2016
ANNUAL REPORT
TO THE SCHOOL COMMUNITY
Our Lady’s Primary School, Annual Report to the School Community 2016
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Contents
Contact Details 2
Minimum Standards Attestation 3
Our School Vision Error! Bookmark not defined.
School Overview Error! Bookmark not defined.
Principal’s Report 4
Parish Priest’s Report 6
School Education Board Report Error! Bookmark not defined.
Education in Faith Error! Bookmark not defined.
Learning & Teaching Error! Bookmark not defined.
Student Wellbeing Error! Bookmark not defined.
Leadership & Management 14
School Community Error! Bookmark not defined.
Financial Performance 18
Future Directions 19
VRQA Compliance Data 19
Our Lady’s Primary School, Annual Report to the School Community 2016
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Our Lady’s Primary School, Annual Report to the School Community 2016
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Contact Details
ADDRESS Craigieburn Rd. Craigieburn. 3064
PRINCIPAL Paul McEntee
PARISH PRIEST Varghese Kurisingal
SCHOOL BOARD CHAIR
TELEPHONE (03) 9308 2011
EMAIL [email protected]
WEBSITE www.olcraigieburn.catholic.edu.au
Minimum Standards Attestation
I, Paul McEntee, attest that Our Lady’s 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 2016 school year under the
Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)
19 May 2017
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Our School Vision
Our Lady’s is a Catholic Parish School that upholds the gospel
values of love, faith, hope and justice.
We follow the example of Jesus and Mary in fostering our
relationship with God.
As an active and committed learning community, we strive to
provide an innovative, stimulating, balanced and inclusive
curriculum that reflects current educational developments.
Respect for individuality and cultural diversity is fostered by
developing a sense of belonging and self-worth, enabling us to
become responsible members of the local and global community.
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School Overview
Our Lady's Catholic Primary School is one of three primary schools under the governance of the Parish of
Our Lady’s Parish Craigieburn and Roxburgh Park. Mother Teresa, Mount Ridley, and Good Samaritan,
Roxburgh Park are the other two schools. A new school named Oscar Romero is due to open in 2018 to
service the new building estates located in West Craigieburn.
Our Lady’s is situated on the corner of Bridgewater and Craigieburn Roads and covers approximately 2
hectares. With a current enrolment of 652 students and over 60 staff with 25 classes. With a rich cultural
diversity, Our Lady's endeavours to ensure students and their families are given the opportunities to
celebrate and share their history and culture. The Learning and Teaching programs within the school are
designed to engage students in a broad range of curriculum areas and stimulate their sense of curiosity in
the world around them. In addition to the prescribed AusVELS curriculum and our Religious Education
program, we offer specialist classes in the areas of Visual and Performing Arts , a Science Discovery
Centre and Physical Education. Students have access to and digital technology as a tool for learning in all
levels of the school.
We provide our students with a range of faith and life experiences, and Religious Education is seen as a
focal point in the school curriculum. We aim to educate the children in the basic beliefs and practices of
the Catholic Faith, as well as instruction and preparation for children and parents for the reception of the
Sacraments of Eucharist, Reconciliation and Confirmation. Class and whole school liturgies are
celebrated on a regular basis. Within the Religious Education curriculum, there is a special focus on
raising awareness within the community about Social Justice issues.
The school recognises the importance of social and emotional wellbeing as a foundation to learning
success. The Wellbeing Team works with staff in developing programs within classrooms to promote
resilience and emotional intelligence in all students, under the framework of being Safe, Responsible and
Respectful.
Students have many opportunities to be actively involved in leadership throughout the school; eg. Class
Captains, Sports Captains, Justice Leaders, Peer Activity Leaders, Safety Representatives and School
Captains. Our Lady's is offering a school camp program in Years 4, 5 and 6, where students are given the
opportunity to travel to a variety of venues to undertake activities that challenge their abilities and build
self-esteem. They learn how to work in teams, solve group problems and how to accept, trust and rely on
others. Our Lady's values the work and great support it receives from the members of our school
community. Parents play a vital role in the partnership between home and school. The school has an
active Parent Advisory Council groups, where parents can assist in the governance, fundraising and
social activities. Parents are also encouraged to support in a variety ways including canteen, book club,
and classroom helpers.
