2017 Primary Template · 2018-08-21 · 2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY 5 Curriculum. St...

ANNUAL REPORT TO THE SCHOOL COMMUNITY

ST BRIGID’S CATHOLIC SCHOOL HEALESVILLE 2017

REGISTERED SCHOOL NUMBER: 1013

ST BRIGID’S CATHOLIC SCHOOL HEALESVILLE

2017 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

Our School Vision ....................................................................................................... Error! Bookmark not defined.

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

Education in Faith .................................................................................................................................................. 7

Learning & Teaching ............................................................................................................................................. 10

Student Wellbeing ........................................................................................................................................... 1313

Child Safe Standards ............................................................................................................................................ 17

Leadership & Management .................................................................................................................................. 18

School Community ............................................................................................................................................... 22

VRQA Compliance Data ........................................................................................................................................ 24



Contact Details

ADDRESS 1 High Street Healesville VIC 3777

PRINCIPAL Victoria Wissell

PARISH PRIEST Father Arsenio Tuazon

TELEPHONE (03) 59624200

EMAIL [email protected]

WEBSITE www.sbhealesville.catholic.edu.au

E NUMBER E1086

FEDERAL DET NUMBER 991

Minimum Standards Attestation

I, Victoria Wissell, attest that St. Brigid’s is mostly 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

• There are some elements in which the school is not fully compliant with all the requirements and these are being resolved with the Catholic Education Commission of Victoria.

• Australian Government accountability requirements related to the 2017 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

25th May 2018



Our School Vision

A Christ-centred community: Learning from the past,

Challenging the present, Creating the future.

At St Brigid’s we are a welcoming, supportive community where we value the talents and contributions of each student. We continue to build and foster the whole school and value our school community’s involvement in the education of our students.

We are inspired by the life and teachings of Jesus Christ and we strive to create an environment where we can thrive and grow spiritually, academically, socially, emotionally and physically.

‘Grow in Wisdom and Love.’



School Overview

Catholic schools are seen as 'meeting places for those who wish to express Christian values in education.' The Catholic school, far more than any other, is a community whose aim is the transmission of values for living. Its work is promoting a faith relationship with Christ in whom all values find fulfilment. Faith is principally assimilated through contact with people whose daily life bears witness to it. Christian faith, in fact, is born and grows inside a community. (The Catholic School, par. 53)

St. Brigid's, as a Catholic Primary school, exists to support the spiritual, intellectual, physical, social and emotional growth of all its students. We are continually striving to develop all involved in the school into a true Christian community where joy, hope and ongoing growth are experienced.

Building on the foundations already laid by the parents, St. Brigid's Catholic Primary School strives to aid the students’ acquisition of self-respect and respect for others, and a sense of responsibility and justice. We aim to give each student equal educational opportunities by catering for individual needs.

We need, therefore, to work and pray together in this great task of providing a Christian atmosphere in which to bring the students to know and love God, preparing them to make a positive contribution to the wider community.

History and Location

St. Brigid’s Catholic Primary School is situated in the historic township of Healesville, within the beautiful Yarra Valley. Originally known for its timber, Maroondah Dam and Healesville Sanctuary, the town and valley has become one of the country’s finest wine producing areas. The school was established by the ‘Sisters of Mercy’ religious order in 1901. From 1915-1924, the ‘Faithful Companions of Jesus’ sisters ran the school. This changed in 1925 when the school was staffed by the ‘Sisters of St Joseph’ and then from the late 1970s was led by a lay staff and teachers.

Students, Families and Community

Students attending St. Brigid’s Catholic Primary School are generally local to Healesville however there are also students who travel from Yarra Glen, Chum Creek, Badger Creek, Kinglake, Toolangi and Narbethong.

We believe that partnerships with parents, our parish and local community are essential to the development of our school community. We value the contributions of each member of our community and aim to engage them through a wide range of activities and projects. We have an enthusiastic School Advisory Board and Parents and Friends Association. Both of these groups are supportive and an essential part of our school community.



