Annual Report Primary Template (2018) - St Margaret Mary's Primary School€¦ · Visual Arts,...

ANNUAL REPORT TO THE SCHOOL

COMMUNITY

ST MARGARET MARY’S Brunswick North

2018

REGISTERED SCHOOL NUMBER: 0962

St Margaret Mary’s Brunswick North

2018 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 ................................................................................................................................................... 5

Education in Faith .................................................................................................................................................. 6

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

Student Wellbeing ............................................................................................................................................... 12

Child Safe Standards ............................................................................................................................................ 14

Leadership & Management .................................................................................................................................. 15

School Community ............................................................................................................................................... 18

School Performance Data Summary ..................................................................................................................... 21



Contact Details

ADDRESS 47-49 Mitchell Street

PRINCIPAL Ms Fiona Dearn

PARISH PRIEST Fr Anthony Nguyen

SCHOOL BOARD CHAIR Mr Steve Tortosa

TELEPHONE (03) 9383 6699

EMAIL [email protected]

WEBSITE www.smmbrunswciknth.catholic.edu.au

E NUMBER E1084

Minimum Standards Attestation

I, Fiona Dearn attest that St Margaret Mary’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 2017 (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 2018 school year under

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

(Cth)

24th May, 2019



Our School Vision

Vision, Mission and Values

GUIDED BY OUR FAITH TRADITION, TOGETHER WE WELCOME, INSPIRE, EMPOWER AND NURTURE ALL

TO BE THE BEST WE CAN BE. As a Catholic Learning community we educate through innovative and evidence based practices. Students are at the centre of learning. We provide opportunities to collaborate, create and be curious. Students are challenged to reflect, problem solve and flourish in their learning. Every student is valued. We promote self-worth through connectedness and discovery of their interests. We build optimism, self-management and foster positive relationships within a safe and inclusive environment. We work in partnership with our families and engage with them in their child’s learning journey. Our faith inspires us to contribute actively, justly and compassionately in our world through service to others and stewardship. COMPASSION RESPECT COURAGE PATIENCE HOPE



School Overview

Our Parish of St Margaret Mary’s was originally part of the parish of St Ambrose in Brunswick. It was first known as St Matthew’s and was established in 1913. The original St Matthew’s church, built the previous year, served as a church, school and hall for the predominantly Irish community. The Sisters of Mercy were appointed in 1913 to administer the school and did so until the appointment of the first lay principal in 1994. The present school building was built, opened and blessed by Archbishop Mannix in 1923. The new school was dedicated to St Margaret Mary. With post World War II migration, a large number of Italian children were enrolled at the school in the 1950s and 1960s. Since then St Margaret Mary’s has welcomed children from European, Middle Eastern, African and Asian countries. By 1988 the Prep area, which was housed across the road from the school, was declared unfit for educational purposes and was demolished. This area was originally the kindergarten. All learning areas were moved to the one campus as federal government funding enabled the building of four new classrooms, which were officially opened and blessed by Bishop Joseph O’Connell in 1990. In 1993 a new administration area and refurbishments to the staffroom and library were undertaken. In 2005 Stage 1 of our Master Plan to rebuild new student amenities and to refurbish the hall began. Stage 2 of the Master Plan is completed. All playground surfaces and underground drainage systems have been replaced. This stage was partially funded by a Capital Grant. Since 1983 the Salesians of Don Bosco have administered the parish of St Margaret Mary’s. We continue this partnership with visits to Don Bosco Centre in Sydney Road and Don Bosco Camp at Dromana. In 2018 we had 7 classes, a straight prep class, 2x 1-2 classes, 2x 3-4 classes and 2x 5-6 classes and a total of 135 students.