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Principal’s Report
Dear Parents of Our Lady’s Primary School
On behalf of Father George and the staff of Our Lady’s Catholic Primary School, I am pleased to present to you the Annual School Report for 2016. The 2016 school year was highlighted by our students and staff relocating to our new building - our ‘super classroom’ housing 12 classes in a bright and vibrant learning area. I wish to thank our students and staff in enabling a smooth transition to the new building. An added bonus was the hall extension and its transformation to a gymnasium providing an indoor area for our sports and phys ed programs. It also provides a place where our whole school can gather for special occasions.
It goes without saying that as a Catholic Primary School our catholic identity is an integral part of our school and its community. In 2016 our school supported the Graduate Certificate in Teaching Religious Education led by The Catholic Theological College. On weekends staff from not only our school but other nearby catholic schools attended lectures and tutorial sessions at our school. The course provides valuable insights to staff in providing best practice in Religious Education to our students. Thank you to Mary McCormick our REL who coordinated the process.
In 2016 we continued our work with the University of Melbourne Network of Schools program (UMNOS), that provides support and guidance to our school’s commitment to continuous improvement which was evidenced in the work undertaken with our “expert teachers’, who have worked collaboratively with our staff in their pedagogical approaches in the areas of Numeracy and Literacy. I commend each member of staff of this community, as well as the school leadership, for their commitment, enthusiasm and excellent work ethic. Their dedication to school improvement has resulted in a shift towards more collaborative and cohesive practices within the school. Our work with UNMOS is ably supported by Loretta Robbins our UMNOS Success Coordinator.
An initiative commenced in 2016 was our ‘Headstart’ program, that provided an opportunity for our prep intake for 2017 to participate in an eight week transition to school program. The program provided valuable insight to our prep 2017 intake and also allowed new families familiarise themselves to our school community. Cinzia Mancuso our transition leader is to be commended for her work in managing this program.
Another initiative for parental involvement and supporting our school community was the establishment of our ‘Parent Hub’. The Parent Hub is an informal meeting place for parents/carers to come together in a safe and welcoming space. The Hub has a focus on, Building positive connections between children, the family and the school, being a place where children and families are welcome, is Child and diversity friendly and provides a Sense of belonging for all. Anne Croughan (Deputy Principal- School Community) deserves special thanks for her of our Parent Hub.
Our Lady’s values and nurtures relationships with students which are safe, respectful and supportive, and which help students to reach their full potential. The school is focused on building individual and collective wellbeing through a climate of care and positivity. In 2016 Ministerial Order No 80 outlined the minimum standards all schools must adhere to regarding student wellbeing and safety. Lina Vescio our Student Wellbeing Leader is to be thanked for her guidance in this important area.
In closing, I look forward to the 2017 school year as we continue to build on the work commenced in 2016. I have enjoyed working with a dynamic staff and feel very privileged to be part of this vibrant learning community whose aim is to provide an education based on success for all.
Paul McEntee Principal
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Education in Faith
Goals & Intended Outcomes
Goal: To strengthen the Catholic culture and identity of the school.
Intended Outcomes:
That students are engaged and challenged in a contemporary Religious Education program.
That students, staff and parents make connections with and express their faith through their
actions and behaviours.
Achievements
VALUE ADDED
● Teacher skills and needs analysis survey administered - Professional learning in Scripture and classroom prayer strategies were noted as the highest areas of need.
● Use of Formative Assessment strategies evident in some R.E. units - this is an area of ongoing development.
● R.E. Term overviews for staff to use as a basis for planning gave some direction for planning. Staff used these as a starting point for collaborative planning.
● More holistic planning in RE units - staff using the Religious Education Framework as a starting point, then units are enriched through the use of other resources and teaching and learning strategies. One level using a ‘Faith and Life’ Inquiry approach to planning R.E. - linking religious concepts to real life inquiries.
