Students from the Year 6 debating team participated in the interschool debating competition.

The students enjoyed the challenges of the debate while building relationships with students

from other schools in our community.

Story Dogs, a literacy program, was introduced. The reading program supported students who

have challenges in both academic and social interaction. The children read to a dog, and the

outcomes were amazing! The children's focus improved, literacy skills increased and their

confidence soared. The non-judgmental, loving nature of dogs gives this program its magic

and helps children relax, open up, try harder and have fun reading to a friendly and calm dog.

The children who attended the program reported back that they were excited and could not

wait to read.

Lego Club was implemented this year. It is a program where students manipulate Lego while

having conversation with others. Through participation in Lego Club children learnt to work in

teams, sharing and turn taking, negotiating appropriately with peers, giving and listening to

instructions. Children reported that they were able to have positive conversations with their

friends and enjoyed playing together to achieve a common goal.

Students participated in many extra curricula activities to develop positive involvement in their

school community through participation in:

o Swimming Carnivals

o Student Leaders Reception

o Family Movie Night

o Year 6 League of Legends

o First Aid in Schools Program

o School representation at the Berwick ANZAC Day Commemorative Service

o ICAS (Independent, skills-based assessment program) – English, Mathematics,

Science and Digital Technologies

o Australian Maths Competition

o Interschool Sports Program and Lightning Premierships

o John Burland Concert

o Book Fair

o School Disco

o Book Week - inspired by Roald Dahl including a dress up day

o National Simultaneous Story Time – “I got this Hat” and author visits

o Family Life Education Program

o Life Education

o Senior and Junior School Concerts

o Hooptime Competition (Basketball)

o Interschool Netball



o Interschool Debating

o Book Week – Escape to Everywhere

o Author Visit – Adam Wallace

o Art Walk (aka Annual Art Show)

o Maths Olympiad

o Mothers and Fathers Day Stalls

o Camps and overnight stays for Years 3, 4, 5 & 6

o Various excursions and incursions

These activities occurred due to the efforts and hard work of dedicated staff and the enthusiastic

support of students and parents. They are vital in building the vibrant, engaging and exciting

educational environment that is St Catherine’s Primary School.

STUDENT SATISFACTION

The Insight SRC Student Survey results show that students know that teachers really want to help them learn, but more importantly know that teachers at St Catherine’s help students understand what they need to do to improve; developing independent and responsible learners. Students indicated via survey results that they appreciate all the opportunities to build knowledge and work collaboratively with peers on a day to day basis. Survey results also indicate that students value, how and why teachers encourage them to think critically, consider different perspectives and encourage student voice through classroom discussion and decision making.

PARENT SATISFACTION

Parent responses to the Insight SRC Parent Survey show that their children look forward to the

learning they do at the school. In terms of connectedness to peers, parents have indicated that their

children feel accepted and included by other students and they have opportunities to develop valuable

social skills both in the classroom and through the various school initiatives. Parents are comfortable

approaching the school with any concerns that they may have, comforted in the knowledge

that teachers listen respectfully and demonstrate understanding and appreciation of views shared.

Two-way communication between school and parents is extremely high and parents have opportunity

to be involved in planning to support the learning thus contributing to improved student outcomes. Of

particular note is the success of transition programs that have been designed by staff at St Catherine’s

to support students; upon entry to Prep and preparing Year 6 children for the next step of their

educational journey.



Child Safe Standards

Goals and Intended Outcomes Our faith identity as a Catholic school emphasizes a particular moral, mission driven and legal

responsibility to uphold and actively promote the wellbeing and safety of every student entrusted in our

care. Our commitment is driven by Christ’s message of love and the innate dignity of each human

person.

“I have come so that they may have life and have it to the full.’

John 10:10

At St Catherine’s, we acknowledge and understand that child safety is the responsibility of every person

and is an integral aspect of student wellbeing. We have once again continued to work collaboratively with

parents, students and community members to remain proactive in our efforts to enhance and improve a

child safety focus as well as ensure a safe school environment for every student.

