Our Lady Queen of Peace PrimarySchool, GreystanesBraeside Road, Greystanes 2145Principal: Mr Michael HopleyPhone: 02 8842 2600 Fax: 02 8842 2699Email: [email protected]://www.olqpgreystanes.catholic.edu.au
Introduction
About the Annual School ReportOur Lady Queen of Peace Primary School is registered by the New South Wales EducationStandards Authority, NESA, as a member of the Catholic system of schools in the Diocese ofParramatta.
The Annual School Report provides parents and the wider school community with fair, accurateand objective information about various aspects of school performance and development. TheReport describes achievement of school development priorities in 2018 and gives informationabout the 2019 priorities.
This Report is a legislative requirement under the Schools Assistance Act, 2008 and the EducationAmendment Act 2004.
The information in this Report is complemented by the school website where other schoolpublications and newsletters can be viewed or obtained from the school.
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Key Messages
PrincipalI am proud to present to you the 2018 Annual School Report for Our Lady Queen of PeacePrimary School, Greystanes.
Our Lady Queen of Peace Primary School is a dynamic Catholic school committed to qualityeducation in Greystanes. Children, parents and pastors combine to provide a Christianenvironment that nurtures the uniqueness of each individual.
We enjoy a strong and positive partnership with the parent community in our school. The schoolhas an active Parents and Friends Association (P&F) that is focused on learning, welfare andfundraising activities.
At Our Lady Queen of Peace Primary School, staff members are focused on pedagogy that reflectseffective teaching and learning. Teachers strive to provide learning experiences that engage ourstudents and extend and deepen students' knowledge and understanding. In order to makelearning more meaningful and relevant to our students, we are constantly looking at ways tointegrate better quality digital resources into our teaching and learning. We believe that the useof technology can transform how learning takes place in the classroom.
Our classrooms are organised as flexible, dynamic spaces that enhance learning. This initiativeallows all children the opportunity to work with a number of teachers across the grade and tobenefit from the expertise of all teachers involved. The children's learning is also supportedthrough the provision of specialist teachers and support staff.
ParentOur Lady Queen of Peace Primary School is dedicated to creating strong and ongoing partnershipswith the parent community. The Parents and Friends (P&F) Association is committed to bringinginvaluable, up-to-date parent information sessions providing presenters from a variety ofcommunity and educational areas (local police, Information Technology (IT) experts, boys'education). The P&F works in conjunction with the school to provide hands on workshops onliteracy and Mathematics. This focus allows parents to gain further understanding andknowledge to support their children’s learning.
In 2018 the P&F held one major fundraising event and the most successful to date. All moneyraised went towards providing new readers and multiple copy texts for students fromKindergarten to Year 6.
Parents were welcomed and encouraged to participate in a variety of areas such as classroomreading, sport and all events offered at the school. The support of the parents at Our Lady Queenof Peace Primary School provided not only more opportunities for the students but also helpedbuild and contribute to a strong sense of community.
StudentIn 2018 at Our Lady Queen of Peace Primary School, all of our Year 6 students strove to be greatrole models for the rest of our school. We had two school captains whose responsibilitiesinvolved leading assemblies and representing our school at events held in the community. Ourleadership team also included eight sports captains and community leaders.
Our school offered many sporting opportunities which included girls' and boys' soccer and touchfootball teams; rugby league teams for boys; and netball for girls. All students got a chance torepresent our school in sporting events at all different levels of skill. We had three schoolcarnivals each year: swimming, cross country and athletics. We also had a great, enthusiasticsport teacher. We had other types of activities at our school such as gymnastics and Dance Fever.
Stage 3 adopted a new approach to learning - project based learning. It encouraged us to work ingroups and solve problems collboratively.
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Who we are
History of the schoolOur Lady Queen of Peace Primary School was established in 1957 to serve the early formingcommunity of the Greystanes district.
The school began as St Simon Stock Primary School in a building which doubled as the church andwas run by the Sisters of Mercy until 1965, when the Dominican Sisters of Malta took charge.
In the late 1960's school enrolments increased rapidly and a new school building program wasinitiated on church land nearby. The first building was opened in 1970 and two years later theschool was renamed Our Lady Queen of Peace Primary School.
