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ST PETER’S CATHOLIC PARISH PRIMARY SCHOOL, EPPING

2018

REGISTERED SCHOOL NUMBER: 1383

ANNUAL REPORT TO THE

SCHOOL COMMUNITY

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2018 ANNUAL REPORT TO THE SCHOOL COMMUNITY

Table of Contents

Contact Details 3

Minimum Standards Attestation 3

Our School Vision 4

School Overview 5

Principal’s Report 7

School Education Board Report 8

Education in Faith 9-11

Learning & Teaching 12-18

Student Wellbeing 19-21

Child Safe Standards 22

Leadership & Management 23-27

School Community 28-30

Future Directions 31

School Performance Data Summary 31

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Contact Details

ADDRESS 32 Wedge Street Epping, VIC 3076

PRINCIPAL Kerry Miller

PARISH PRIEST Rev Anh Nguyen

SCHOOL BOARD CHAIR Michael Brancatisano

TELEPHONE (03) 9401 1157

EMAIL [email protected]

WEBSITE http://www.stprepp.catholic.edu.au

E NUMBER 1137

Minimum Standards Attestation

I, Kerry Miller, attest that St Peter’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 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)

May 24, 2019

http://www.stprepp.catholic.edu.au/

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Our School Vision

ST PETER’S CATHOLIC PARISH PRIMARY SCHOOL

Our learning enriches our Catholic faith and life. Enlivened by the Holy Spirit we explore the possibilities of our world and are called to make a difference; embracing challenges, seeking meaning and celebrating success.

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School Overview

St Peter's Catholic Parish Primary School is in the suburb of Epping, located in the outer north of Melbourne. The school acknowledges the rich and long standing traditions we have, and the influence of the Good Samaritan Sisters who founded the school in 1934, while endeavouring to deliver a contemporary approach to curriculum. In 2018 we had a staff of 34 comprising 28 teachers, 4 teaching assistants, 1 administration staff and 1 maintenance person. The Parish Priest, Rev Anh Nguyen along with with Rev Joel Peart, the assistant priest were both appointed to our parish community in January, 2018. We celebrate a diverse and multicultural community enriched by the many students and families from non-English speaking backgrounds with an enrolment of students in 2018. A significant number of our students are from language backgrounds other than English and include Indian, Sri Lankan, Syrian, Italian, Greek, Asian, Filipino, Macedonian, Lebanese, Vietnamese, Chinese and African. St Peter’s Primary School is a Visible Learning school that strives to provide a happy, safe and supportive learning environment where children are empowered to be thinkers, encouraged to take risks and to reflect on their learning in the current and future world. The school property is set on a large block with attractive surroundings and our historic Church is on the site. There are 4 collaborative learning communities, one for each level. These spaces are designed to meet the needs of an ever changing 21st Century learning environment. We have a large multipurpose area, a STEAM Learning centre, a bright and engaging resource centre (library), a community centre, a variety of playing surfaces including an asphalt court, large grass playing fields, Tiger Turf areas, adventure playgrounds and sandpits, an environmental garden and several outdoor learning areas. All learning areas are fully air-conditioned and heated.

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There are several project based learning programs offered to students throughout the school including Discovery Play Based Inquiry, the Stephanie Alexander Kitchen Garden Program and Mastermind Discovery program. Students are offered a range of alternative lunchtime recreation activities such as an interactive outdoor playpod, games club, mighty muscles exercise club, movie time, with new activities being developed throughout the year. Technology facilities at the school include fully networked learning spaces, over 300 devices including laptops, ipads, ipods, chromebooks and large all in one touchscreen computers which are available for student use. There are interactive whiteboards in every learning pod. All learning pods and shared spaces have access to a wireless network which allows for the use of mobile digital devices. Students also use digital microscopes, hovercams, 3D printers and scanner, digital cameras, virtual reality headgear and robotics/coding to enhance and support contemporary learning. Students learn how to be responsible users of technology and the internet through their daily use of their online educational learning spaces. We are an accredited eSmart school and have a 5 Star ResourceSmart accreditation for our strong focus on sustainable environmental issues. Staff at St Peter’s School are widely recognised as a strong Professional Learning Community, and continually contribute to the rich contemporary learning environment at St Peter’s School. A culture of coaching for all teachers has been established that is supportive of professional goal setting.

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Principal’s Report

St Peter’s Parish has a long and rich history in this area dating back to 1867 and has been providing education to the children of the Parish on this school site, since 1934. Our school is a dynamic community of learners.

We strive for excellence, recognising that we are working together collaboratively, with shared goals and co-learning for continuous improvement. Staff at our school demonstrate and model a love of learning.

Parents are the primary educators of children and we share in a partnership to help each child reach their full potential. Parents and family members are welcomed and encouraged to be active in their child’s learning at school, both through their participation and contributions.

Sustained by the values lived by Jesus in the Gospels, we strive to promote a Catholic worldview through our teaching and learning. We are committed to providing the best possible opportunities for each child to contribute fully and purposefully as socially just and active citizens.

We offer a happy, safe and stimulating environment in attractive surroundings and teach the children the knowledge, skills, values and attitudes that will sustain them throughout their lives.

Kerry Miller Principal

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School Education Board Report

Focus for 2018- How do we engage families in the language of learning?

Term 2 Term 3 Term 4

Meeting 1 AAP Developing focus for 2018

Focus: Communication at St Peter’s ○ Assessment processes and how

these communicated with parents on an ongoing basis (Writing progress wall)

○ School to parent communication. Storypark and Flexibuzz

*Invite members of English Maths and PBfL team

Focus: Faith and Life ○ Connection between priest and

school ○ RE collective *Invite Faith Life team

Meeting 2 Wednesday 6th June Progressive Dinner including visits to cluster schools.

Focus: School programs ○ 3-6 Discovery ○ Why do we do Bluearth vs PE? ○ Online learning (eg google docs,

weebly) ○ Learning experiences to showcase

our school in the wider community (maker’s fair)

○ Additional learning needs team

Building Project Celebration

2018 Board Members:

Board members included Michael Brancatisano (Chairperson), Emma Canning (Staff Rep), Olivia Luvara, Danni’ Elle Cisar, Sonia Bosco, Liz Iglesias,

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Education in Faith

Goals & Intended Outcomes To enhance the Catholic identity of St. Peter’s school as a living faith community in the church and world of today.

● That the St. Peter’s school community confidently and competently enacts and is true to our vision. ● That students enact and confidently engage with our living faith community.