Curriculum

St Brigid’s Catholic Primary School provides a comprehensive curriculum, which covers the essential aspects of children’s behaviour, knowledge, learning capabilities and skills. The basis of our educational philosophy is student-centred learning involving deep thinking and inquiry. The foundations of our curriculum are derived from the Australian Curriculum, which covers the key learning areas of a child’s education. The learning areas are: Language, Maths, Science and History. These areas are then broken down into General Capabilities, which are Literacy, Numeracy, ICT (Information and Communication technology), critical and creative thinking, personal and social capabilities, ethical behaviour and intercultural behaviour. Cross curriculum priorities are the inclusion of Aboriginal and Torres Straits Islanders histories and cultures, Asia and Australia’s engagement with Asia and Sustainability.

Religious Education at St Brigid’s is a focal point, it permeates into each aspect of the curriculum as well as providing opportunities for students to be involved in the Parish and wider community. Our Religious Education curriculum is based on the Catholic Education Office Melbourne Religious Education Curriculum Framework which is used throughout the Archdiocese of Melbourne.

School Overview-2017

St Brigid’s Catholic Primary School had a student population of 356 spread across 15 classes. The school is committed to a Prep to Year Six sequential curriculum and all staff work in cooperative professional learning teams to provide quality education for all students. Our size allows all children in the school to interact with each other and develop friendships across the whole school community.

Our 2017 school learning environment consisted of the following structure: ● 3 x Prep Classes ● 4 x Year 1/2 Classes ● 4 x Year 3/4 Classes ● 4 x Year 5/6 Classes

The groupings allowed the school to operate reasonable sized classes, which specifically supported all students as well as students with specific learning needs. The school has been able to provide students with literacy and numeracy blocks of teaching time as well as ongoing support through funding of Education Support Officers. Additional to the funding, St Brigid’s has been able employ a Reading Recovery Teacher and introduced Levelled Literacy Intervention teaching to work with specific groups of children.

St Brigid’s has focused on the development of a strong leadership team which has aided the school in its development. The 2017 school Leadership structure consisted of the following:

● Principal ● Deputy Principal/Learning and Teaching Leader ● Religious Education/Literacy Leader ● Student Wellbeing Leader ● Numeracy Leader ● ICT/STEM Leader



Our school has been fortunate to be able to offer a number of specialist classes throughout 2017. This has enabled significant support to our students’ learning and consisted of the following:

● Physical Education ● Visual Arts ● Performing Arts ● Auslan



Education in Faith

Goals

To strengthen the school’s Catholic identity in the context of a contemporary world.

Intended Outcomes Intended Outcomes

That the knowledge and understanding of all members of the school community in what it means to be a member of our Catholic school community improves.

Achievements including Value Added

Sacraments:

● We offered a sacramental program that prepared the Catholic students for the reception of the sacraments in the parish.

● We held information and workshop sessions, at which the Parish Priest and the Pastoral worker, presented a theological background to the sacrament, for Eucharist, Reconciliation and Confirmation in the parish hall with the intended outcome that the Parish be more visible within the Sacramental Program.

● The students went off site for a reflection morning for Eucharist and whole day for

Confirmation. The Eucharist reflection morning and shared lunch used the parish hall for its venue while the Confirmation whole day reflection was at Tarrawarra Abbey.

● Students celebrating the sacraments received a small gift: Reconciliation: a small olive

wood holding cross; Eucharist: the Australian Children’s Mass Book; Confirmation: an embroidered stole.

● Families attended a Commitment Mass to make a public declaration that they would

support their children in the preparation for Eucharist and Confirmation.

● Families attended a Thanksgiving Mass after the reception of the sacraments where they received their certificates.

● Displays highlighting aspects of the sacrament were prominently placed in the resource

room to raise awareness about each them.

● School based programs used to prepare for the sacraments used resources such as Coming to Know, Worship and Love, REsource etc as their foundation.

● Parish pastoral worker worked with any students from other schools who were preparing for the reception of the sacrament, these students were then included in reflection days and celebrations as appropriate.