In 2017, our priorities with regard to Child Safe Standards were:

Embedding of the Child Safe Standards

Broadening of ongoing cultural shift

Developing practices that enhance capacity to maximize child safety

Achievements In strengthening a child safety culture at St Catherine’s that is compliant with the Child Safe Standards as

outlined in Ministerial Order No 870, achievements in 2017 included:

Embedding of policies and commitments into every day practice:

o Compliance with the Child Safe Standards as monitored through the cyclical VRQA

review process

o Child Protection and Safety Policy (Updated)

o Working with Children Checks Policy (Updated)

o Anaphylaxis Management Policy (Updated)

o Child Safety Code of Conduct (Reviewed)

o School’s emergency management procedures (Reviewed)

o Implementation of Anti-Bullying Policy

Training of teachers, non-teaching staff and volunteers

o Compliance by all staff with their legislative responsibilities by completing online

mandatory reporting eLearning modules

o Utilisation of the modules contained within the Child Protection Internal Training Program

on Complispace to educate and reinforce with staff, members of P&F and School

Advisory Board our school’s child safe policies and procedures

o Introduction of a child safety training schedule for staff, P&F and School Advisory Board

o Development of parent and community access to child safety polices and other resources

on the school website

o Frequent inclusion of child safety matters in weekly newsletter and regular meeting

forums such as the Leadership Team, staff, P&F and School Advisory Board



o Strategic focus given to enhancing staff capacity around practices that strengthen child

safety matters

Anaphylaxis and asthma training

Cybersafety

Risk management

Supervision of students

Consultation with the school community

o Regular advice and input on child safety matters through various forums such as

meetings of the school Leadership Team, staff, P&F and School Advisory Board

o Establishment of a Child Safety Reference Group

Human resource practices

o Ongoing review of position descriptions for employee roles with a specific commitment to

child safety requirements being embedded

o Continued review of recruitment practices to ensure that all aspects highlight a strong

commitment to child safety including advertising, applications, screening, interviews,

appointment and induction

o Process for monitoring currency of Working with Children Checks and National Police

Records held by staff and volunteers

Student participation and empowerment strategies

o Strategies implemented for students to identify risks in response to school slogan See

Something! Say Something!

Child Safety – Risk Management approaches

o School Guide to Child Safety Risk Assessment finalized and accepted

o Establishment of school Child Safety Risk Register



Leadership & Stewardship


Goals:

1. Leadership at St Catherine’s will support teaching and learning and will drive change for

improvement.

2. Provide and align resources, personnel and facilities to support the teaching and learning goals.

Intended Outcomes:

That there is improved commitment to curriculum delivery

That school operations are reviewed and establishment of new 4-year plan

That the school aligns provision of learning spaces with pedagogical intentions

That the school continues to ensure provision of appropriate facilities in its educational mission

That the school continues to comply with regulatory requirements and minimum standards to

maintain school registration

That the school complies with Child Safe Standards as outlined in Ministerial Order No 870

That the school personnel structures best meet the service needs of the school community

That the provision of support services most effectively meets the needs of the school

Achievements Alignment of Specialist Delivery with Curriculum Priorities – With the introduction of the new

Victorian Curriculum, a review of existing specialist curriculum delivery was undertaken with teachers

to ascertain the best model for meeting identified curriculum priorities. The outcome of the review will

see the following areas attended to by specialist teachers as of 2018 for all year levels Prep to Year 6:

o Physical Education

o Japanese (LOTE)

o Performing Arts

o Science, Technology, Engineering and Maths (STEM)

VRQA Regulatory Compliance – In 2017, the school underwent its 5-yearly review of VRQA

minimum standards and requirements for registration. The school was successful in providing

necessary evidence of meeting the standards across a broad range of areas including school

governance, enrolment, curriculum and student learning, student welfare, staff employment and

school infrastructure standards.