● Learning in Religious Education given visual prominence through more pin up board displays around the school.
● Use of more contemporary approaches promoting student engagement in R.E. topics celebrated by whole school ‘Gallery Walks’ - for Holy Week and for Catholic Social Teaching R.E. units - these were well received by both staff and students.
● Five staff completed Year 1 of the ‘Graduate Certificate in Teaching Religious Education’ done in conjunction with Catholic Theological College using our school as a campus.
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Learning & Teaching
Goals & Intended Outcomes
Goal: To engage students in a contemporary curriculum and pedagogy which challenges them to excel.
Intended Outcomes:
That students will be confident, responsible, and engaged in their learning.
That student learning outcomes in literacy will improve.
That student learning outcomes in numeracy will improve.
Achievements
During 2016 we continued our work with the University of Melbourne through their Network of Schools
Program. This program has allowed us to focus our school improvement in student reading outcomes
around high impact, research based, instructional strategies. We embedded the Dianne Snowball model
of independent reading throughout the school and supplemented the use of reading conferences with the
Fountas and Pinnell program ‘Levelled Literacy Intervention’. The school purchased a number of kits to
resource the program and teachers now have a common pedagogical practice for reading sessions from
Foundation to Year 6.
In line with the importance we place on high quality professional learning that is embedded in our school
context, we continued our use of external consultants to coach teachers in the areas of reading, writing
and mathematics. Mary McQuiltan and Rob Vingerhoets continued their work begun in 2015, ensuring
that teachers in all levels developed their skills in the area of independent reading and contemporary
mathematics. In addition, Terri Campbell worked with our teachers on improved strategies to teach writing
within the 6 writing traits.
The work Our Lady’s has done to date in developing a whole school pedagogical practice in the area of
reading comprehension, was acknowledged in the wider education community when school leaders were
asked to present the work of the school to the Northern Region Learning and Teaching Network. This was
followed with a request from Catholic Education Melbourne to develop a short documentary showing the
change of practice and the impact having a researched based and strategic approach to teaching reading
has had on improved student outcomes.
Our students who come from a background other than English, add diversity and richness to our school
environment. The work of our specialist EAL support teachers in developing an online tracking system for
recording and setting future learning goals for these students, has led to teachers personalising their
instruction and addressing the specific learning needs.
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Our school Assessment Schedule was developed in line with the Response To Intervention (RTI) model.
School based benchmarks enabled teachers to track students working above or below the expected
standard and develop enriching teaching programs as a result. Where students fell well below
benchmark, tier 2 assessments were administered to gain deeper insight into the possible learning
difficulties these students may have. Teachers then met with the the Student Diversity Leader to develop
a more personalised instructional program for these tier 2 and 3 students.
Much of our NAPLAN data reflected the changed focus for improving learning outcomes in the areas of
reading, writing and mathematics. WIth the exception of Year 3 reading, where were 1 band point behind
the growth experienced throughout the state, all other areas in both Year 3 and Year 5 showed
significantly more growth compared to the state between 2014 and 2016.
STUDENT LEARNING OUTCOMES
Year 3 Scaled Scores
2014 2016 Difference in Growth
READING
State 433 439 +6
Our Lady’s 408 413 +5
WRITING
State 417 436 +19
Our Lady’s 408 440 +32
NUMERACY
State 415 415 0
Our Lady’s 378 390 +12
Year 5 Scaled Scores
2014 2016 Difference in Growth
READING
State 511 512 +1
Our Lady’s 480 492 +12
WRITING
State 482 491 +9
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Our Lady’s 462 491 +29
NUMERACY
State 498 504 +6
Our Lady’s 464 483 +19
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Student Wellbeing
Goals & Intended Outcomes
Goal: To strengthen students’ resilience, engagement and connectedness to the school and to each other.
Intended Outcome:
That students will be responsible for their behaviour and learning.
That students will demonstrate increased resilience in their learning and in their relationships
with others.