● Parish pastoral worker spoke to the students after weekly masses to highlight aspects of the mass.

Parent and Community involvement: ● We celebrated Mother’s and Father’s Days with whole school paraliturgies prior to activities

which included a space where prayer stations were set up for parents and children to pray together.

● A whole school mass was celebrated for Grandparent’s Day which was a highlight of the school’s calendar. This mass was held in the gym as our numbers are now too large for the whole school to gather in St. Brigid’s Church.

● The year levels attended Sunday parish masses once a term and once a fortnight on a Thursday, a class hosted a paraliturgy. Parents were always most welcome to attend these occasions.

● Parents continued to be invited to join in with the student celebration of the Stations of the Cross and the Stations of Light. This year Holy week and the Stations of the Cross involved the students walking along with Jesus through the school yard and down into K-adventure where prayerful encounters were experienced by everyone who joined in.

● Year Six students continued to attend the Parish Anointing Masses with the elderly and sick members of the parish. They also made cards showing support and stayed to serve lunch.

● The school newsletter was used as a main form of communication; articles included ways parents could be involved in their child’s faith journey, prayers, education about specific seasons in the liturgical calendar, as well as a section written by the parish pastoral worker on behalf of the parish.

● The whole school End of Year Mass had a graduation component and community carol singalong. This mass drew a large crowd and enabled huge family participation.

● School families contributed to the annual HICCI Christmas Appeal which raised money to provide hampers for those families disadvantaged in our community. Year Six students assisted with the packing of these hampers as well as ones provided by our Parish Care Team.

● Our Year Six ‘Social Justice’ leadership team participated in cooking sessions for the parish Care Team.

● We worked with the parish to raise awareness and funds for the Milking Cow and Goat project via our annual milkshake day.

● Created awareness and fundraising campaigns for Project Compassion during Lent, Cystic Fibrosis and Heart Kids.

Prayer and Liturgy:

● Commissioning Mass for school staff at the beginning of the school year.

● Whole school Masses for Ash Wednesday, Grandparent’s Day (Feast day of St Ann and St

Joachim).

● Paraliturgies for Anzac Day, Remembrance Day and St Brigid’s Feast day.

● Whole school Holy Week and Stations of the Cross prayer celebrations.

● Class led paraliturgies for whole school were held every fortnight.

● Family masses were held once a term, one for each level over the year.

● Staff prayer times before school each week during Lent and Advent.



● Year Six students attended mass at Marysville once a term as part of our outreach program

established following the 2009 bushfires.

● Staff prayer prior to staff meetings and each gathering of families for meetings at the school or

parish hall.

● Whole school participation in Christian meditation each Thursday.

● Daily prayer time in each classroom.

● Forged St. Brigid’s crosses were purchased for each classroom and office space which were

then blessed by Father Arsenio in short prayer services in each room.

Professional Development and Teaching and Learning: ● Attendance at Religious Education Network days.

● Professional Learning Team Meetings which had Religious Education as a focus.

● Attendance at Religious Education Conference: RE Leader and RE assistant.

● Religious Education for staff faith development became a standing item on the weekly staff

meeting agenda.

● Investigation of the new RE Framework.

● Revision of the RE Curriculum planning documents used by staff.

● Focus on integrating Religious Education with other curriculum areas where appropriate.



Learning & Teaching

Goals To build a contemporary learning community characterised by an environment that is challenging, rigorous, supportive and engaging.

Intended Outcomes

That student learning growth will improve for all students, regardless of their starting points.

That teachers will be confident to deliver a high quality curriculum using pedagogies that engages students.

Achievements Student Engagement

There have been numerous ways in which we have engaged and encouraged student involvement in a variety of meaningful and diverse activities. The implementation of more personalised learning throughout the school curriculum, such as the introduction of rich inquiry units which encouraged opportunities for individualised learning. This contemporary learning strategy encourages greater student engagement by using teaching devices that the students are familiar with and current in today’s world.