Location/drawing areaOur Lady Queen of Peace Primary School, Greystanes, is a large, Catholic primary school in theHolroyd District. Close to Parramatta, our area is geographically in the centre of Sydney. Theschool serves the parish of Our Lady Queen of Peace and draws on students from the Greystanesarea. Recently a large housing development has opened at Pemulwuy and many of our familiesreside in this new area.
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Workforce Composition
Category Numberof Staff
Number of teachers who hold teaching qualification from a higher educationinstitution within Australia or as recognised within the National Office of OverseasSkills Recognition (AEI-NOOSR) guidelines
51
Number of teachers who have a bachelor degree from a higher education institutionwithin Australia or within AEI-NOOSR guidelines but lacking formal teacherqualifications
0
Number of teachers accreditated to teach Religious Education 49
Number of teachers currently undertaking accreditation to teach Religious Education 2
Number of non-teaching staff (includes teachers' aides) 14
Percentage of teachers who are indigenous 0
The average teacher attendance for 2018 94
Percentage of 2018 teaching staff who were retained from 2017 94
Catholic Identity and Religious Education
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Catholic Identity and Religious Education
Prayer, Liturgical Life and Faith ExperiencesTeachers worked together in teams with the Religious Education coordinator (REC) to developand produce meaningful celebrations, drawing on the strengths of each member of the staff.Children from each class participated in various ways to bring life and meaning to eachcelebration using drama, dance and liturgical movements. Our parish ministers and parents wereinvited and included in our celebrations. The REC provided opportunities for staff prayer andreflection and we participated in an overnight retreat led by the episcopal vicar for education.
Whole-school masses and liturgies celebrated major feast days throughout the liturgical year.Teams worked together to celebrate the Beginning School Mass, Holy Week liturgy and manyother significant days. Students participated in daily class prayer and the Angelus, and they werealso given opportunities to attend Reconciliation with the parish priest throughout the year.
Students were offered many faith experiences throughout the year through morning prayer,liturgies, and sacred prayer rooms and spaces. Students attended, and participated in, rich andmeaningful whole-school and grade celebrations throughout the year.
Social JusticeSocial justice formed part of our Religious Education program. Issues such as poverty, violenceand lack of freedom were discussed in conjunction with scriptural references.
We have a longstanding tradition with the St Vincent De Paul Society with a yearly winter, andChristmas appeal (The Marsden Appeal). A school-based Christmas concert was organised forvisiting nursing homes.
Our school supported many immediate appeals related to world events and needs. In 2018 weraised money for spinal care research and one of our students was an ambassador for the cause.Project Compassion was a traditional Lenten focus where the whole school participated bycollecting funds for charitable works overseas.
The Parents and Friends Committee had a sub-committee that supported people in our schoolcommunity. In 2018 they supported a number of families who were suffering with differentproblems.
School home and parish partnershipsThe parish was a vital partner in the education of our students in their Catholic faith andheritage. The principal was an active member of the parish pastoral council. Our Lady Queen ofPeace Primary School was supported by the parish team in all celebrations, Sacramentalprograms and social gatherings. The parish Sacramental process was supported through theschool by regular communication with parents regarding upcoming events through the weeklynewsletter and morning assemblies. All students enrolled in the program were acknowledged atassemblies and in prayer.
Parents were involved in many areas of the sacred life of the school. They were invited toparticipate in school masses and liturgies as well as grade liturgy celebrations. Significant eventssuch as Ash Wednesday were led by the parish priest and he was directly involved in the spiritualformation of the staff.
The whole school community came together to pray at Monday morning assembly. These prayerswere integrated with feast days throughout the year and each class was given the opportunity topresent prayer. Parents were always invited to attend.
Religious EducationReligious Education has been seen as an integral part of daily school life. Our school followed theParramatta Diocesan Religious Education syllabus, Sharing Our Story, and we utilised resourcessuch as Teaching The Truth in Love. The school enjoyed the support and encouragement of theparish priest and worked closely with the parish community. Students had the opportunity todevelop their relationship with God through prayer and song during liturgical celebrations;classroom Religious Education activities and attendance at parish mass.Our Lady Queen of Peace Primary School, Greystanes Page 6
Students were also encouraged to support different parish and community social justiceprograms such as St Vincent de Paul, Project Compassion and World Youth Day. The ParishAssociate ran Monday morning reflection groups for parents.