Achievements
● Cybersafety Workshop for Years 3-6 and compulsory parent workshops
● Beginning of PBS (Positive Support Team) to support students who exhibit Tier 2 / Tier 3 behaviours
requiring intervention and supporting teachers. Including the use of Functional Behavioural
Assessment (FBA) as a tool
● Introduction of whole school Mindfulness Meditation schedule in Term 1.
● Life Skills Program for Preps to year 6 in Terms 1 and 2.
● Circle Time to be incorporated into each SEL session each week, providing student voice and
opportunity to problem solve.
● Year 3-6 Kids Club at lunch, two lunchtimes per week
● Child Safety program in term 4 for all students to support the Ministerial Order No.870-Child Safe
Standards
● Establishment of Child Safe Team
● Reviewed and complied with Ministerial Order No.870-Child Safe Standards
VALUE ADDED
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STUDENT SATISFACTION
● Comments regarding the results from the Student SRC surveys can be included here.
AVERAGE STUDENT ATTENDANCE RATE
BY YEAR LEVEL
%
Overall average attendance
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Leadership & Management
Goals & Intended Outcomes
Goal: To develop a professional learning community where all staff are committed to and share responsibility for improving their own work and the work of their colleagues through engaging practices.
Intended Outcome:
That staff teamwork will improve.
That communication will improve.
That staff give and receive effective and relevant feedback on their teaching and leadership
practices.
Achievements
● Professional Learning Community Leaders introduced and Professional Learning
provided for these leaders focusing on ‘How to Lead Professional Learning
Communities’ (Professor Patrick Griffin ARC model)
● Introduction of structured observation and formal feedback from the Professional
Learning Community Leaders.
● New Deputy Principal structure, Deputy Principal School Community, Deputy Principal
Curriculum and Pedagogy and Deputy Principal Staff Management and Development.
● Development of a staff charter “Doing the Little Things Right”.
● Further study by three staff in the area of leadership.
● External Facilitators working with the whole staff, small groups and one on one in the
areas of Reading (Mary McQuilten), Writing (Terri Campbell) and Mathematics (Rob
Vingerhoets).
● Implementation of the action research cycle in conjunction for all teaching with their
annual review meeting.
● Review and audit of current induction procedures and process for all new staff.
● New Professional Learning Community structure with a particular focus on student
evidence.
● Anaphylaxis training
● ABLES training
● Completion of first aid level 2 for all staff holding a leadership position in 2016.
● Year 5 and 6 teachers have been trained in using Hapara Workspace to differentiate student learning in Inquiry.
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● IT Infrastructure in the school has improved with new network racks and extra wifi in the new building.
● Smart TV’s have been purchased for all classrooms in the new building ● Charging facilities for Chromebooks and MAcbooks have been upgraded with the
purchase of 3 carrier trolleys. ● All school iPAds are now managed through a central management system through the
IT Office ● Through timetabling changes the eLearning Leader is more available for students and
teachers to visit classes and model best practice ● The Introduction of electronic sign in / sign out for staff, visitors and contractors has
added to school efficiency and security ● Digital signage has been included in the foyer to inform visitors of school practices and
upcoming events.
EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING
DESCRIPTION OF PL UNDERTAKEN IN 2016
● ABLES online program ● Anaphylaxis Training ● Writing Symposium ● ECO Warden Induction Training ● Stitches First Aid Education ● Project Zero Perspectives Conference ● Religious Education Network ● K-12 Ed Leaders Congress at EduTECH 2016 ● Reading Recovery Ongoing PL: Initial Day & Seminar ● Deputy Principals Network North Western ● Family School Partnership Leaders Induction and Orientation ● School Wide Positive Behaviour Support - Tier 2 Training ● Assessment Capabilities ● Additional Learning Needs Coordinators Network ● Ron Ritchhart - Creating Cultures of Thinking ● Mathematics: Expert Teaching F-4 ● Northern Reg. - Students with Disabilities Application Guidelines ● Catholic Identity: Reading Your School's ECSIP Data ● MJR Conference ● Exploring The Bible ● Child Safety: Responding and reporting abuse ● Evidence-based approach to increase use of target language ● International Dance Educators Workshop 2016 ● Victorian Music Curriculum ● ICON School Leaders
NUMBER OF TEACHERS WHO PARTICIPATED IN PL 38
AVERAGE EXPENDITURE PER TEACHER FOR PL $814
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School Community
Goals & Intended Outcomes
Goal: To build strong partnerships with parents, parish and the local and global community.