Achievements Living the Vision

● Religious Education (RE) at St Peter’s is focused on the intersection of faith and life. This learning encompasses the Catholic worldview driven by the Catholic Social Teachings. Our learning experiences are particularly focused on the religious, social and cultural backgrounds and expressions of our school community. Our Catholic Identity permeates the culture of our school community.

● RE is embedded in the Learning and Teaching Sphere and is made relevant to our students by integrating faith and life through an Inquiry Approach.

● We ensure that our Faith and Life is celebrated every day at St Peter’s through formal and informal opportunities. We engage in whole school meditation daily, we make connections to our Patron Saint, St Peter and what we can learn from him about Faith. We celebrate the Liturgical Seasons of Lent, Easter, Advent and Christmas, as well as acknowledge and celebrating as a Parish Community the Sacraments of Reconciliation, First Eucharist and Confirmation. In 2018 the Parish celebrated the Sacramental season with all sacraments celebrated in the last two weeks of May.

● A focus for our staff in bringing our Faith to Life this year has been utilising the Catholic Social Teaching principles, the Pedagogy of Encounter tool and The Renewed RE Curriculum Framework. In 2018 our school created rich opportunities for staff and students to engage in open and respectful dialogue with the Christian narrative and the Catholic tradition on the one hand, and a diversity of meanings, understandings and beliefs on the other. In this way students, staff and families are invited and challenged to deepen their understanding of themselves, others, the world and God, and develop their authentic selves.

Relationships and Community

● In 2018 our school theme was: “Ubuntu: I am because we are”. The Scripture that supported our theme was ‘Let us be concerned for one another, to help one another, to show love and to do good.’ (Hebrews 10, 24). The students explored this theme and then went on to name ways they build, strengthen and maintain relationships with their family, peers and people in the community through positive interactions throughout 2018.

● As one of three schools in the Catholic Parish of Epping and Epping North an aligned Sacramental Season was introduced in 2017 and continued in 2018. By celebrating our Sacraments in one season it highlighted and demonstrated that we at St Peter’s see the whole school engaging in what Sacramentality means for our community today and how we live sacramentally as integral to our being. ● Our Sacramental Season is not just focused on the Sacraments of Reconciliation, First Eucharist and Confirmation. These Sacraments are integral

and important elements of our faith and our Catholicity however, it is just as important to recognise that we experience sacrament in all aspects of our lives.

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● For the families and year levels that are not involved in celebrating formal Sacraments we ensured all families engaged in dialogue around what it means to live our day to day lives sacramentally.

● The sacramental learning program from Prep-Year 6 included participating in Parish Mass, visits from the Priests (and Bishop if in senior school), Family night, home learning, reflection, celebration, exploration, wondering and most importantly questioning!

● In collaboration with the families we facilitated learning that prepares our students for the Sacraments of Reconciliation, First Eucharist and Confirmation and how we live these Sacraments in our day to day lives.

● Prep orientation included a welcome at Parish Mass and prayer experience for children through Godly Play.

Professional Development and Faith formation

● The school continued to build teacher capacity so that all staff confidently utilised a variety of approaches to teaching and continued using relevant liturgical and prayer practices. The Faith/Life team of teachers attended the RE Collective which included St Monica’s College and St Mary of the Cross, Epping North twice each term during 2018 that focused on the Renewed Curriculum Framework, the Pedagogy of Encounter and Assessment in RE. Each school collated and shared data gained through both the Teacher and Student RE Pedagogy tool. St Peter’s Faith/Life team led the staff to develop authentic assessment practices with whole school moderation of learning samples. The work of our Collective was supported by the Catholic Education Office via funding and the Northern RE Network Advisors.

● To further develop and have the opportunity to share our personal faith stories all school staff along with Parish staff and staff of our other Parish school joined together and actively participated in our annual Parish staff seminar with the theme being ‘Living together is an art, a patient, beautiful fascinating journey.’ (Pope Francis) The focus was on Family as treasure and how we can respond to the needs of family in today’s world. Keynote speakers included Denise Arnel (Gospel of the Family), Pauline Cicutto (The Joyful Mysteries through Art), Jeff Wild (Catholic Care) and Adrian Foley (Catholic Social Services). Staff participated in workshops during the day.

VALUE ADDED

● At St Peter’s school all teachers are expected to gain accreditation to teach religious education. At present 70.4 % of all classroom teachers have accreditation to teach Religious Education, and 74.1% of teachers have accreditation to teach in a Catholic School. In 2018, a further five staff members undertook formal Accreditation study.

● St Peters Mini Vinnies team (a committed group of Middle school students) organised a Crazy Hat Day for the Vinnies Winter Appeal. It was a huge success with students bringing canned food donations to go towards people in our

community who need some extra help and support. They also promoted our annual Christmas hamper appeal.

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● Each Wednesday the St Peter's Student Hospitality and Community groups come together to provide morning tea for the parishioners. During this time student and the parish community share stories and experiences that shape us as community

● Senior students participated in annual St Patrick’s day and Mission Masses at St Patrick’s Cathedral ● A whole school focus on Sacraments and Sacramentality ensured the school community was involved in the Parish based Sacramental program. 80% of our families attended the Family Sacrament evening and contributed to community conversations where experiences of Sacraments were shared. Families engaged in activities together that deepened their understandings of what it means to live sacramentally.

● To further develop and have the opportunity to share our personal faith stories all school staff along with Parish

staff and staff of our other Parish school joined together and actively participated in our annual Parish staff seminar with the theme being ‘Living together is an art, a patient, beautiful fascinating journey.’ (Pope Francis). Together we explored what it means to be family in today’s world and set actions to ensure the needs of our school community families were better understood and addressed.

● Our focus through the support of the Epping and Epping North RE Collective was to use the Renewed RE Curriculum to further develop our faith/life connections. At the beginning of each Inquiry cycle teachers met to plan our Catholic faith and traditions by exploring provocations surrounding the concepts of Our World, Our Responsibility, Journeys, Stories and Voices and Expressions and Interactions. The Pedagogy of Encounter dialogue tool helped students and teachers to explore our Catholic traditions and beliefs linked to worldviews and Catholic social teachings. Students generated their own questions connecting faith and life and used the LAUNCH cycle to explore these in depth.

The Catholic Culture Index in 2018 for Staff was 75.3, Students- 69.3 and Parents- 78.4 reflecting the value the school adds to the faith life of the community.