English

Through increasing the focus on analysing data from NAPLAN, PAT R and PAT M and other assessments across all levels, staff were very aware of the needs of students and personalised the student’s learning to a greater degree. Professional Learning team meetings regularly involved the use of data. Planning the next steps in student learning was then targeted, explicit and collaborative. An increase in the time allotted to ESOs in the classrooms enabled teachers to spend more time explicitly teaching small groups or individual students.

As a school we encouraged students to write for a real purpose and audience, for instance senior students made picture books for Prep students, and some students entered stories in the Oz Kids in Print competition. In developing a whole school approach for writing, we have used the CAFE Daily 5, mostly for Prep to middles, and 6+1 Traits of Writing for middle and senior students, as our main resources. Our sessions generally included a mini lesson, with explicit teaching using modelled and shared writing and a ‘think aloud’ strategy followed by self and peer reflection. The mini lessons were followed up with individual conferences. There was also a whole school commitment to daily writing, with an emphasis on free writing. The use of personalised writing goals and follow up conferencing has gained momentum across the school, in an attempt to individualise student learning.



As a way to increase the reading practice for some students in Year Two, the ‘Paired Reading Project’ was begun with Year Six students being trained as tutors to read with Year Two students. The program was very beneficial and enjoyable for both the Year Two students and their reading tutors and will be continued in the future.

Levelled Literacy Intervention was purchased to assist with improving the literacy skills of a group of Year Two students. This program will be expanded throughout the school in the future.

Mathematics

In 2017 we implemented the Numeracy Leader as a designated Position of Leadership and this leader as a member of the leadership team. A Mathematics Leadership team was re established with a focus on reinvigorating the learning from Strategic Support Mathematics (SSM) in which the final year was rolled out in 2013. SSM allowed for a consistent approach to Mathematics across the school supported by regular professional development, CEM supported planning, resourcing and a general staff excitement about Mathematics due to the school’s commitment to this.

A ‘bank’ of exemplar planning units was developed and a new unit planner was implemented to support learning and lesson implementation at a deeper level. This was a consistent approach across the school, allowing for fluidity across levels and developing a common mathematical language. It also allowed for the experimentation with incorporating Mathematics into other curriculum areas. During this period we also explored the use of pre and post-testing, evaluating their effectiveness and the role of these within our classrooms. This has become regular practice at St Brigid’s.

Throughout 2017 data from various sources was utilised and analysed across the school. Results from PAT Maths and Westwood testing were analysed during PLT and level meetings to provide a broader understanding of student performance, in addition to NAPLAN results.

STUDENT LEARNING OUTCOMES

In 2017 the Grade 3 cohort reached minimum standards in Numeracy and dropped below the minimum standard for the other learning areas. The Grade 5 cohort also only met the minimum standards for one learning area, Reading. In comparison to this cohort’s Grade 3 data in 2015 it would seem that there has been negative growth in learning areas with the exception of Reading which showed a slight improvement.





Student Wellbeing

Goals

To develop students as enablers of their own learning and wellbeing so that they can take their place in the world as confident and responsible citizens.

Intended Outcomes That students are engaged, confident, independent and interdependent learners who feel connected to school and the broader community

Achievements .At St Brigid's Catholic Primary School we see student wellbeing as a multi-dimensional, whole school approach to education of the whole child. The school's leadership team has a contemporary understanding of and commitment to student wellbeing. The school sees it as permeating all aspects of student life at the school, including curriculum, out-of-school activities, policy development and implementation, and family connections. We are working towards building a connectedness between staff, students, parents, parish and the wider community to give our students a physically, emotionally, and spiritually well rounded authentic learning experience.

Student Non-Attendance

An extract from our Student attendance policy shows that we deal with student non-attendance in the following way:

Procedures for students with ongoing non-attendance:

• If a student has significant absences from school — more than 50% over a month period then procedures will be followed to discuss this with the parents and to work out a solution to getting the children to school on a more regular basis

• Meeting and discussion with parents on why the non-attendance is occurring

• Future plan to get the attendance back to an acceptable level

• Follow up with parents if the attendance starts to slip again In severe cases follow up with Child First services if there is significant, continued absences over a 6 month period.



