2014 Primary Template v1 · Advent liturgies. During a pastoral visit to the parish Archbisop ......

2016 Annual Report to the School Community

Ss Peter & Paul’s

Primary School

Doncaster East REGISTERED SCHOOL NUMBER: 1604

Ss Peter & Paul’s Primary School Doncaster East

2016 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

Our School Vision ....................................................................................................................................... 3

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

Principal’s Report ........................................................................................................................................ 5

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

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

Student Wellbeing ..................................................................................................................................... 10

Leadership & Management ....................................................................................................................... 14

School Community .................................................................................................................................... 16

VRQA Compliance Data ............................................................................................................................ 18



Contact Details

ADDRESS 16 Beverley Street Doncaster East 3109]

PRINCIPAL Mrs Maria McIntyre

PARISH PRIEST Rev Jerald Cecil Mariadas

TELEPHONE (03) 98422056

EMAIL [email protected]

WEBSITE www.sppdcstr.catholic.edu.au

Minimum Standards Attestation

I, Maria McIntyre attest that Ss Peter & Paul’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 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the VRQA.

Australian Government accountability requirements related to the 2016 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)

19 May 2017



Our School Vision

A SPIRIT-FILLED COMMUNITY INSPIRING:

the love of God

the growth to wholeness

a love of life and learning

the courage and confidence to respect and care for others

Our Mission Is To Bring Our Vision to Life!

Ss. Peter & Paul’s School is a Catholic Learning Community

welcoming and challenging its members to live as Jesus lived and

realise their full potential through:

• A quality Religious Education which integrates religion and life

• Active engagement with issues relating to self, others and the wider community

• A comprehensive and stimulating integrated curriculum which encourages enquiry and

creativity

We believe in:

• Our relationship with God, each other and creation

• The history, tradition and teachings of the Catholic Church

• Fostering Values Education as a basis for students’ potential life roles

• The intrinsic dignity of the individual

• Learning as developmental, life-long and liberating

The guiding principles in pursuit of our Mission are:

• The gospel values of Jesus

• The development of quality relationships

• Commitment to community within and beyond the school

• Development of the whole person through challenging learning experiences

• Employment of best teaching and learning practice



School Overview

Ss Peter & Paul’s is situated in a quiet residential area between Doncaster Road

and the Eastern Freeway. The grounds provide a range of active, creative and

passive play areas and include two basketball/netball courts, play equipment

which includes structures for creative play, an enclosed sandpit, a synthetic

surfaced courtyard, shaded seating areas and natural grass play areas.

The three wings of the school are linked by hallways and a secure covered

walkway which also links the student toilets to the classrooms. All rooms have

been refurbished and are spacious providing excellent learning environments.

Classrooms are well equipped and all have computers, iPads, projectors,

interactive whiteboards and air conditioning. F – 2 classrooms have fenced

outside learning areas we call home yards. Specialist learning areas include a large

well equipped performing arts room, visual arts rooms, well stocked inviting

library, computer lab and LOTE rooms. Open areas are available for active

learning and break out rooms for small group work.

The structure of the classes reflects the school’s multiage philosophy and the

interpretation of the Reggio Emilia influence. The structure of the classes reflects

the school’s multiage philosophy and the interpretation of the Reggio Emilia

influence. In 2015 Foundation students numbered 26 and were in two classes of

13 during the mornings for literacy, numeracy and some specialist lessons. From

12.15 the students were in one class grouping. There were 2 classes of Years 1 & 2,

3 classes of Years 3 & 4 and 3 classes of Years 5 & 6.

The community is culturally diverse with students and parents being born in 39

different countries. This creates a rich and vibrant community where students,

staff and families can truly celebrate the diversity of Australian life.

This creates a rich and vibrant community where students, staff and families can

truly celebrate the diversity of Australian life.



Principal’s Report

Ss Peter & Paul’s provides a balanced education in a Catholic faith community. A

balanced education means providing more than the basics. Students at Ss Peter &

Paul’s achieve excellent standards in literacy and numeracy testing and these skills

are the tools for students to access an exciting and stimulating broad curriculum. The

traditional ‘3 Rs’ are the tools for broad learning with a focus on students being

active participants in their learning.

Learning at Ss Peter & Paul’s develops critical thinking, creativity and communication

and collaboration skills. It supports students to see themselves as lifelong learners,

to set goals for themselves and to celebrate their own and their peer’s achievements.