Intended Outcome:
That parents are more actively engaged in their children’s learning.
That students will transfer their learning into action.
Achievements
Writing of Strategic Plan for School Community
79.14% of our Year 3 to 6 parents attend the compulsory Cybersafety Parent workshops, 8%
who couldn’t attend met with Deputy Principal to discuss the material presented at the
workshops. Remaining 14% had information sent home with a personal feedback sheet
attached.
85 parents surveyed on ‘Understanding Learning and Teaching’
Class Captains from Years 3 to 6 attended the Halogen National Young Leaders Conference
3 students represented Our Lady’s in the Combined Schools Choir at the Craigieburn Memorial
ANZAC Day Ceremony. School Choir under the leadership of Performing Arts Teacher and a
Prep parent conducted the school choir at Year 6 Confirmation and Christmas Carols at
Craigieburn Central.
Garden Club on Monday during lunch recess.
Opening of the Community Hub in Term 3
Students showcasing their learning through the School Production ‘Step Back In Time’. Parents
involved in the sets and costuming for the school production. 84% of A-K families represented
on the first night and 87% of L-Z families represented on the second night of the production.
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Two Preschool Storytime sessions held during Book Week in the school library
Parent Information Sessions held in conjunction with the 2017 Headstart Program in the
Community Hub
Year 5 & 6 Natural Disasters Showcase opened up to all year levels and parents
School Captains represent Our Lady’s at State Government announcement for Development of
Craigieburn Road
Whole school participation in HUME ‘Walk to School’ with an average of 34 students, 14
parents and 2 teachers walking each Wednesday and Friday morning from Craigieburn Leisure
Centre.
Pirate Day Fundraiser for a member of our school community
School Community Mural (in the Community Hub) constructed in partnership with a parent
(artist) and HUME Men’s Shed
PARENT SATISFACTION
The Community Engagement Indicator increased from 73.7 in 2015 to 80.1 in
2016.
Parent engagement has been linked to improved student learning and wellbeing outcomes.
The Parent Engagement Framework has 4 lead indicators:-
1. Leadership - Principal, teachers and parents leading parent engagement together
2. Relationship - one to one respectful relationships that meet parent needs
3. Learning - a focus of all activities and student learning
4. Reflection and Evaluation - active learning feedback and evidence-based decision
making
Our Lady’s moved into the top 25% of Australian Schools in the following Indicators:-
Relationships - Parent partnerships from 75 in 2015 to 82 in 2016
Learning - Parent Partnerships from 75 in 2015 to 82 in 2016 & Reporting from 66 in 2015 to
79 in 2016
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Financial Performance
REPORTING FRAMEWORK MODIFIED CASH
$
Recurrent income Tuition
School fees 5670
Other fee income 207 020
Private income 75 612
State government recurrent grants 1 207 108
Australian government recurrent grants 4 752 088
Total recurrent income 6 247 498
Recurrent Expenditure Tuition
Salaries; allowances and related expenses 4 467 557
Non salary expenses 870 184
Total recurrent expenditure 5 337 741
Capital income and expenditure Tuition
Government capital grants 408 805
Capital fees and levies 476 455
Other capital income -
Total capital income 885 260
Total capital expenditure 1 715 304
Loans (includes refundable enrolment deposits and recurrent, capital and
bridging loans)
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Total opening balance 221 050
Total closing balance 928 316
The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the diocesan supplementary capital fund supporting primary schools’ capital borrowings. The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included..
Future Directions
● This section is optional. ● Recommended word length is approximately 400 words.
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VRQA Compliance Data
● Copy your School Performance data via the link on the Annual Report to the School Community 2016 page and past here.