We have a Pastoral Care program which seeks to support all individuals in the school communityand we are developing a new positive behaviour program that has gospel values at itsfoundation.
Professional Learning of staff in Religious EducationThe staff were involved in various professional learning meetings in 2018 with a focus on ourschool goals. On two occasions a member of the Diocesan Evangelisation and Religious Education(ERE) team spoke to our staff on 'How to develop three senses of learning from the gospel'. Theassistant principal shared her experience of visiting the Holy Land and pilgrimage. The staff tookpart in an overnight retreat at Winbourne led by the episcopal vicar for education. Fortnightlygrade meetings involved unpacking units from the syllabus to implement in the classroom. Thisincluded reflecting on the theological background of the units and matching activities tooutcomes.
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Learning and Teaching
National Assessment Program - Literacy and Numeracy (NAPLAN)Students in Year 3, Year 5, Year 7 and Year 9 across Australia participated in National AssessmentProgram – Literacy and Numeracy (NAPLAN) in May 2018. The purpose of this test is to provideinformation to parents and teachers about the achievements of students in aspects of Literacyand Numeracy. The test provides a measure of the student’s performance against establishedstandards and against other students in Australia. Each year the results are analysed by theschool to inform teaching and learning with a view to improving student performance.
The Commonwealth Government sets minimum acceptable standards for literacy, numeracy,reading, writing, grammar, punctuation and spelling at particular ages. These are referred to asnational minimum standards. Student performance in NAPLAN in our school is compared tothese standards. The percentages of students achieving at or above these national minimumstandards, and the percentages of students in the top three bands are reported in the tablebelow.
NAPLAN RESULTS 2018
% of students at or abovenational minimum
standard
% of students in top threebands
School Australia School Australia
Year3
Grammar and Punctuation 97 94 84 73
Literacy 99 95 84 73
Reading 99 96 79 76
Writing 100 94 91 72
Spelling 97 94 81 70
Numeracy 100 96 78 67
NAPLAN RESULTS 2018
% of students at or abovenational minimum
standard
% of students in top threebands
School Australia School Australia
Year5
Grammar and Punctuation 98 94 81 64
Literacy 97 93 73 58
Reading 98 95 78 66
Writing 97 90 60 44
Spelling 97 94 79 64
Numeracy 100 96 78 58
The 2018 results for both Years 3 and 5 showed that our school consistently performed abovethe national average in Literacy and Numeracy. These results were indicative of students movingfrom bands 1 and 2 into higher bands across the subjects.
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Our aim has been to improve the percentage of students in the top three bands continually,particularly in Numeracy and this aim was achieved.
Overall, our infants classes established a firm base for learning and there was very signifiantgrowth in our Year 5 data.
School curriculumThe Diversity Team supported teachers and students with specific learning needs. This includedthe Reading Recovery and the Reframing Readers Resourcefully (R3) programs. Numeracy wassupported with the Extending Mathematical Understanding (EMU) program. This involved smallgroup tuition focusing on the basic elements of counting and place value. Students in Years 5 and6 received weekly Japanese language instruction and a Japanese enrichment class was alsooffered.
A Kindergarten Orientation and Transition program, designed to assist preschool studentsentering Kindergarten, has been implemented each year, aimed at allowing teachers to becomefamiliar with the needs of the students. Oral presentation and debating have also been offeredeach year, as well as specialised choir, dance and gymnastics classes.
Music tuition, sport and fitness programs, and technology groups took place after school hours.
Initiatives to promote respect and responsibilityThe school promoted respect and responsibility through the following initiatives:
At weekly assembly the Acknowledgement of Country was announced and the NationalAnthem was sung to develop a respect for our Australian identity. The Australian andIndigenous flags were raised reverently by the school captains.Students were responsible for different areas of our school community, such as keepingthe playground clean, setting up a prayer focus and morning prayer.The student leaders and all Year 6 students worked with teachers and students on theplayground and in the library to support school values.
The school expectations have been framed around three concepts: Learn well, Live responsiblyand Look after each other. The Positive Behaviour Support for Learning (PBS4L) was launched in2018. Questions to help students work through and resolve issues were on display and a newaward system was established.