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Learning & Teaching

Goals & Intended Outcomes

To provide a learning environment that challenges, engages and empowers all to be confident and achieving learners in and beyond the classroom.

That student outcomes in Literacy and Numeracy reflect high levels of learning growth.

That all learners develop positive and risk taking dispositions, reflect on and articulate their personalised learning journey and see themselves as successful and capable learners.

Achievements

Living the Vision

● In 2018 the school continued to strengthen its focus on Religious Education (RE) being strongly embedded in the Learning and Teaching sphere. With the support of the Faith/Life Team, the staff focused on explicitly making links during RE learning and teaching where they integrate faith and life following an Inquiry model. Contemporary practices including emerging technologies supported students to investigate, problem solve and make authentic links to our lived Catholic faith story and traditions. All levels

used the RE Assessment Standards to design pre and post assessments. These were moderated across the school at staff professional learning opportunities, resulting in authentic assessment of student learning in RE.

● Faith and life links have also been made during whole school Christian Meditation, Bethlehem Day and a whole school focus on celebrating the Sacrament season and the Liturgical Seasons.

● The staff in the Faith/Life team participated in professional learning as part of the Epping RE Collective that focused on implementation of the new RE Framework. Our focus question as a collective was ‘’How can we better engage and empower learners in linking faith and life? Our three schools- St Monica’s Secondary College, Epping, St Mary of the Cross MacKillop, Epping North and St Peter’s, Epping met throughout 2018 as a collective of schools in the same parish. Our collective focus was to engage in meaningful dialogue with our community about the Gospel so as to deepen our understanding of our encounters with Christ and grow our faith, so that teacher capacity to plan, teach and engage is strengthened.

● Staff continued to share learning stories through the Story Park app to engage families in the learning experiences offered at school that support faith and life inquiry.

● The integration of faith and life through an inquiry based approach continued to be promoted through staff dialogue, community conversations with families and parish engagement through the Sacrament season.

Literacy and Numeracy outcomes reflect high levels of learning growth.

● Students in Junior, Middle and Senior levels are supported in their reading through CAFE strategies that support personalisation of learning through goal setting and conferencing. Prep students have a strong beginning to foundational literacy skills with their learning tracked on visual displays.

● Visual prompts allow students to think and reflect on learning allowing for authentic purpose when reading writing, speaking and listening.

● Writing progress walls and shared success criteria allow students to self-assess their piece of writing and then set personal goals that reflect the next step in their learning.

● Learning Sprints were introduced in 2017 and continued this year throughout all levels. ‘Learning Sprints’ is a targeted teaching strategy to improve student learning across all learning abilities. Level teachers analysed student assessment data in literacy and numeracy and developed learning intentions (a specific focus) for a small group of students with similar learning needs. Every teacher in the learning space

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was involved in taking Learning Sprint Groups throughout each day as well as being responsible for tracking and assessing learning for improvement.

● Student learning is tracked online and data updated in literacy and numeracy. The Maths/English team met fortnightly to update, review and literacy and numeracy data. PAT R and M testing is administered each year and the data analysed by teachers at level meetings. SINE assessments and interviews support growth and progress in maths learning. Learning progressions in literacy and numeracy were used to develop relevant foci for targeted groups of students. A Reading Recovery approach focused on instructional strategies supported students in Year 1 to ensure reading was well underway.

● The Story Dog Reading program was introduced in 2018. This volunteer program was highly effective in supporting reluctant readers in the Prep and Junior levels. We thank Mary and Zia our therapy dog for their commitment to this program.

● Maths, Reading and Writing Stamina opportunities were introduced at all levels on a daily basis. Building students’ stamina in these areas supports concentration and focus through games, application and sustained practice. An outcome of stamina is improved social interactions and the development of dispositional learning.

● Students continue to make authentic connections in Maths Learning to real life situations. Numeracy Skills are developed in Number, Algebra, Measurement and Geometry and Statistics and Probability. ● Progression Walls in Maths enabled students to view samples of learning success. ● Maths language and displays are evident in all learning spaces. ● Learning Conversations and Conferences support maths learning with feedback provided to students to help them identify where to next. ● A variety of materials support thinking in maths. These include counters, dice,

games, playing cards, strategy cards, measuring materials, number boards and abacus and digital devices. Students solve problems independently, with a partner or in small groups.

Whole school annotated writing progress wall

Maths learning includes counting, tool time, explicit focus teaching groups and Sprint learning groups

Word stamina activities support spelling knowledge

Personalised learning opportunities that develop self-assessment capable learners

● In 2018 the whole school, continued implementing the Visible Learning Action Plan that ensured our students and teachers have a common language around learning, can give and receive feedback on where they are in their learning and establish personalised learning goals to identify the next step in their learning journey. A key component to this was for Team Leaders to document and track our school approach to Visible Learning ensuring clarity and consistency of approach across the school.

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● Discovery in Prep and Junior levels continued in 2018 as an opportunity for purposeful play/inquiry that is strategically shaped by teachers. The students love Discovery and are so engaged during these sessions. It is an opportunity for students to learn more about themselves, how to work with others and to explore the world they live in. During Discovery the focus is on developing oral language, social and personal management, curriculum-specific skills and learning dispositions. Some positive dispositions for this approach to learning include: Enthusiasm, Curiosity, Commitment, Persistence, Confidence, Cooperation, Reflexivity and Creativity. In 2018 Years 3 and 4 teachers joined the Discovery cluster to extend this project into Middle School. Masterminds became an integral aspect of engaging student learning at this level.

● STEAM (Science, Technology, Engineering, Arts, Mathematics)- a Specialist approach to student learning and engagement continued in 2018. All students have 3 hours per week with the STEAM specialist team working collaboratively on project based investigations.

STEAM is an educational approach to learning that uses

● Science ● Technology ● Engineering ● Arts (including Visual, Performing Arts and Japanese) and ● Mathematics

● These areas provide access points for guiding student inquiry, investigation, dialogue, and critical thinking. The end results are students who are curious thinkers, engage in experiential learning, persist in problem-

solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century! ● A team of teachers participated in Catholic Education Melbourne Professional learning and action research opportunity based on STEM and the General Capabilities Curriculum. This research resulted in a whole school development of learning dispositions. After a range of staff PL sessions, the

following dispositions were identified for our school- Inquisitiveness, Communication, Resilience, Coachable and Thoughtful. All levels used the ‘Naming and Noticing strategy to actively teach the dispositions. A final video of the learning was shared with other schools at the STEM Showcase Day.