School Review – In 2017, St Catherine’s undertook its cyclical school review. The primary object of

the school review was to evaluate where we have come from over the past four years, where we are

today and where we wish to be.

As part of the School Improvement Framework Process, the school went on to develop a four-year

Strategic Improvement Plan referencing outcomes of the review process and to develop an Annual

Implementation Plan. The Strategic Improvement Plan was formally presented to the Catholic Identity,

Learning and Teaching Team at CEOSale and approved for implementation.



WorkSafe Project – St Catherine’s School was one of some 40 schools selected to participate in the

WorkSafe Victoria project addressing work-related stress and bullying in Victorian independent and Catholic schools. The primary focus of the visits was to assess the systems that schools have in place to prevent and manage work-related stress and bullying.

The follow-up report provided by WorkSafe stated that based upon the documentation and

information provided, it is believed that St Catherine’s is a workplace which has

comprehensive systems in place to identify, manage and control risks associated with work

related stress and workplace bullying.

Buildings and Facilities Improvements – In 2017, a number of significant improvement

projects were undertaken including:

o Capital Projects - Completion of Stage 1 of our Building Works. Two additional

classrooms were added to the Siena Building. This also included refurbishment

of the existing six classrooms within the Siena Building

o IT Infrastructure and System Upgrade – The mid-year break saw the school

undertake a significant upgrade of its infrastructure including systems, wireless

access points, servers and re-imaging of all devices.

Transitioning to Central Services o Central Payroll – St Catherine’s successfully transitioned to Central Payroll at CEO

Sale. This was a significant undertaking with an enormous amount of work taking place in the final part of 2016 to review all employee records including contracts. The move gives greater surety to payroll management of the school’s 75 employees, particularly with respect to compliance with industrial and award requirements.

o Central IT Technical Support – Based on the premise that the CEO was best placed in understanding and responding to both short and long term IT support needs, St Catherine’s joined the growing number of schools utilising central IT technical support services.

Governance – St Catherine’s Catholic School Board continued to work collaboratively in an advisory and supportive role with the Principal in maintaining the School as an institute of Catholic Education. Greater opportunity provided increased consultation, collaboration and input around a number of key priorities including:

o Child safety

o Policy review and development

o Review of school camps

o School master plan and capital planning priorities

Board members generally met once a month and ensured the continued good management and

stewardship of the school and its resources. In 2017, our School Board included:

o Michelle Rato (Chair)

o Ryan Dodd

o Rachel Burton

o Jodie Molzen

o Simone Stipkovic

o Simon Hemus

o Anthony Dissanyake (P&F Representative)

o Thea Bradford (Staff Representative)



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2017

During 2017, all staff continued to undertake significant professional learning to build and improve their own professional knowledge according to their specific areas of responsibility. Professional learning activities included, but were not limited to:

Learning and Teaching Networks

Collectives

Primary Religious Education Leaders Conference

Fr Timothy Radcliffe OP Seminar

Certificate of RE

School Review Briefing

Know Your Data Workshop

Overview of the Child Safety Audit

Annual Staff Retreat

RE – Jesus in the Gospels

Enhancing Student Learning with Mobile Devices

Principal Induction 2016: School Finances & Resources

CEOM – Google modules

Reading Recovery Networks

EMU Ongoing PL

Levelled Literacy Intervention

Students with Disability (SWD) Application Guidelines

Digital Technologies PL

Primary Graduate Induction Planning

Developing Resilience in Girls

2017 Teach Tech Play Conference

JLTAV Annual Conference

Teaching Boys in the 21st Century

Administration Officers PL

Teaching the Craft of Writing

ACU Pre-Service Mentoring

Masters of Clinical Teaching

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 35.9

AVERAGE EXPENDITURE PER TEACHER FOR PL $592



TEACHER SATISFACTION

The Insight SRC Staff Survey indicates that teachers are clear about their professional responsibilities and can rely on their colleagues for support and assistance if needed.

In terms of professional growth, teachers are encouraged to improve their skills, knowledge and performance with the ongoing provision of high quality professional learning opportunities. Teachers value these opportunities as it activates their learning and support their design of rich evidence based learning experiences for students.