Students were also involved in community service through visits to local nursing homes andthrough the collection of gifts and food for the St Vincent de Paul Society. They were involved inbuddy class activities where primary students interacted with preschool and infants students insupporting their learning and social needs.
Awards were presented by the principal at each assembly for academic achievement, personalbest performances, displaying gospel values and citizenship.
Professional LearningProfessional learning undertaken by staff in 2018 included:
weekly staff meeting with curriculum focuscase management of literacy for all staffExtending Mathematical Understanding (EMU) workshops for teachers, specialist teachersand leadersregular classroom workshops led by the Mathematics teaching educatorRunning Record training for teachersProject Based Learning (PBL) course for teachers and leadersPBS4L training for leaders and workshops for all staff
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grade meetings led by the assistant principal and subject teams to develop literacy andnumeracyprogram review meetings in week 9 each termgrade meetings led by the Religious Education coordinator (REC) to program for ReligiousEducationRoyal Life Saving - Cardiopulmonary Resuscitation (CPR) course, asthma prevention,anaphylaxis response and senior first aid
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School Improvement
Annual school prioritiesPriority 1 Unpacking Scripture and connecting it to the Spiritual sense
Reason for priority 1 Students generally had a good understanding of Scripture from theliteral sense. They were able to recall and retell passages fromScripture. A deeper understanding was considered necessary forstudents to be able to identify the spiritual sense drawing on gospelvalues and linking them to their own experiences.
Steps taken to achievepriority 1
Students were:involved in a variety of activities to help them unpack thedetails of the Scripture, understand the message of Scripturepassage and relate the message to their life experiencegiven the chance to respond to Scripture in a variety of ways toshow their understandingable to participate in a variety of prayer and liturgicalcelebrations that highlighted the spiritual sense of the gospel
Status of priority 1 Achieved
Priority 2 Use purposeful talk to develop reading comprehension
Reason for priority 2 Data analysis and teacher observations/records identified the need tocontinue to focus on purposeful talk as the vehicle to improvingreading comprehension by providing opportunities for students todevelop a metalanguage for talking about text; interpreting andcritically evaluating a text; communicating ideas and asking questionsto consolidate understandings and to respond to, build on andchallenge the ideas of others to develop new understandings.
Steps taken to achievepriority 2
These included:students being involved in learning activities with connectionsbetween the literacy skillstalking and listening being embedded in all areas of thecurriculum, specifically focusing on reading comprehensionstudents being able to communicate their ideas clearly; talktheir way to new understanding; ask questions toclarify/confirm their thinking; engage in conversations withpeers using norms such as: agree, affirm, disagree respectfully,add new information, ask questions
Status of priority 2 Ongoing
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Priority 3 For students to develop fluency and understanding when workingmathematically
Reason for priority 3 This was based on:staff identifying the need to focus on students’ abilities tointerpret a variety of problem typesstudents needing to communicate their reasoning explicitlystudents' need to be able to interpret, visualise and reasonteachers assessing fluency and understanding, particularly with'working mathematically' outcomes - not just content knowledge- making the work challenging but accessible
Steps taken to achievepriority 3
These included students:taking part in assessment at the beginning of the year andundertaking targeted warm up activitiesdeveloping conceptual understanding skills followed byautomaticity and fluency in areas such as facts to 10, tables, etchaving opportunities to apply skills from the number strandacross all strandsbeing provided with open-ended, problem solving challenges
Status of priority 3 Achieved
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Projected school prioritiesPriority 1 To develop a deep understanding of mission as a call to action
Reason for Priority 1 We were influenced by:Faith into Action - to demonstrate how our call to action isembedded in our communitythe need to know what 'mission' is and ways we are called toactionthe need to build on connections to Scripture and churchteachingPlenary 2020 and Pope Francis calling for parishioners to speakpre and post student responses from inquiry model learning
Steps to be taken toachieve Priority 1
We will:identify ways in which we can respond to mission - as anindividual, as a group, as a parish, as a diocese, as part of theworld community.make connections back to our PBS4L expectationspromote mission at assembliescreating videos (screencastify) on mission and responsehave each grade identify a mission and a response and aconnection to Scripture - Project Based Learning (PBL) enquiryhave infants focus on the message of Scripture as supportingeach other