● 2018 saw the introduction of our inaugural Makers’ Fair. Students and teachers at St Peter’s excitedly prepared for our Makers’ Fair that took place in October. All families were invited to come along to this interactive opportunity to make, create, build, embrace and celebrate challenges and possibilities. Our Makers’ Fair was part science, engineering, creative arts and part something entirely new! It provided an opportunity to gather together as tech enthusiasts, crafters, educators, tinkerers, food artisans, hobbyists, engineers, builders, science experts, photographers, musicians and artists. This was a successful community event enjoyed by all!

● Inquiry Learning continued to support animated learners through development of critical thinking, collaboration, curiosity and creativity for all of our students. Provocations and Immersion learning experiences continued this year to provide the impetus for the students to wonder and explore the concepts of Expressions and Interactions, Our World, Our Responsibility and Journeys, Stories and Voices. Our learning experiences included a City Excursion (Senior), Immigration Museum and Craftpower (Middles), the Zoo (Junior) and the Museum (Prep)

● Some of these actions included an Arcade of Games, Hospitality including community cafe and Parishioners morning teas, Sorry Day local council events (Senior), Clean Up Australia (Junior,), Mini Vinnies fundraising and community engagement (Middles).

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● Children used design thinking principles to investigate, build their understandings and take actions on their learning. After professional learning with John Spencer the school trialled his LAUNCH model in term 4 as a whole school approach to the design thinking cycle.

● Technology facilities at the school include fully networked learning spaces, over 300 devices including laptops, ipads, ipods, chromebooks and large all in one touchscreen computers which are available for student use. There are interactive whiteboards in every learning pod. All learning pods and shared spaces have access to a wireless network which allows for the use of mobile digital devices. Students also use digital microscopes, Green Screen for movie making, hovercams, 3D printers and scanner, digital cameras, virtual reality headgear and robotics/coding to enhance and support contemporary learning. Students learn how to be responsible users of technology and the internet through their daily use of their online educational learning spaces. We are an accredited eSmart school.

● Bluearth has supported our whole school approach to Physical Education. The program aims to improve and maintain the health, wellbeing and fitness of all children. Bluearth Foundation supports teachers in implementing a fundamental motor skills program that includes social and emotional development. The six key elements to a Bluearth session are: Coordination and agility, Skill activities, Movement challenges and games,

Dynamic movement control, Moving in the environment and Core movement. ● An exciting day was had by all at our Annual Sports Day in December. The students and teachers enjoyed

participating in the athletics events, Bluearth games and Kaboom team activities were a highlight. Red House won the Shield and Blue House won the Team Spirit Award.

● Our five-star Resource Smart rating was maintained through the following initiatives- the Stephanie Alexander Kitchen Garden Program, Kids Teaching Kids Water Watch and Energy audits. The Middle school students continued to grow vegetables in the kitchen garden and use the produce to prepare healthy meals as part of the Stephanie Alexander Kitchen Garden program. The Senior students have been

involved in the school bin system and ensuring that all rubbish from across the school is collected. They also participated in the annual Kids Teaching Kids Conference, a Melbourne Water initiative.

● Our Senior students are able to participate in a number of exciting extra curricula learning opportunities. Play Stamina provides a daily experience for students to choose an area of interest to further explore. Through the social interaction students had the opportunity to develop the whole school dispositions. These extra curricula activities include Tournament of the Minds, Kids Teaching Kids, the St Peter’s Radio Station, the Stock Exchange challenge, Maths Olympiad and Premier League. Tournament of Minds (TOM) is a national problem solving programme for teams of students from both primary and secondary years. TOM aims to enhance the potential of our youth by developing diverse skills, enterprise, time management, and the

discipline to work collaboratively within a competitive environment. St Peter’s school has entered teams into this event since 2016. Premier League allows students to create soccer teams in a virtual reality arena. Maths Olympiad is a national competition for talented maths students who compete in teams in problem solving challenges. The Stock Market Challenge engages students in understanding the principles of investment, economics and financial literacy. The Senior students

found this online program absorbing with many families joining in the activities. ● Japanese continues to be our language other than English at St Peter’s. In 2018 a team of teachers

participated in the Autonomous Language Learning program through the Catholic Education Office. This resulted in all teachers having the responsibility for including Japanese conversational language in level

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learning programs on a daily basis. The teachers were supported in this approach by a CEM language coach and our Japanese language teacher. Japanese was incorporated into play stamina activities and two words a week were introduced across the school and practised in different contexts. The Speak Up app was introduced to track and assess Japanese language acquisition in Middles and all levels used video clips and visual displays to assist in daily practice. Feedback regarding the level of engagement from students, teachers and parents was very positive with many children sharing their Japanese vocab and learning at home.

STUDENT LEARNING OUTCOMES

NAPLAN - Reading - During 2018 in Year 3, 96.7% of students were at or above the National Minimum Standards for Reading.

- In 2017 in Year 3, 100% of students were at or above the National Minimum Standards for Reading. - In 2016 in Year 3, 100% of students were at or above the National Minimum Standards for Reading. It is noted that there has been a slight decrease in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Reading from 2017 to 2018 compared to previous years. Professional learning opportunities for P-2 teachers continues to be a focus to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students. A strong focus on reading instructional strategies including comprehension and close data tracking and monitoring have been taking place in P-2 classroom practice.

-In 2018 in Year 5, 90% of students were at or above the National Minimum Standards for Reading.

- In 2017 in Year 5, 96.7% of students were at or above the National Minimum Standards for Reading. -In 2016 in Year 5, 98% of students were at or above the National Minimum Standards for Reading.

- It is noted that there was been a decrease in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Reading from 2017 to 2018. A focus on Reading Sprints and whole school data tracking has been implemented to further support reading comprehension strategies in Years 3-6.

NAPLAN - Writing

- In 2018 in Year 3, 96.6% of students were at or above the National Minimum Standards for Writing.

-In 2017 in Year 3, 100% of students were at or above the National Minimum Standards for Writing.

- In 2016 in Year 3, 100% of students were at or above the National Minimum Standards for Writing. It is noted that there has been a slight decrease that the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Writing Professional learning opportunities for P-2 teachers have been supported to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students. Writing instructional strategies exploration and a whole school approach to moderation on writing analysis have been taking place in order to set future teaching and learning directions. -During 2018 in Year 5, 90% of students were at or above the National Minimum Standards for Writing.