VALUE ADDED

During 2017, our achievements included the following:

Developing students’ self-worth and wellbeing through the arts, sports, and special interests

● Engagement of school community in the annual Visual Arts fair.

● Our K Series plays a large role in addressing student wellbeing needs at St Brigid’s Primary school. In 2017 we extended this program to include K-Choir as well as continued with K-Space, K-Art and K-Sport as lunchtime activities for those with special interests in these areas.

● In 2017, we extended the K-Shed and K-Cook programs by introducing a ‘buddy system’ to expand the cohort of students involved and to open up further opportunities for leadership. Senior students worked with the junior students as their buddies. Senior leaders were explicitly taught new skills (including social skills) which they then taught/used with their buddies.

● Goals from student Personalised Learning Plans were used to help structure the K-Shed and K-Cook programs whilst making links with classroom activities.

● Development of K-Adventure play and learning space to promote experimentation, risk-taking and creativity.

● Participation in a wide variety of sports across the school allowing for those who are gifted in this area to continue on to district, zone and state level competition.

● Acknowledgement of student achievements at assemblies, You Can Do It awards and through the school newsletter.

Developing students' self-worth and wellbeing through building relationships

● Provision of parent curriculum education sessions with a child/parent component to improve attendance

● Continuation of School Leaders program, whereby all Year Six students are considered to be school leaders and work for a term in each of the three leadership spheres of Peer Activity Leadership, Sustainability Leadership and Social Justice Leadership.



● Every year St Brigid's School promotes family-school partnerships through Grandparents Day, Father's Day and Mother's Day activities and celebrations which are very well attended by family members.

● Continuation and further development of Prep-Year Five ‘buddy program’.

Developing students' self-worth and wellbeing through involvement in the wider community

● Students were invited and encouraged to be a visible presence at the ANZAC commemoration services under the school banner. The numbers of staff members and students attending the commemoration services is growing each year.

● Student visits and connections with HICCI, the Parish Care Team and the Catholic community at Marysville.

Developing students' self-worth and wellbeing through professional development of staff

● Introduction of opportunity for staff to discuss any student’s needs as a standing agenda item at weekly staff meetings.

● Continuation of Student Wellbeing Support Group Meetings each term. ● Comprehensive Program Support Group meetings held each term where all

stakeholders share and discuss student goals. ● Provided First Aid, Asthma and Anaphylaxis training for all staff members ● Two staff members were trained to be able to verify the correct use of adrenaline

auto-injector devices ● Provided Cystic Fibrosis awareness training for selected staff members ● Promoted planning links between Student Wellbeing and the curriculum ● As a means of further developing the emotional resilience and wellbeing of students,

in 2017, the Student Wellbeing leader and one of the Education Support Officers attended professional development in the Berry Street Education Model. Another ten staff members are to be trained during 2017, with whole school implementation set for 2018.

● Attendance by student wellbeing leader at network days

Developing students' self-worth and wellbeing through social and emotional resilience building initiatives

● Continued Rock and Water program in Year 5/6 and Year 3/4, promoting social awareness and self-discipline skills.

● Provision of on-site counselling support for children and families at school and home through OnPsych.

● Continuation of Student Wellbeing Support Groups to assist teachers to support the special needs of particular students.

● Introduced some language of Rock and Water and Tai Chi into Prep and Year One/Two classes.

● The Seasons program was reintroduced in 2016 as a response to a need within our school community, to support students through grief and separation. The program provided peer support and a safe, confidential place to discuss their concerns and



share experiences and feelings. The program helped students realise they were not alone.