This is done by creating engaging and authentic curriculum where learning tasks

have a purpose and the processes are varied and suited to 21st century children's

interests. During 2016 we were selected to participate in a learning project being

conducted by Corwin Australia. This project is to develop teaching pedagogy based

on John Hattie’s Visible Learning principals. The project continues for three years.

Students commencing school in 2016 will be completing year 12 in 2028. The world

they will enter as young adults will look very different to what it is now. They will

need skills to access knowledge that does not exist yet. They will need to understand

themselves as learners and be motivated to learn and develop new skills. This is not

done by competing and comparing themselves to others but by seeing themselves as

team players who can work with others and make a contribution.

Each learning area is underpinned by thorough planning and high quality teaching

utilising innovative learning strategies. The inquiry approach is used to complement

all subjects. It stimulates the children’s interests and allows them to inquire and

explore through a variety of topics. It personalises learning and encourages self-

management skills. This approach is open ended and has the capacity to suit varied

learning styles and levels. The final component of the inquiry approach allows

students to use higher order thinking skills and evaluate their own learning. Children

are encouraged to work across the curriculum areas and this develops their ability to

transfer learning from one domain to another. Religious Education underpins all

areas of this process.

Ss Peter & Paul’s staff are highly motivated and committed to ongoing professional

learning to continually improve the outcomes for all students.



Education in Faith

Goals & Intended Outcomes

That the opportunity for school families to participate in liturgical celebrations will

increase

That the school community will value the importance of Catholic practices

That the staff will be nurtured and supported in their roles as educators in faith

To Support all members of the Ss Peter & Paul’s Community in their faith journey

Achievements

Throughout the year close links have been maintained between school, parents and parish through liaison with Parish Priest, Pastoral Associate and Liturgist Groups within the parish on a regular basis. Parents are kept up to date with the RE Program via student workbooks, and School/Parish Newsletters. The student diaries provide links to the school program and the Sunday Gospel readings. As part of the preparation for the reception of the sacraments of Reconciliation, Eucharist and Confirmation parent and child workshop evenings facilitated by a guest speaker, Paul Spence, and students attended a Parish Mass to publically commit to their preparation for reception of the Sacraments. Families from each year level prepare and assist one Sunday Parish Mass each year. Fr Jerald celebrated classroom Masses or Liturgies with each class in their classroom. Large numbers of parents attended. All classes have daily formal and informal prayer and meditation sessions including Grace before meals. ‘Buddy classes' have continued the tradition of leading the Holy Week, Easter and Advent liturgies.

During a pastoral visit to the parish Archbisop Denis Hart blessed a new artwork by Anthony Russo. Each year one of the four school closure days for staff development has a Religious Education or formation focus. In 2016 staff learning was led by Peter Lynch. On this day staff learnt about the CEM document Horizons of Hope and modified the planning processes.

The Religious Education Leader, Peter Lynch,

continued to attend REC Zone Network Meetings and the Catholic Education (R.E.) Conference.



VALUE ADDED

Daily prayer and a short meditation in each classroom at the beginning of each day

Parish/school Mass for blessing of the new school year and commitment of school staff

Middle and Senior Class masses – Classroom Masses twice a year

Whole school masses for Feast days and Celebrations – Feast of the Sacred Heart, Feast

of Ss Peter & Paul, Feast of the Assumption, Mother’s Day, Fathers’ Day, End of School

Year Thanksgiving Mass

Whole school liturgy depicting the events of Holy Week

Whole school liturgy celebrating Easter and the Resurrection

Year 6 students, accompanied by the Religious Education Leader, attended the St

Patrick’s Day Mass at the Cathedral

Each class made two annual collections of goods for donation through St Vincent de Paul

Society to parish families in need, for the Feast of the Sacred Heart and for Christmas.

Fundraising for Project Compassion

Year 6 Graduation

The Religious Education Coordinator attended Zone and Regional Network meetings

each term to continue to develop effective learning and teaching strategies in Religious

Education to be used in the school program

Family Christmas Carols Evening

Parent /child workshops in preparation for reception of sacraments

Weekly whole school assembly lead by a class which links learning to a prayer response



Learning & Teaching


That student learning in literacy, with a particular emphasis on reading, will improve

across the school

To raise the levels of students’ Numeracy skills particularly our less abled and more able

students

That student engagement within their learning will improve

Achievements

NAPLAN Data indicates the following percentage of students in the school who met the national minimum standards, as assessed from 2014-2016 and the percentage of changes in results from the previous year at Years 3 & 5.