St Margaret Mary’s School is situated in North Brunswick, which lies in the northern part of the city of Melbourne. St Margaret Mary’s Catholic Primary School was founded in 1913 and after more than a century continues to offer the local community a comprehensive curriculum that supports and empowers its students to become independent, socially aware, lifelong learners. At St Margaret Mary’s the well-being of our students is paramount. For students to be able to learn they need to be happy. We aim to develop individuals who are resilient, reflective, self-managed, curious, collaborative and creative within a warm environment where everyone feels that they belong. To that end, the development of relationships between students and their teachers and students with each other is fundamental to our work. We want to develop self-worth and confidence, both requirements for actively engaged learners. We provide our students with opportunities to be immersed in new content across the curriculum and stimulate a lively curiosity about the world around them. We challenge our students through the Catholic social teachings that look to question the status of the global community and give our students opportunities to support others who are locally and globally less fortunate. We prepare our students for the challenges of everyday living by developing their skills in Numeracy and Literacy, supporting them to problem solve and to think critically and creatively. Our specialist programs support holistic education through the Arts – Performing Arts and Visual Arts, Physical Education, Italian language and development of skills in digital technology. Engagement is high in our school garden and sustainability club, the choir and chess club. All this is underpinned by a family community of faith as we strive to support students in their spiritual understanding through prayer, Catholic traditions and stories. We are ‘a small school with a big heart’.



Principal’s Report

Being my first full year as principal, 2018 was an important time to renew staff charters and the

school vision. 2018 was the first year of the School Improvement Plan and as part of this

process we created our strategy plan. The following areas were identified as needs for

improvement:

building professional learning of staff with a focus on pedagogy, professional learning teams,

intervention, differentiation and student engagement as well as involvement in learning

collectives; creating an environment of relational trust in order to participate in learning walks

and feedback will be an ongoing focus of the Evidence Based Learning collective and will

support the development of professional capital. Dispositions of learning and a growth mindset

are articulated, explained and encouraged. Discovery and Inquiry based learning are taught in

our classrooms and fuel curiosity for learning.

Areas of focus in 2018 included;

enhancing parent engagement;

programming across the school particularly The Arts;

promoting our school in the community to enhance enrolments;

embedding and reviewing Student wellbeing practices and Child safety practices

knowing the traditions, stories and teachings of the Catholic faith support the possibility of

interfaith understanding and tolerance.

With the ongoing support of the Parish Priest, the Parish Education Board, the Parish Pastoral

Council and the Parents and Friends we are well placed to see our strategic plan come to

fruition over the next four years. Our aim is to be a happy, safe Catholic learning environment

for our students which provides challenge and support when required, with engaged families

and capable staff.



Education in Faith

Goals & Intended Outcomes

To understand our Catholic identity and build an authentic Catholic community that is in dialogue with our multi-faith and diverse community.

Intended Outcomes/s

That the behaviour of our staff, students and families will demonstrate our commitment to our Catholic Social Teaching.

That the students, staff and families make meaningful connections between their lives and actions and the Catholic faith.

Achievements

In 2018 we decided to focus our outreach support to local and global causes. As such we continued with the activities of Mini Vinnies by supporting the winter appeal and the Christmas appeal for the poor Man’s Mass and the Christmas appeal. We also nominated two local concerns, Asylum Seeker resource centre who support asylum seekers locally and One Voice shower bus which collects toiletries to complement the shower bus for the homeless. Our global support went to Caritas during Lent and the project Compassion project. The Social Justice Captains had a major role to play in promoting and organising these events. We continued with Christian meditation four mornings per week. A time for reflection and prayer in the morning before school day begins. Our sacramental program in 2018 included Reconciliation and Eucharist in year 3 and 4. Confirmation will be celebrated in 2019 by year 5 and 6 students. This is a two year cycle. We had 100% attendance at faith formation for Reconciliation and First Eucharist nights with positive parent participation. Professional Learning Team meetings focused on the new Religious Education Curriculum Framework. We are continuing to unpack the curriculum with a focus on the Pedagogy of Encounter when planning units. Planning units linked (when possible) to Inquiry units and Sacraments. There was learning around the use of provocations to stimulate dialogue in topics and the importance of pre assessment tasks to ascertain students’ prior knowledge

In planning sessions facilitated by the Religious Education Leader student voice and dialogue

were implemented as significant components of each unit.



VALUE ADDED

Social Justice captains

Mini Vinnies

SRC

Sacramental program

Prayer assemblies each week

Class masses once a term

Guided Christian meditation

Choir at Liturgies

Christmas carols

Senior school showcase on interfaith prayer



Learning & Teaching


To engage and empower students, teachers and parents through high quality pedagogy to improve student learning growth.