- In 2017 in Year 5, 96.6% of students were at or above the National Minimum Standards for Writing. - In 2016 in Year 5, 100% of students were at or above the National Minimum Standards for Writing. · It is noted in Year 5 students who are performing at or above the National Minimum Standard in Writing from 2016 to 2018 has shown a decrease. Students continue to be encouraged to develop their own learning

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goals in writing and give and receive feedback based on identified success criteria in Years 3-6. A Whole school annotated writing progress wall is now in place. Writing Sprints have been implemented in 2018 with learning progressions used to support growth in writing.

NAPLAN - Spelling

- In 2018 in Year 3, 96.7% of students were at or above the National Minimum Standards for Spelling. - In 2017 in Year 3, 98% of students were at or above the National Minimum Standards for Spelling. -In 2016 in Year 3, 97.7% of students were at or above the National Minimum Standards for Spelling.

It is noted that there was been a slight decrease in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Spelling from 2017 to 201. Spelling strategies continue to be a focus in Sprint groups.

- In 2018 in Year 5, 96.1% of students were at or above the National Minimum Standards for Spelling. - In 2017 in Year 5, 98.3% of students were at or above the National Minimum Standards for Spelling. -In 2016 in Year 5, 97% of students were at or above the National Minimum Standards for Spelling.

It is noted that there was an increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Spelling from 2016 to 2017 with a slight decrease in 2018.

NAPLAN – Grammar and Punctuation - In 2018 in Year 3, 96.7% of students were at or above the National Minimum Standards for Grammar and Punctuation

- In 2017 in Year 3, 91.8% of students were at or above the National Minimum Standards for Grammar and Punctuation. -In 2016 in Year 3, 93% of students were at or above the National Minimum Standards for Grammar and Punctuation.

It is noted that the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Grammar and Punctuation has increased significantly from 2016 to 2018 - In 2018 in Year 5, 88.2% of students were at or above the National Minimum Standards for Grammar and Punctuation.

- In 2017 in Year 5, 96.6% of students were at or above the National Minimum Standards for Grammar and Punctuation. - In 2016 in Year 5, 94% of students were at or above the National Minimum Standards for Grammar and Punctuation

- It is noted that there has been an increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Grammar and Punctuation from 2016 to 2017 with a decrease in 2018.

NAPLAN- Numeracy

-In 2018 in Year 3, 98.3% of students were performing at or above the National Minimum Standard in Numeracy. - In 2017 in Year 3, 100% of students were performing at or above the National Minimum Standard in Numeracy. - In 2016 in Year 3, 98% of students were performing at or above the National Minimum Standard in Numeracy. · It is noted that there has been pleasing increase in the percentage of students in Year 3 who are performing at or above the National Minimum Standard in Numeracy from 2016 to 2017 with a slight decrease in 2018 percentage, reflecting the effectiveness of professional learning opportunities for P-3 teachers to strengthen and further develop teaching professional knowledge in order to enhance teaching and learning opportunities for all students in numeracy.

-In 2018 in Year 5, 98% of students were performing at or above the National Minimum Standard in Numeracy. -In 2017 in Year 5, 96.7% of students were performing at or above the National Minimum Standard in Numeracy.

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- In 2016 in Year 5, 96% of students were performing at or above the National Minimum Standard in Numeracy. It is pleasing to note that there has been an increase in the percentage of students in Year 5 who are performing at or above the National Minimum Standard in Numeracy from 2016 to 2018. Professional learning for teachers has supported their understandings of strategies that challenge and extend student mathematical knowledge. Maths Sprint groups have supported targeted learning for students and strengthened teacher expertise.

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Student Wellbeing


To strengthen key competencies and capacities of all to manage and develop healthy relationships and behaviours.

Achievements

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

● Continued our implementation of Restorative Practises. This is enabling all staff to have a consistent way of dealing with challenging behaviours and help restore relationships throughout the school.

● We engaged with the CEM to register and attend professional learning about the implementation of SWIS data collection for behaviour management. Children’s behaviours are tracked, monitor and planned for improvement.

● All new staff members were informed of the Student Wellbeing Policy as well as our programs and frameworks. (Positive Behaviour Support, Restorative Practices, Social Emotional Learning)

● We continued to implement our whole school approach to behaviour management based on PBfL Positive Behaviour for Learning.)

At St. Peter’s we foster an atmosphere of mutual respect and cooperation where learners develop their confidence and skills to experience success. We develop positive wellbeing in our children through a number of different programs.

● We are a School Wide Positive Behaviours for Learning school, where we encourage positive behaviours through whole school expectations of

★ Show Respect

★ Think Positively

★ Act responsibly

★ Remember to persist and Bounceback . The STAR acronym, BOUNCEBACK and SEL programs are integrated to develop resilience, confidence, independence and connected.

● Our new award system at assembly was introduced to reflect STAR behaviours. This was also combined with the St Peter’s Learning Dispositions to develop positive relationships and learning. ● Senior students participated in a wellbeing program, Empower Me. ● We continued to revisit the issue of cyber safety throughout the year and ensured students take ownership of cyber agreements and expectations. ● We initiated the House Spirit Leaders program by which our senior

students were elected to leadership roles to build connectedness and positivity around the school. They were supported to lead different events and activities in house colours and develop relationships between different levels.

● A number of senior students attended the National Young Leaders Day where young leaders presented about leadership, what it means to them and how they became a leader.

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● We run a number of extracurricular programs in the school, for example, Kids Teaching Kids, Maths Olympiad and Tournament of Minds.

● The Additional Learning Needs leader maintains regular contact with parents of students with additional needs scheduling Program Support Group (PSGs) meetings once a term or on a needs basis. Teachers are released from their classroom teaching to attend these meetings. They can also at times involve outside agencies, speech pathologists, psychologists and Kindergarten or Secondary school staff.

● Personalised Learning Plans (PLPs) are used for children in all areas of the curriculum to ensure that teachers are monitoring progress of students at risk.

● This year our funding model for additional needs changed to National Consistent Collection of Data. We had 42 students on our data collection. Referrals have been made to appropriate agencies for students needing further intervention for social, emotional or academic needs. They have included speech pathology, educational assessments, cognitive assessments and behavioural management plans. Most have been outsourced to the Catholic Education Office.

● We engaged with the services of Healing Minds for counselling for our students. Last year 4 students were seen. ● Students identified with health risks such as asthma, anaphylaxis, epilepsy and diabetes have a medical action

plan displayed in the First Aid Room. ● The Primary School Nursing Program continued for our Prep students in term 4. ● The Seasons program is conducted each year for students

suffering from loss. In 2018 – 2 students participated in the program. It is run after school hours by trained teachers within the school for a five-week period.