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Priority 2 To use purposeful talk to write texts with a clear message
Reason for Priority 2 To have students:develop a metalanguage for talking about textsinterpret and critically evaluate a textcommunicate ideas clearly and ask questions to consolidateunderstandings and confirm/clarify their thinkingrespond to, build on and challenge the ideas of others todevelop new understandings (ie talk their way to newunderstandings)embed the use of purposeful talk in all components of theliteracy program (guided, shared, modelled, independentreading and writing) across Key Learning Areas
Steps to be taken toachieve Priority 2
Students will have opportunities:to engage in purposeful talk throughout the writing processprovide feedback to one anotherwrite for an intended audience with a clear purposeuse mentor texts to enhance their writing focusing on:
sophisticated languagestructurelanguage features
build ideas before/during/after writing
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Priority 3 To justify solutions to a range of mathematical problems
Reason for Priority 3 Reasons included:communication, reasoning and explaining the how and whybuilding on the 2018 goal - developing fluency andunderstanding when working mathematicallyfurther developing reflection practicesenabling students to become self reliant, independentmathematical thinkers/critical thinkers and use high orderthinking and logical reasoningstudents making sense of all other mathematical knowledge andskills (communication/reasoning)
Steps to be taken toachieve Priority 3
We will:take part in Mathematics Assessment Interviews (MAI) -beginning of yearundertake targeted warm up activities based on MAI/class datapractice skills for automaticity and fluency - eg facts to 10,tables, etcapply skills from the number strand across all strands (counting,place value and the four operations taught on an ongoing basis)solve challenging, authentic and open-ended tasks, designed toaddress syllabus outcomes that are differentiated.
Community Satisfaction
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Community Satisfaction
Parent satisfactionTell Them From Me (TTFM) data in 2018 suggested that parents were very happy with theschool's focus on learning and school improvement. There was recognition of the approachabilityof staff and and the emphasis on care of students.
Parents also felt that there was not enough emphasis on social justice issues.
Some questions were raised about behaviour management and the need to know more aboutthe school's approach and processes.
Overall, there was a positive response to stimulating learning experiences and communication.
Student satisfactionThe TTFM data for students showed that they:
were very happy and motivated to learnwere very positive about their teachers and the culture of learning in the classroomhad concerns about behaviour in the classroom and, on further investigation, thestudents felt that any disruption to learning time was not appreciated
The school leaders in Year 6 were very happy with the changes made to the playground spacesand would like to continue this development next year.
Teacher satisfactionInformation from TTFM and teacher interviews suggested that teachers:
were very happy to work collaboratively with their grade partnersfelt that more communication was required from the leadership team so that theyunderstood the priorities of the schoolclearly felt supported by the leadership in the school and recognised for theirachievementsremained concerned about work demands but enjoyed the collegiality of staff
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Student Profile
Enrolment PolicyOur Lady Queen of Peace Primary School follows the Catholic Education Diocese of Parramatta(CEDP) Enrolment Policy and Procedures. The full text or a link to the full text of the school’senrolment policies, including all prerequisites for continuing enrolment can be obtained from theschool office or can be accessed on the CEDP website showing the CEDP Enrolment Policy, Procedures and Guidelines.
Current and previous years' student enrolmentYear Boys Girls Total
2016 401 429 830
2017 405 422 827
2018 408 422 830
Enrolments have remained steady and have continued to reflect the growing demand foreducation in the Greystanes area.
Student attendance ratesThe table below shows the percentage of student attendance by Year level and school average.
Kindergarten 96
Year 1 92
Year 2 92
Year 3 94
Year 4 92
Year 5 94
Year 6 93
School Average 93
Characteristics of the student bodyThe table below shows the number of students in each of the categories listed.
Language background other than English (LBOTE) 728
Students with disablities (SWD) 10
Indigenous 8
Managing Student Non-attendanceRegular attendance at school is essential if students are to maximise their potential. Schools inpartnership with parents and guardians, are responsible for promoting the regular attendance ofstudents. The compulsory schooling age is 6-17. Parents and guardians are legally responsible forthe regular attendance of their children, explaining the absences of their children in writingwithin several days to the school, and taking measures to resolve attendance issues involvingOur Lady Queen of Peace Primary School, Greystanes Page 17
within several days to the school, and taking measures to resolve attendance issues involvingtheir children. School staff as part of their duty of care, monitor part or whole day absences.