Intended Outcomes/s

That student learning growth across the curriculum will increase as a result of improved student engagement.

Achievements

In each curriculum area at Professional Learning Team meetings held after school on Tuesdays

and Wednesdays the following areas of focus were addressed:

LITERACY

The introduction of Learning Progressions Agreed Beliefs & Principles Statements for Reading, Writing and Spelling. Documented

with Resources. Orthographic Inquiry into Spelling in all grades Writing Professional Development - All Teams. Coaching Conversations. Literacy Resources linked with the Library.

Martina Tassone (consultant) worked with the Literacy leader to be coached in the implementation of coaching conversations as part of the SIL project (School Improvement Literacy)

Reading Recovery continued to support students in Year 1 and small groups were established to support students with high needs across the school. Learning Support officers were trained to implement Fountas & Purnell intervention strategies in small groups. NUMERACY Development of authentic pre and post assessments (addressing curriculum expectations). Analysis of pre and post assessment and formal testing. This data is used to inform planning.

SINE data collated in a central location using Google Sheets. Conditional Formatting used to visually represent data trends.

Professional learning on ‘Growth Points’ and related targeted activities. Professional learning regarding the features of Google Sheets- learning tool which

supports the analysis of data Professional learning regarding the features within PAT M to support data analysis Use of pre and post assessments to identify ‘students at risk’

Incorporate open-ended/ challenging tasks within each unit of work - addressing dispositions in Mathematics.

Purchase of Maths300 as a teacher resource. Professional learning regarding the components of an open-ended tasks. Sourced from:

“Creating a Classroom Culture That Encourages Students to Persist on Cognitively Demanding Tasks.” Clarke, Sullivan, Rouche & Cheeseman

Formal expectations regarding the components of an open-ended task. Identifying the ‘Role of the teacher’ and the ‘Role of the student’ within open-ended tasks.



Professional Learning to improve pedagogical practices. Professional learning on the essential elements of a Mathematics session. Sourced

from: “Exploring the relationship between task, teacher actions, and student learning.” Sullivan, Clarke, Clark & O’Shea

Professional learning on the importance of teaching Mathematical concepts as units. Sourced from: “Principles to Actions: Mathematics Programs as the Core for Student Learning.” (Einwand, Huinker & Brahier)

Consistency in unit planners to incorporate key elements Consistency in planning Mathematical concepts in units

Concrete materials to support pedagogical practices. ‘Maths tubs’ created and placed in all classes - suitable resources sourced/purchased Number intervention continued for students with high needs.

Evidence Based Learning We created a team of interested teachers to drive the work from the collective that we formed with three other Catholic schools. The EBL collective Principals met once a term to plan formation and understanding around Mindframes and Dispositions. At Professional learning Team meetings focus areas included: High Impact Teaching Strategies - established whole school expectations for Learning Intentions, Success Criteria and Feedback. Draft EBL Handbook started. Classroom music was introduced and a Music /Performing Arts teacher engaged. Digital Technology, Library, Visual Art, Phys Ed and Italian supplemented the classroom curriculum and provided planning time for teachers in teams. To complement classroom learning the following extra curricula activities were provided throughout the year. Chinese lessons introduced in 2018 Chess tournament introduced in 2018 Library sessions School Sports program Interschool sports introduced in 2018 Concert- biannual Limelight Drama introduced in 2018 Mad on Music An ongoing process is to evaluate projects and programs - purpose, intended outcome, time frame for effectiveness, measurement tool to plan future modifications.



STUDENT LEARNING OUTCOMES

Provide an explanation about the changes in NAPLAN data over the 3 years 2016, 2017

and 2018. You may wish to comment on any programs and strategies in place that have

had an impact on student learning outcomes.

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2016

%

2017

%

2016 - 2017

Changes

%

2018

%

2017 - 2018

Changes

%

YR 03 Grammar & Punctuation 96.2 100.0 3.8 100.0 0.0

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 03 Reading 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 100.0 100.0 0.0 100.0 0.0

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 100.0 100.0 0.0 95.8 -4.2

YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 05 Reading 100.0 100.0 0.0 100.0 0.0

YR 05 Spelling 100.0 100.0 0.0 100.0 0.0

YR 05 Writing 100.0 93.8 -6.2 91.7 -2.1





Student Wellbeing


To develop a school culture that fosters positive relationships, engagement in learning and a sense of

partnership for all members of the school community.