● The Senior students attended camp at Waratah Bay Beach Camp and participated in many different activities that promote confidence, independence, problem solving and developed new friendships and connections.

VALUE ADDED

● Students in all levels were actively engaged in both incursions and excursions beyond the school boundaries that enable them to experience rich learning opportunities related to units of inquiry. These extra curricula activities add value to the life of the children at St Peter’s school.

● We continued our whole school camp program which involved incursions and dinner, student organised incursions and dinner for our junior and middle students.

● We achieved our Esmart accreditation which was a result of a whole community working together.

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● The prep/junior students took part in incursion/excursions to enhance the learning that was taking place at school, Coding Kids, a visit to the Zoo, Camp experience - excursion, dinner and disco

● Middle students coordinated their excursions to complement what was being learnt in the learning spaces Ceres, Craft Power incursion, Camp experience - excursion

● Senior students had the opportunity to take part in a number of incursions and excursions that were interest based and planned in consultation with the staff, - ACMI/National Gallery, Water safety, Local walks, Clean up Australia Day

● The senior children also took part in other extra curricula activities such as: Inter school Sports, Cross Country, Hoop time, AFL9

STUDENT SATISFACTION

Student engagement is rated at 77 and Student Wellbeing is 74 With student data indicating that Purposeful Teaching is high at 78 and Stimulating Learning is rated at 69. Teachers are committed to providing a learning climate that encourages student voice and is strongly focused on achievement, wellbeing and engagement for each and every student. An increased focus on personalised learning will ensure the learning environment and activities are regarded by students as stimulating.

STUDENT ATTENDANCE

● We continued to implement our policy on school attendance. We aim to have a shared understanding with collaboration between parents and staff to ensure students attend school on a regular basis. Phone calls, emails and meetings are arranged to determine factors preventing children from coming to school. In line with regulations parent are notified via text message if their child is absent without notification. Management plans are devised and put in place for children with low attendance to ensure increase attendance. There is support offered from outside agencies (Austin CAHMS, Healing Minds, Onpsych, and Child First).

● Overall student attendance is 92.4%

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Child Safe Standards

Goals and Intended Outcomes

The identified goal of Child Safety was: To ensure the safety and wellbeing of all students in our community.

The intended outcomes to meet this goal were: That policies, procedures and practices are in place to support the Victorian Child Safety Standards

Achievements

● Information sessions with new staff to update them on our Child safety processes and protocols.

● Embedded our policies into our practise around the school community through staff learning around inclusion of

all students and families in our community.

● Code of Conduct and Child Safety Policies are continued to be given to new members of staff as well as new people who come to work in our school eg music teachers, tradesmen, student teachers. Code of conduct is constantly referred to at staff meetings reminding staff of expectations. Leadership team are always keeping these policies at the forefront when discussing issues, events and everyday school life.

● Our students are regularly involved in learning around respectful relationships and resilience. Weekly there are lessons that support our belief systems and ensure the empowerment of children.

● Risk management checks are constantly done when assessing new learning spaces, different areas in the school for different purposes eg music lessons, extra curricula events.

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Leadership & Management


To grow and sustain a staff culture that is characterised by clarity of purpose, professional engagement and a focus on continuous improvement. ● That School Climate is strengthened and leads to improved outcomes for students. ● That a strong culture of professionalism underpins all school practices.

Achievements

Our School has a model of shared leadership which provides opportunities for all staff, students and parents to have ‘voice’ in moving the school towards achieving the identified improvement goals.

The School Improvement and Planning Leadership Team at St Peter’s School monitor the progress of the School Improvement Plan and Annual Action Plans. The whole staff shares in this responsibility through membership in Inquiry Action Teams which focus on specific areas of schooling, leading curriculum teams and learning level/area teams.

Living the Vision ● The staff were enabled to work collaboratively through the School Organisational Structure which is a

distributive instructional leadership model aimed to empower all staff. This model was further developed in 2018 and is led by a School Improvement and Planning (SIP) Team which consists of the Principal and the Directors of Learning and Teaching, Student Wellbeing, Faith and Mission and School Community. Role descriptions for these positions were detailed and shared with all staff. These teams are responsible for the organisation, implementation and review of school curriculum and teaching practices to ensure all eight key learning areas are addressed.

● All staff were invited to participate in an Inquiry Action team responsible for leading school improvement. These included Team Leaders, English/Maths Team, Faith and Life Team, Makers team, Digital Age Literacies team and Positive Behaviours for Learning team. These teams met fortnightly to ensure the implementation of the key improvement strategies outlined in the school’s School Improvement Plan and Annual Action Plan. All teachers were nominated for a team and shared the learning back at their level team planning opportunities.

● The SIP team work collaboratively in a shared office space, modelling the importance of collaborative teamwork and shared decision making.

● The new school vision continued to be implemented and further unpacked with staff and the wider school community as a focus at all meetings. The school prayer reflects the school vision and is incorporated into all community events.

● Community communication is a strong component of our school’s culture. Flexibuzz provides all alerts and newsletters are shared with parents via this communication app as well as through hard copies being available weekly in the school office.

● The school website is updated regularly to reflect our current way of working including our school philosophy. The Enrolment Policy is available to the wider community via the website. The 2017 Annual Report to the School Community is linked to the school website.

● A policy for Managing and Responding to Parent Complaints/Grievances was developed and ratified by the School Board.

● A family school partnership network established in 2017 with local schools continued in 2018 with a shared focus on building connections and extending communication with families. A highlight of the year was a progressive dinner where each school was visited by combined staff and parent representatives to share and further explore authentic ways to engage our families.

● Written reports indicating student progress against curriculum descriptors and learning area overviews written in ‘plain language’ are sent home to parents in June and December. These reports also include A-E scores.

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Student Led Learning Conversations continued in terms 1 and 3 to enhance our process of reporting to parents. The StoryPark app continued to provide parents with evidence of their child’s learning at school online. Parents were encouraged to respond to these posts with comments and wonderings.

Professional Learning ● St Peter’s is a Professional Learning Community with a high priority to

build the capacity of all staff. A culture of coaching has been established with 12 teacher leaders accredited in Phase 1-3 Growth Coaching. Two school leaders are fully accredited Growth coaches. All teachers are coached around Professional Learning Goals linked to the Australian Professional Standards for Teachers (APST) each term.