● Organised weekly contact time for Year 5 and Prep Buddy program ● Continuation of the St Brigid's K-Series initiative which enables a more flexible

learning environment. In 2017, the K-Series offered K-Choir, K-Shed, K-Space, K-Sport and K-Art. The K groups operate at lunchtimes or scheduled class times throughout the school year. They were open to varied age groups of interested students from Prep – Year 6

● St Brigid's ran several transition programs with the preschools, relevant secondary schools and within our own school. These programs were targeted towards:

- Pre-schoolers moving to Prep - Preps moving to the junior primary years - Year 2s moving to the middle primary years - Year 4s moving to the senior primary years - Year 6s moving to secondary schooling

● We also organised extra transition programs for students with special needs to help prevent anxieties from occurring as a result of changes to schooling levels.

STUDENT SATISFACTION

The Student Survey data from 2017 showed a drop in overall student satisfaction of 3 points.

The growth recorded was in Student Learning Confidenc



Child Safe Standards

Goals and Intended Outcomes To create a Child Safe School.

● To develop the necessary policies and procedures needed to implement the new Victorian Child Safe Standards.

● To consult all stakeholders in the development and implementation of these policies and procedures.

● To educate all stakeholders on the importance of Child Safety.

Achievements ● In 2017 a number of leaders attended briefings regarding the introduction of the Child

Safety Standards.

● Leadership team briefings, planning days and meetings followed to audit, plan for and review all aspects of the Child Safe Standards.

● A whole school closure day introduced staff to the standards and led to the development of our school’s Child Safe Policy, Codes of Conduct, review of role descriptions for all staff and volunteers, the creation of a Staff Social Media policy.

● The School Advisory board was briefed and they reviewed the policies created.

● The parents and friends association also had briefings and induction on the standards and the role of volunteers

● Professional Learning Team meetings were held to complete the mandatory reporting e-module, revise cyber safety agreements and finalise other documents.

● Child Safety included as standing agenda item for leadership team meetings and staff meetings

● Leadership and OH&S teams explored risk management.

● Posters displayed around school, office and staff areas including mandatory reporting guidelines, School’s Commitment to Child Safety, various Protect posters.

● Child Safety Policy and Code of Behaviour added to school website.

● Revised procedures for gathering, verifying and recording WWCC, identity, history, references for staff, contractors and volunteers.

● Items will continue to be regularly placed in school newsletter to explain new procedures and policies during 2017.

● Parent helper training sessions to include Child Safety section. To build a cohesive, collaborative and united professional learning community characterised by respectful relationships, high expectations and a focus on continuous improvement.



Leadership & Management

Goals To build a cohesive, collaborative and united professional learning community characterised by respectful relationships, high expectations and a focus on continuous improvement.

Intended Outcomes That improvement in staff learning will be evident (reflected in appraisal and recognition and professional growth).

Achievements

During 2017 Learning and Teaching, Religious Education/Literacy, Numeracy and ICT leaders attended Teaching and Learning Network meetings together so that they could work to introduce the Horizons of Hope documents and lead the implementation of the New Victorian Curriculum. Professional learning team meetings were allocated to develop a shared ownership of new changes to curriculum, empowering all staff to be creative and rigorous in their planning. Throughout 2017 we aimed to reintroduce middle leadership teams across Mathematics, English, Religious Education, Student Wellbeing and STEM. The purpose of these teams is to support the leader and to enable staff to become further engaged in developing their own leadership skills in a particular field of interest.

In 2017 extra resources and time release were funded for literacy, numeracy and ICT leaders to be able to support teachers and students in these areas. Anecdotally teachers have felt supported in teaching students with special needs and it has enabled the building of positive relationships with the new leadership team.

To build staff capacity and communication, during 2017, staff meetings were modified to incorporate the standing agenda items of staff religious and spiritual formation, student wellbeing, OH&S and professional development feedback.

Curriculum Leaders have been encouraged to attend regional network meetings and professional development to enhance their skills in leading their area of focus. In order for the school to provide staff with more opportunities for professional development an area of the staff room has been allocated to advertise professional development opportunities. The school has also become a member of the Teacher Learning Network and staff are encouraged to participate in the activities offered. Allocating time for feedback during staff meetings regarding Professional Development has encouraged other staff to participate.

There has been an increase in the recognition of staff contributions in weekly staff bulletins. In 2017 the Leadership team responded to the request for an increase in specialist subject lesson time and this has been successfully implemented.