Intended Outcomes/s

That students will develop skills and dispositions as learners and leaders.

Achievements

In 2018 the focus on Student wellbeing covered the following-

Evaluation of the way in which the SWPBS lessons are planned by teachers the Reward System and recording of Minor and Major behaviours

New Code of Conduct developed as a whole staff

P-2 weekly SWPBS lessons with a whole school weekly focus

Audited current SEL practice across the school

Circle time and class meetings are weekly or fortnightly occurrence in classrooms

Berry Street Program (Body Domain) has been trialed in 3-6 with pleasing results/outcomes

Tracking children with special needs has effectively continued.

Students receiving additional support are part of intervention programs.

(Reading Recovery, LLI, Number Intervention)

Successful transition to NCCD –Teachers briefed on expectations

Teachers using PLPS more effectively and have been guided/supported in the writing of PLPS by CEO Speech Pathologists/Psychologists and Student wellbeing Leader.

PSG meetings held once a term to evaluate PLP with parents and outside agencies.

Reviewed and evaluated school dispositions - disposition statements drafted by the staff. Report specifically to ‘The Capabilities’ in June and December and assign Achievement Standard in December for the 3 areas

Revised the Work Habits area of the Student Achievement Report in June and December and assign to specialists as well as class teachers to report on Work Habits, Behaviours & Dispositions

NCCD report submitted for funding

School concert, School fete, Student leadership course

Transition course Year 6 to Year 7

Prep transition program



VALUE ADDED

Lunchtime clubs including storytime, chess and choir.

Lunchtime clubs including storytime, chess and choir.

STUDENT SATISFACTION

Comments regarding the results from the Student SRC surveys may be included here.



STUDENT ATTENDANCE

Include a description of how non-attendance is managed by the school. Schools must contact

parents /guardian about any unexplained absences, on the same day, as soon as practicable,

including for post-compulsory aged students.

Note: The School Attendance Guidelines apply to all registered schools in Victoria and outline

procedures for schools to record, monitor and follow up student attendance in order to meet

the requirements of the relevant act and regulations.

Child Safe Standards

Achievements

Throughout the past three and a half years, the building of staff capacity has been ongoing with staff attending many Professional Learning sessions externally on topics such as Autism, Grief and Loss and Mandatory Reporting. Staff have also undertaken First Aid Training to ensure training and procedures are current and compliant with legislation. Time is allocated for staff to complete the Mandatory Reporting eLearning module each year. Staff are also encouraged to seek advice from Leadership when necessary, with regard to mandatory reporting.

In 2016 our school developed policies and procedures related to the Child Safety Standards in accordance with Ministerial Order No. 870. We have developed a Statement of Commitment to Child Safety, a Child Safety Policy, a policy which outlines Child Protection Reporting Obligations and a Code of Conduct. These have been addressed with staff through meetings in accordance with accompanying training. We are committed to ensuring the safety of all children in our care.

Sign in methods with the introduction of VPASS. Every visitor to our school signs the Child safety standards statement on arrival and volunteers and contractors must have a working with children card before they can work with children at our school.

In 2018 we developed and /or reviewed the following policies –

Parent-school relationships

Code of Conduct

Complaints policy

Child safety policy

Anti--Bullying policy

Behaviour Management Policy

Behaviour reflection record sheets

Behaviour management Plan



Leadership & Management


To develop a culture at St Margaret Mary's characterised by strengthened clarity, ownership, accountability and commitment where all staff are empowered to improve student growth.

Intended Outcomes/s

That strengthened clarity and empowerment will drive improved staff engagement and enhanced organisational culture.

Achievements

PL facilitated by Sandra CEM for staff on walk-throughs, observation, etc

Inquiry leader - observed Discovery throughout the year and gave feedback to P-2 team. Goal setting informal for whole team or individual teachers.