E1221

Ss Peter & Paul's School, Doncaster East

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2014

%

2015

%

2014 - 2015

Changes

%

2016

%

2015 - 2016

Changes

%

YR 03 Reading 100.0 100.0 0.0 100.0 0.0

YR 03 Writing 97.1 100.0 2.9 100.0 0.0

YR 03 Spelling 100.0 100.0 0.0 100.0 0.0

YR 03 Grammar & Punctuation 94.4 100.0 5.6 100.0 0.0

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0



YR 05 Reading 93.3 96.0 2.7 94.4 -1.6

YR 05 Writing 100.0 96.0 -4.0 100.0 4.0

YR 05 Spelling 100.0 96.0 -4.0 97.2 1.2

YR 05 Grammar & Punctuation 93.3 96.0 2.7 100.0 4.0

YR 05 Numeracy 100.0 100.0 0.0 97.2 -2.8

In a small school changes in performance from year to year is due to differences in

performance of 1 or 2 students and reflects differences from year to year in the

cohort of students. One student may represent between 2 and 5%. Most years at Ss

Peter & Paul’s, particularly in Year 5, we will have students with disabilities, who

would usually be exempt actually participating in NAPLAN, so they have the

experience of sitting a formal test before they leave primary school.



VALUE ADDED

Educational Programs

• EASL support – teaching in small groups for students who are learning English as their

second language

• Italian language classes Prep to Year 6

• Mandarin language classes Prep to Year 6

• Specialist Literacy & Numeracy Support Prep – Year 6

• Early years literacy program Years Prep - 2

• Specialist classes for Performing Arts, PE and Art

• Decoding instruction in small groups

• Weekly school assemblies

• School Vegetable Garden

• Environmental education

• Student participation in International Competitions and Assessments for Schools (ICAS) from the University of New South Wales

• Gateways Programs

• Meditation

Music/ Performing Arts Programs

• Weekly Performing Arts Lessons

(Drama/Dance/Music) Prep – Year 6

• Keyboard and guitar lessons offered

• Ballroom Dancing lessons and evening at

Box Hill Town Hall

• School Choir



Information and Communications Technology

• Computers in all classrooms

• Mini notebook computers with specific software and internet access to support small

group work in the junior literacy programs

• Computer laboratory with touch screen computers

• Sets of iPads for use in classrooms

• Sets Chromebooks for use by Year 5 & 6 students

• Range of software to support specific learning needs

• Interactive Whiteboards in all classrooms

• Reading Eggs literacy program for all students P – 2

• Mathletics and Spellodrome program for students Years 3 – 6

• Use of class BLOGS for publishing work and discussion forum

• Use of MyClasses page for students’ home learning and parent information



Student Wellbeing


To create an environment that enables every student to feel happy, safe, engaged and accepted at school

To support students to build positive relationships with others through the application of social emotional learning

Achievements

Students’ sense of Well Being continues to be supported by Restorative Practices across the

school. This has included regular Circle Time sessions and Restorative Meetings to resolve

conflict situations. The continued rollout of Kid’s Matter further supports students’ well-being and

connectedness to school.

Catholic Education Office financial support for a Student Wellbeing Coordinator has continued,

supporting Judy Harris to remain in that role at Ss Peter & Paul’s. This is supplemented by

Chaplaincy funding from the Federal Government.

We continued our commitment to whole school Social Emotional Learning with all classes

undertaking weekly ‘Values for Life’ sessions. Ss Peter & Paul’s School is part of a Catholic

Education Office sponsored project looking at ‘Outward Facing Schools”. The Year 6 Student

Action Team worked with the student wellbeing leader, Judy Harris, to develop Values initiatives

for the whole school.

All Year 6 students have been appointed to a leadership position with the school and participate

in Student Action Teams and a leadership skills program with Judy Harris.

The School Wide Positive Behaviour Support Program continued. This has given all of the

students an understanding of the behavioural expectations for every area of school life. It also

ensures consistency of expectations across the school.

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y1 96.26

Y2 95.66

Y3 95.81

Y4 94.90

Y5 95.37

Y6 93.81

Overall average attendance 95.30



Non- attendance is addressed by requiring parents to supply reasons for student absences and for personal contact with parents by the Principal to address any issues relating to unwarranted absences. An influence on attendance data is the number of families who travel to visit extended family, particularly grandparents, who reside overseas.