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2017

CEM Deputy Principal’s Conference

CEM RE Leaders Conference

CEM Principal’s Networks, breakfasts and briefings

CEM Regional Deputy Principal’s Networks

CEM RE Leaders Networks Eastern Region

CEM Literacy Leaders Networks

CEM Student Services Leaders Networks

CEM Administrative Officers Conference

CEM Administrative Officers Clusters Networks

CEM eLearning Leaders Networks Eastern Region

CEM Learning and Teaching Networks Eastern Region

Child Safe Standards

Glenn Pearsall-Engagement, Feedback and Reflection

Glenn Pearsall-Leading Instructional Practice

Program for eLearning and ICON Leaders

Reading Recovery

Student Wellbeing: Connect, Grow, Learn and Flourish (Berry Street Education Model)

Quality Primary Languages Program

IEU-Emergency Management Training

First Aid

RCH-Cystic Fibrosis awareness training

Asthma

Anaphylaxis Management Training

ASCIA anaphylaxis e-training

DET-Protecting Children-Mandatory Reporting and Other Obligations

TLN eLearning modules (range of)

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 36

AVERAGE EXPENDITURE PER TEACHER FOR PL $560





TEACHER SATISFACTION

In 2017 there was a considerable decline in the Teaching Climate Index of nine points.



School Community

Goals & To build and enhance authentic partnerships for learning within our school and the wider community.

Intended Outcomes That students will be more connected to the local and broader communities.

That community engagement improves.

Achievements • At St. Brigid’s Catholic Primary School we have continued to try to build strong

relationships and clear communication paths with all parties in our community-students, parents, families, the St. Brigid’s Parish and the local community. Being able to utilise the diverse range of expertise and knowledge within the school and wider community helps our students to become engaged in their learning and makes our school a positive place to be.

• During 2017 we continued many established school community activities including: school plays, whole school information nights, parent/student Parish Sacramental preparation nights, classroom parent helper training in literacy and Mathematics, special lunches at the end of term, art fair, discos, Mother’s Day, Father’s Day and Grandparents Day, as well as numerous other activities.

• Our School Education Board has continued to provide guidance and support especially regarding the uniform, school buildings and grounds.

• The Parents and Friends Committee have continued to work enthusiastically to build the sense of community through their annual events. Social and fundraising events such as the social night, art fair, shopping tour, walkathon and chocolate drive were great examples of the community coming together to celebrate and enjoy each other’s company as well as fundraising for various areas of the school. The P&F have been significant contributors to our successful resourcing of the whole school with many items for classrooms, leavers’ dinner, towards camps and our literacy programs

• The school continued to be active within the wider community through activities born out of classroom work and school initiatives. We also had a number of students represent the school at Mass at Marysville, Healesville RSL’s Anzac Day March, district sporting events, writing competitions and in G.A.T.E.W.A.Ys. Students visited the Healesville Sanctuary, worked at the Living and Learning Centre, worked with HICCI and the parish care team. St Brigid’s had main pages in the local paper advertising school news.

We have continued to strengthen relationships with community groups such as local kindergartens and secondary schools through transition programs, The Leader newspaper, The



Healesville Sanctuary, Rotary, Lions Club, HICCI, the Living and L We have continued strong communication at St. Brigid’s with our parents, Parish and the local community. We communicate with our community through newsletters, text messages, emails, notice boards, phone calls, feedback forms, CAFÉ meetings, local mail and teachers being readily available to parents through open classrooms in the morning and interviews. In 2017 we also continued the use of Google Classrooms so that parents and students have access to homework and classroom activities at home and introduced Care Monkey as a way of collecting important medical information and communicating with parents.

PARENT SATISFACTION

There was a decrease in Parent Satisfaction in 2017 and a drop of points.





School Data continued

NOTE:

The School’s financial performance information has been provided to the Australian Charities and Not-for-profits Commission (ACNC) and will be available for the community to access from their website at www.acnc.gov.au

http://www.acnc.gov.au/

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