● In 2018, two beginning teachers were mentored and supported to achieve full VIT registration.

● Our school’s Visible Learning journey was captured and displayed to ensure shared understandings and consistency of our teaching and learning approach. Simon Sinek’s work on the Golden Circle was used to capture the ‘Why’, “How’ and “What’ we do as a school to support learning for all in our school community. Team leaders used a coaching model to ensure teachers collaborated on cycles of professional enquiry and continued to improve professional practice throughout 2018. The visual learning journey display was integral as a focus for this learning.

● The Daily Organiser is to be commended on the management of replacement for staff absences, endeavouring at all times to have a replacement teacher in the learning space. To support the replacement of teachers during times of high demand, the services of a recruitment company is used with great success; all teachers who were placed at our school proved to be high quality teachers. Teacher attendance is 85.3%. Staff Retention rate is 75.0%.

● Teachers see themselves as learners and reflect on ways to improve their practice. Ongoing Professional Level Planning Teams meet daily as a level to develop shared beliefs and understanding. Weekly PLTs with time allocated for moderation and data analysis of student learning are supportive of focused planning for student learning. Level team meetings include agendas, shared student data in Literacy, Numeracy and Faith/Life Inquiry focus.

● Weekly staff professional learning meetings provide opportunities for professional learning and conversations in learning and teaching including Positive Behaviours for Learning, Faith and Life Inquiry planning, Literacy and Numeracy, Learning Diversity initiatives and Moderation, Assessment and Moderation in RE, Emergency Management, e-Smart initiatives, ResourceSmart Sustainability, Family/School engagement, Design Thinking, Culture of Coaching, Sacrament and Sacramentality and Visible Learning Project as well as fortnightly Inquiry Action team meetings where each level is represented. Teachers are allocated time during the school day to attend these meetings.

Infrastructure ● St Peter’s is a well-resourced school; Prep to Year 6 students and their teachers explored ways to best use

the shared learning spaces and resources to personalise learning more effectively. ● Learning spaces have been developed to allow for a multi age, multi stage approach that allows for all

contemporary learning and teaching practices to be considered, from explicit focus, teacher explicit instruction such as focus groups and Sprints and co-teaching to a variety of individual and collaborative inquiry and project based learning opportunities.

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● Teaching assistants are allocated to a level team and are strong contributors to the social, emotional and academic progress of all the students in the level, attending planning meetings each week.

● Program budgeting continued in 2018 with contact teachers and learning leaders responsible for allocated budgets.

● The school master plan continued to support improvements to the building infrastructure. This plan outlines the redesigning and re-imaging of indoor and outdoor learning spaces as well as technology resourcing to support learning in the 21st century. An airlock was installed in the Senior space. With the proposed building works to begin in 2019, the Office/Admin area was relocated to the existing Prep space. Preps relocated to the Junior area in term 4. The external playground spaces were improved with tree planting, fencing and artificial turf and a play pod. All teachers are provided with new laptops and IPad, while new laptops, touchscreen computers, digital televisions and iPads and virtual reality headgear complemented student learning within the learning spaces. All spaces have interactive boards and/ or smart televisions. ● The embedded ICT environments maximised opportunities for staff and students.

The number of 3D printers increased to 3 and students were supported with relevant technology to promote deep learning in robotics and coding. The STEAM centre supported project based learning experiences in Science, Technology, Engineering, The Arts and Mathematics. Resources such as ‘little bits’, sewing machines, electrical building equipment (jigsaws, drills etc.), building materials and drones supported student led investigation.

● With the ever increasing demands in teaching and learning, accountability and expectations school leaders continue to actively listen to all staff, as well as build trust and respect and support staff in addressing difficulties and challenges. The Action Team consisting of teachers across all levels established in 2017 to build staff morale and connectedness took on the task of building collaborative team work through honest feedback. This team led the professional learning for staff over 2 days at the beginning of 2018 with the focus on building collective team efficacy. The 2018 School Improvement Survey data reflected an increase in the Organisational Climate at 67.2 an increase from 2015/2016) and Teaching Climate at 74.20 again an increase from 2016.

● The school staff and Board members continued to action the School Improvement Plan 2017- 2020. The visual version of the Annual Action Plan is displayed in each level planning space and referred to at PL meetings identifying the focus. Each sphere of schooling was reflected upon and evaluated against the annual action plan and school improvement plan. Current realities were recorded and used to inform future directions reflected in Annual Action Plan, 2019.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2018

Teachers at St Peter’s School are committed to improving their teaching practice and actively seek professional learning both within and outside the school environment. This has included the following opportunities:

● All staff were involved in Building Collective Team efficacy as part of our 4th year in the Visible Learning Project. The Action team along with an external consultant Chris Daicos, examined ways of forming, storming and norming teams. This impacted significantly in teams setting ways of working together and protocols around the giving and receiving of feedback.

● Two teachers attended PL led by Ron Ritchart from Project Zero focused on Exploring Cultures of Thinking and Cultural Forces.

● Team leaders representing each level attended additional Agile Schools workshops on Sprint Learning facilitated by Simon Breakspear. This focused teaching approach continued to be

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embedded into all levels supporting our focus on using student data to drive improved learning outcomes.

● Nine teachers completed Phases 1-3 of GROWTH Coaching professional learning adding to the existing 3 executive coaches. Coaching conversations are now integral to supporting all teachers in achieving their professional goals. An established culture of coaching is now evident in our school.

● Ten members of the Leadership team and STEAM team attended the Future Schools Conference in Melbourne. This gave considerable direction and impetus to the direction of our STEAM learning centre.

● The Prep and Junior teachers participated in Discovery Play Based Learning- an Inquiry Approach within a research based network group of schools. This included mentor visits twice in the year for planning of play based inquiry cycles of learning. The Middle School teachers joined the inaugural Years 3-6 Discovery Cluster allowing for this play based discovery approach to extend across the school. External consultants including Lisa Burman (Oral Language) and John Spencer (Project Based Learning) added to the focused learning for teachers in Prep, Junior and Middle school.

● A team of teachers representing each level participated in STEM and General Capabilities Project Learning resulting in the development of school wide dispositions.

● John Spencer a consultant on Project Based Learning from the United States visited our school to observe and provide feedback on our Inquiry learning approach as a ‘critical friend’. He spoke with students and teachers about our approach to Design Thinking. His feedback included -The school community should be really proud of what we are achieving- it is a great school with a strong learning vibe and truly committed teachers. The students are really engaged in personalised learning and can confidently articulate what they are learning and the purpose behind their learning. There is a shared language and passion for learning amongst teachers and children. John supported staff to implement the LAUNCH cycle as a whole school approach to design thinking. This process was trialled in term 4 with great success and will underpin our Inquiry learning moving forward.