Staff at St Catherine’s understand the importance of partnering with parents to help students achieve their full potential. The school has worked hard to create learning opportunities to engage learners in their learning and to create an environment that maximises the learning outcomes for our students.



Future Directions

As part of the School Improvement Framework Process undertaken in 2017, the school went on to

develop its four-year Strategic Improvement Plan referencing outcomes of the review process. The

following improvement goals and intended outcomes were identified as the 2018-2020 Strategic

Improvement Plan:

Improvement Dimension – Catholic Identity and Religious Education

Goal: A clear and consistent articulation of Catholic Identity in Catholic Education is evidenced in

the school.

Intended Outcomes:

That the RE Curriculum To Live In Christ Jesus is understood and fully implemented

That there is clarity and agreed ownership around school identity and what it means to

belong to St Catherine’s Catholic School

That there is enhanced understanding of and focus on Recontextualisation

That there is greater awareness and commitment to being a dialogical school

Improvement Dimension – Expert Teacher Practice

Goal: Teachers have a deep knowledge of curriculum and contemporary practice.

Intended Outcomes:

That teachers have a deep knowledge and understanding of the new Victorian

Curriculum

That a staff learning culture is evident at St Catherine’s

That there is a culture of collegiality that focuses on student learning and expert teacher

practice

Improvement Dimension – Improved Student Outcomes

Goal: Teachers are committed to 100% of students 100% of the time.

Intended Outcomes:

That learning outcomes are improved in English and Mathematics for all students

That there is a rate of progress for every student

Improvement Dimension – Leadership for Learning

Goal: Effective leadership structures and practices are in place to ensure growth and

performance of expert teacher practice.

Intended Outcomes:



That the School agenda, in alignment with the Diocesan agenda, is delivered through an

effective leadership structure

That there is clarity around a culture of expectations for teachers with respect to their

work and student learning

That there is consistent practice and language around enhancing positive relationships

That the capacity of all leaders is enhanced

Improvement Dimension – Resources

Goal: Resources are linked to priority teaching goals.

Intended Outcomes:

That the school master plan is implemented

That the school maintains ongoing compliance with VRQA minimum standards

That innovative learning environments are effectively utilised



VRQA Compliance Data

E4039

St Catherine's Primary School, Berwick South

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2015

%

2016

%

2015 - 2016

Changes

%

2017

%

2016 - 2017

Changes

%

YR 03 Grammar & Punctuation 98.1 100.0 1.9 97.5 -2.5

YR 03 Numeracy 98.1 95.8 -2.3 100.0 4.2

YR 03 Reading 99.0 100.0 1.0 97.5 -2.5

YR 03 Spelling 99.0 98.0 -1.0 98.8 0.8

YR 03 Writing 98.1 99.0 0.9 100.0 1.0

YR 05 Grammar & Punctuation 100.0 100.0 0.0 97.3 -2.7

YR 05 Numeracy 100.0 100.0 0.0 97.3 -2.7

YR 05 Reading 100.0 100.0 0.0 97.3 -2.7

YR 05 Spelling 100.0 98.8 -1.2 98.2 -0.6

YR 05 Writing 98.5 98.8 0.3 97.3 -1.5



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y1 91.28

Y2 92.47

Y3 92.77

Y4 91.85

Y5 94.37

Y6 92.57

Overall average attendance 92.55

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 88.49%

STAFF RETENTION RATE

Staff Retention Rate 79.59%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 12.20%

Graduate 17.07%

Certificate Graduate 2.44%

Degree Bachelor 80.49%

Diploma Advanced 24.39%

No Qualifications Listed 4.88%



STAFF COMPOSITION

Principal Class 3

Teaching Staff (Head Count)

60

FTE Teaching Staff

45.062

Non-Teaching Staff (Head Count)

27

FTE Non-Teaching Staff

29.372

Indigenous Teaching Staff

0

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