They maintain accurate records of students' attendance, follow up unexplained absencesthrough written and verbal communication, implement programs and practices to addressattendance issues when they arise, and provide clear information to students and parentsregarding attendance requirements and the consequences of unsatisfactory attendance. Theprincipal or their delegate, may grant permission for late arrival or early departure from school,leave or exemption from attendance only in individual cases, on written request from parentsand guardians.
The principal/delegate will undertake all reasonable measures to contact parents promptly if anunexplained absence occurs. If truancy is suspected, the principal will contact theparents/guardians to ascertain the reason for the absence. If a satisfactory response is notreceived, the matter will be referred to the relevant staff at the Catholic Education Office,Diocese of Parramatta who will follow up unexplained absences as per legislative requirements.
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Student wellbeing
Student welfare, discipline and anti-bullying policies and pastoral careIn 2018 Our Lady Queen of Peace Primary School implemented the PBS4L program that is used to:
create a safe and happy environmentensure consistency when dealing with disciplineprovide guidelines and expectations for staff, students and parentsencourage self-discipline and mutual respectpromote pastoral caremodel Christian living
The policy is based on a series of belief statements and rights and responsibilities which ensurethat all members of the community are treated with respect and work towards maintaining awell-organised and nurturing environment. The policy is based on the principles of natural justiceand procedural fairness. It expressly forbids the use of corporal punishment. It contains a seriesof positive behaviour expectations and a sequence of clearly set out consequences.
All serious behaviour incidents are recorded by staff members on duty. Each incident is dealtwith in the most appropriate and timely manner. This includes time out, community service, orparent notification.
A copy of the school policy is available from the school office or on the school website:http://www.olqpgreystanes.catholic.edu.au
Complaints and grievances policyOur Lady Queen of Peace Primary School has formal written protocols in place to addresscomplaints and grievances. These protocols are in line with the Catholic Education, Diocese ofParramatta (CEDP), Complaint Handling policy and procedures. A copy of the school policy isavailable from the school office or on the school website. The CEDP policy is also available on thewebsite http://www.parra.catholic.edu.au.
The policy seeks to recognise issues related to complaints in an appropriate and timely manner.There is an emphasis on confidentiality and the policy is linked with the school's privacy policy. Inany situation of grievance the parties involved are encouraged to seek a mutual understanding inthe first instance. Other situations may require the intervention of a member of the leadershipteam, including the principal.
Formal complaints are investigated by the principal or assistant principal and resolutions aresought with each party. In the area of child protection a member of CEDP may be involved in thedetermination of a response. Other parties may include the Department of Family andCommunity Services, the ombudsman, or the police, depending on the severity of the situation.
Every issue of grievance is recorded as a confidential file.
There were no changes to the policy in 2018.
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Section Eleven: Financial Statement
Income Expenditure
Commonwealth (63.1%)Capital (0%)State (18.5%)Fees (17.3%)Other (1.1%)
Capital (10%)Salary (71.2%)Non-Salary (18.8%)
RECURRENT and CAPITAL INCOME
Commonwealth Recurrent Grants1 $5,727,367
Government Capital Grants 2 $0
State Recurrent Grants 3 $1,676,653
Fees and Private Income 4 $1,569,916
Other Capital Income 5 $95,948
Total Income $9,069,884
RECURRENT and CAPITAL EXPENDITURE
Capital Expenditure 6 $933,696
Salaries and Related Expenses 7 $6,652,809
Non-Salary Expenses 8 $1,761,539
Total Expenditure $9,348,044
1. Commonwealth relates to Commonwealth Recurrent Grants including per capita fundingand special purpose grants.
2. Capital relates to Government Capital Grants.3. State relates to State Recurrent Grants including per capita funding, interest subsidy and
special purpose grants.4. Fees relates to diocesan and school based fees, excursions and other private income from
parents.5. Other refers to Other Capital Income including drawdowns from the Diocesan School
Building Fund to fund Capital Expenditure.6. Capital refers to Capital Expenditure including School Buildings, Furniture and Equipment.7. Salaries refers to the total of all Salaries, allowances and related expenses such as
superannuation, workers compensation and leave.8. Non-Salary refers to all other Non-Salary Recurrent Expenses.
17.3%
18.5%63.1%
■■■■■
10%18.8%
71.2%
■■■
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