● The School Improvement and Planning team members participated in Excel professional learning modules led by Catholic Education Melbourne. By guiding wellbeing practices within our school, learning environments are maximised to support growth and progress for all learners. As a result, team leaders annotated existing learning practices at our school to reflect the Excel framework. We will continue to use this framework as an audit tool and guide for new learning and teaching initiatives at our school that support student wellbeing.

● Other Professional Learning opportunities in 2018 included Religious Education Epping Collectives, Family Centred Partnership Cluster, Future Schools Conference, E-Learning network cluster and Sustainability Initiatives

● The Principal, Director of Learning and Teaching and Team Leaders were members of the Northern ‘Leading the Learning’ network cluster focusing on expert teaching particularly in the area of growth and progress in literacy and numeracy. Communities of Practice supported deeper understandings of learning progressions and data analysis.

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NUMBER OF TEACHERS WHO PARTICIPATED IN PL in 2018 33

AVERAGE EXPENDITURE PER TEACHER FOR PL $2,385.72

TEACHER SATISFACTION

Insight SRC survey data rates organisational climate at 67.20. Teacher confidence is rated at 82 with Professional Growth at 78. Quality teaching rates at 78 with teachers acknowledging a strong focus on School Improvement (87). Teachers at St Peter’s have identified the need to focus on collaborative teamwork where professional goal setting, peer observation and timely feedback are essential to improving quality teaching and therefore student learning. Coaching has proved to be a positive means to support teachers in their professional growth.

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School Community


To continue to strengthen connectedness and enhance relationships between the school, home, parish and wider community.

● That value is added to student learning by enhancing family and community partnerships.

Achievements

Strengthening Learning Through Active Participation ● Approximately 100 grandparents attended Grandparents Day. This included the opportunity for

grandparents to engage in learning experiences. ● Students engaged in a number of specialised learning programs beyond the school, including Tournament

of Minds, Kids Teaching Kids Conference and CEM STEM showcase. ● St Peter’s Maker’s Fair provided the opportunity for students to showcase their talents with the wider

community, while allowing for parents and family members to also engage in a variety of learning activities. ● Students, staff and wider community members were invited to submit photos into the St Peter’s Community

photography competition. Entries were displayed publicly at the Maker’s Fair. ● Walk to School Days were reviewed and took place once a term. ● School Walk A Thon provided an opportunity for students and their families to enjoy the opportunity to

participate together on the day. ● Student led community cafe ran on a weekly basis. ● Meaningful learning clusters with other schools were formed and maintained. These included ME2WS,

Discovery, Wellbeing, RE network, DP network, Principal network, eLearning and Visible Learning. ● Opportunities for families to be engaged in learning including Grandparents day, Bethlehem Day, Junior

cultural experience, Pre Prep orientation series, community conversations and prep and junior play morning. ● All staff from the four schools of the ME2WS Family School Partnerships Collective joined together for a

progressive dinner, staff meetings and professional learning. Board members also attended the progressive dinner.

● Middle School continued to deliver the Stephanie Alexander Kitchen Garden Program. Two community volunteers supported the program on a weekly basis and a number of parents participated over the year.

● Students presented at the 2018 Melbourne Water Kids Teaching Kids Conference. ● Pre prep parents across the four schools of the ME2WS Family School Partnerships Collective were invited

to a parent information night hosted by Chris Daicos. The focus of the session was on transition to school and resilience.

● Ongoing opportunities for students to learn about and engage with their local community through visits to local landmarks including Epping Plaza, Peppercorn Park, Epping Station and St Monica’s College.

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Strengthening Partnerships ● The school continued to publicly promote through the ongoing development of its website and

Facebook page. ● Weekly Parish morning teas to build connection between parish and school. ● Community Connections afternoon to provide parents an informal opportunity to meet the staff and

see the learning spaces. ● Prep Play date provided the opportunity for families to connect in an informal manner. ● Junior Play Morning allowed parents to engage in discovery play with their children. ● Walk Through Bethlehem was held for the fourth year. This major community event was successful

in attracting crowds in the tens of thousands while raising community connectedness and sharing the true meaning of Christmas.

● Engagement with local community agencies including SES and police. ● Collections were carried out to create VACRO and St. Vinnies Hampers for those in need. ● Students attended National Sorry Day event run by City of Whittlesea. ● Senior students participated in Remembrance Day at Epping RSL. ● Trivia Night hosted by Quiz King. ● Mother’s and Father’s Day breakfasts. ● Community volunteers were acknowledged with a special thank you morning tea. ● Engagement with St Monica’s College through a variety of learning programs. ● StoryPark formed an essential component of our assessment and reporting processes as well as a

parent engagement tool.

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ResourceSmart Schools ResourceSmart Schools is an award-winning Victorian Government program that assists schools to embed sustainability in everything they do, encourages real-life sustainability learning and helps schools save money. Our school is taking action to minimise waste, save energy and water, promote biodiversity and reduce our greenhouse gas emissions. Sustainability Victoria have funded us to participate in ResourceSmart Schools and receive facilitation support from CERES.

PARENT SATISFACTION

Insight SRC data rates parent satisfaction with the school highly at 67. This is an has been maintained at a similar level since 2017. This includes approachability, parent input, parent partnerships and learning focus.

Community engagement has decreased at 59.9. The school acknowledges there has been a decrease in community engagement from 2017 to 2018. While parent partnerships, approachability and school improvement have been maintained, there has been a decline in the area of reporting which has impacted this over all score. This can be attributed to parent understanding of the variety of approaches to assessment and reporting at St Peter’s which includes Storypark and Student Led Learning Conversations as key elements of our reporting process in addition to traditional reports. We will continue to educate our school community about our approaches and the value they hold. In addition, school leaders have taken on feedback about this area and will work to implement improvements based on parent suggestions and the direction of the school.

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Future Directions

School Performance Data Summary

The School Performance Summary reports on data in the following areas:

● Proportion of Students Meeting the Minimum Standards

● Average Student Attendance Rate by Year Level

● Teaching Staff Attendance Rate

● Staff Retention Rate

● Teacher Qualifications

● Staff Composition

The School Performance Data has been included in the relevant sections of this report.

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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