Staff retreat focus- empowering and inspiring ourselves and each other

Create new school vision with Pauline Zappulla

Introduction of classroom music

Promotional strategy- see school community

Revisit fee structures for 2019

New accountant

Celebrate World teachers Day,

LSO week

Leadership team, Consultative committee- professional practice

Garden development

Tiger turf quotes

Wireless points replaced

ICT plan developed -server

Introduction of Breakfast club for early arrivals

Registration of provisional teacher

Dynamiq training

1st aid training

Involvement in EBL, SIL, Discovery cluster

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2018

Getting started with gsuite for LSOs

Words in Context-Orthographic inquiry in the early years

RE conference

Managing behaviour of students with ASD



Marketing in schools forum

New Principal induction

Northern region Learning and teaching community of practice

Effective team leadership (Literacy and Mathematics)

Northern region Literacy and Mathematics Leaders Network

North central NCCD network

Number Intervention training

Understanding significant reading difficulties and dyslexia

Deputy Principals Network and conference

ASD

Finance Clusters Meeting

Administrative officers conference

Middle leader summit

NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018 100%

AVERAGE EXPENDITURE PER TEACHER FOR PL $2000



TEACHER SATISFACTION

Comments regarding the results from the School Improvement Surveys (i.e. Insight SRC)

Teacher surveys may be included here.



School Community


To improve connectedness and collaboration through creative and purposeful partnerships between the school, parish and wider community.

Intended Outcomes/s

That student learning, well being and faith development will be enhanced through sustained and strengthened parent engagement.

Achievements

Seesaw Stats shared via G+ weekly and examples of how other grades use Seesaw

Seesaw ‘activities’ aligned to specific reading/writing/numeracy personalised focus trialled with Prep in 2018.

Seesaw expectations document shared and discussed with all staff.

Specialist - Italian, Art and DT use Seesaw to share learning. PE share photos of the PE program focus.

Partnerships with CERES to develop School Garden and Merri Creek Committee for Seniors Inquiry.

iNewsletter tool used from Term 3 onwards to publish school newsletter online. Stats collected to see how many times newsletter has been opened, read and most popular pages to see what engagement parents have with the newsletter.

Parents surveyed to see what they want/need information about.

Strategy developed with PEB

Kinder visits Term 2 with Hartnett House

Bunnings BBQ

Sydney Rd festival

Fete

Promotional photos and video

Update website

Prep orientation program

Mini Vinnies stemming from St Vincent de Paul chapter of the parish

School/Parish fete

Survey parents about preferred options regarding information sharing and parent engagement

Participation of Parish Education Board and Parish Pastoral Committee in the development in Montessori Kindergarten plan



PARENT SATISFACTION

Comments regarding the results from the Parent SRC surveys may be included here.





School Performance Data Summary

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2016

%

2017

%

2016 - 2017

Changes

%

2018

%

2017 - 2018

Changes

%

YR 03 Grammar & Punctuation 96.2 100.0 3.8 100.0 0.0

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 03 Reading 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 100.0 100.0 0.0 100.0 0.0

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 100.0 100.0 0.0 95.8 -4.2

YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 05 Reading 100.0 100.0 0.0 100.0 0.0

YR 05 Spelling 100.0 100.0 0.0 100.0 0.0

YR 05 Writing 100.0 93.8 -6.2 91.7 -2.1



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 92.7

Y02 93.1

Y03 92.8

Y04 91.6

Y05 93.5

Y06 88.6

Overall average attendance 92.0

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 95.1%

STAFF RETENTION RATE

Staff Retention Rate 73.3%



TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 35.7%

Graduate 21.4%

Graduate Certificate 14.3%

Bachelor Degree 85.7%

Advanced Diploma 35.7%

No Qualifications Listed 0.0%

STAFF COMPOSITION

Principal Class (Headcount) 2

Teaching Staff (Headcount)

18

Teaching Staff (FTE)

12.1

Non-Teaching Staff (Headcount)

9

Non-Teaching Staff (FTE)

4.6

Indigenous Teaching Staff (Headcount)

0

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/

Date post:	07-Aug-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Annual Report Primary Template (2018) - St Margaret Mary's Primary School€¦ · Visual Arts,...

Documents