VALUE ADDED

Social Emotional Learning Initiatives

• A whole school approach to Values Education including explicit teaching including Values

for Life

• A whole school approach to Social Emotional Learning including implicit and explicit te A

whole school approach to Values Education including explicit teaching aching

• Kids Matter

• Restorative Practices

• Bounce Back

• Alannah and Madeleine Foundation Better Buddies Program

• Student Leadership Program

Physical Education/Sports

• PE program Prep – Yr. 6

• Annual whole school intensive swimming program

• School Sports Carnival

• Inter-school Sports Competition – Years 4-6

• Participation in Zone and Regional swimming and athletics

• Sports clinics – athletics, rugby, netball, football, soccer

• District Cross Country

• School Excursions



• Year 5 & 6 outdoor education focus camp

STUDENT SATISFACTION

Data from formal student surveys shows that students feel connected to school and peers, feel safe at school and are motivated to learn. The majority of the students’ responses place us in the top end of the middle 50% of all Victorian Schools.

Student data also shows that students feel supported by teachers and are highly motivated to learn. Responses to questions regarding motivation to learn and student behaviour both scored in the top 25% of schools in Victoria.



Leadership & Management


To strengthen the professional learning culture within the school

That staff learning leads to improvement of student outcomes

Ensure staff learning is aligned with the school’s visions and goals

Ensure learning environment and emerging technologies are effectively utilized

Achievements

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2016

The following professional learning was undertaken by individuals or small groups of teachers and or support staff

Peer Coaching for Teachers

Restorative Practices

Wellbeing & Community Partnerships

Anaphylaxis & Epipen updates

Multilingual Language Learning Communities

Curriculum Leadership

Victorian curriculum

Curriculum Development – Physical education

LOTE

Literacy intervention

Google Apps for Education/Hapara

Data base for Administration

Student Behaviour Management

Visible Learning

Inclusion

Student leadership

Staff members continue to show ongoing commitment to enhancing their teaching practice through ongoing learning. This includes engaging in formal post graduate study, an openness and willingness to share their learning and support each other in advancement of skills and knowledge.

http://ipls.ceomelb.catholic.edu.au/ei/cm.esp?id=2&eiscript=2Q40V5AY3&cd=52424&sid=%7b769CCB61-51E2-4179-AFD4-7983F7C5C5D8%7d&pageid=activity&code=14LTJ994A&diocese=CEOM



NUMBER OF TEACHERS WHO PARTICIPATED IN PL 20

AVERAGE EXPENDITURE PER TEACHER FOR PL $1,900

TEACHER SATISFACTION

Staff survey data shows that teachers are confident in their capacity as teachers and have a high focus for continual school improvement. They rank highly their relationship with students and parents as partners. All indicators of a staff of hard working teachers who are continually implementing developments in their knowledge and practice in a collegiate work place for the purpose of improving student outcomes and wellbeing.



School Community


To ensure that the school community is vibrant, involved and active

To provide opportunity to build partnership with parents to foster understanding of the

school’s vision, values and objectives through involvement in a range of school

organisations and programs

Achievements

We have continued to attract more Catholic families to the school through marketing,

advertising, open days and incidental school tours. Our Display Board continues to feature

special events to inform the community of current happenings.

Community related highlights of 2016 have included: - • The Annual General Meeting of Parents and Friends in which all office bearer positions

were filled. • Parents and Friends community activities: Hot Cross Bun Day, Pizza Day, Hot Dog Day,

Footy Day, Father/student twilight school • Parents as classroom helpers • School’s ANZAC Ceremony for Year 5 and 6 children at Templestowe • School Athletics Carnival. • District Swimming, Cross Country, Basketball and Athletics Carnivals. • Social Justice Support with collections for Bahay Tuluyan (street children in the

Philippines) & St Vincent of Paul • Out of School Hours Care; Curriculum Day and School Holiday programs. • Advent Carols Family evening. • Past students’ work experience and community work • Weekly newsletters available in hard copy, by email and on the web and app • Booking formal parent teacher interviews online • Welcome BBQ for Prep families

PARENT SATISFACTION

Parent responses to the insight SRC survey shows that they see Student Motivation,

Connectedness to School and Peers and development of Social Skills as major strengths of

the school, scoring these high. This correlates with responses from the student surveys.



VRQA Compliance Data

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 90.5%

STAFF RETENTION RATE

Staff Retention Rate 100.00%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 28.57%

Graduate 42.86%

Certificate Graduate 28.57%

Degree Bachelor 71.43%

Diploma Advanced 64.29%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

20

FTE Teaching Staff

12.950

Non-Teaching Staff (Head Count)

9

FTE Non-Teaching Staff

4.009

Indigenous Teaching Staff

0

Please note staff Long Service Leave and Study Leave is automatically calculated as non attendance

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