2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

School Overview ............................................................................................................ 5

Principal’s Report .......................................................................................................... 8

Education in Faith ......................................................................................................... 9

Learning & Teaching ................................................................................................... 11

Student Wellbeing ....................................................................................................... 17

Child Safe Standards .................................................................................................. 21

Leadership & Management ......................................................................................... 23

School Community ...................................................................................................... 28

Future Directions 2019-2022 ....................................................................................... 29


Contact Details

ADDRESS

2 Winifred Street

Saint Albans 3021

PRINCIPAL Ms Dianne Blake

PARISH PRIEST Father Maurice Cooney

SCHOOL BOARD CHAIR Father Maurice Cooney

TELEPHONE (03) 9366 0266 or (03) 9366 0022

EMAIL [email protected]

WEBSITE https://www.shstalbans.catholic.edu.au/

E NUMBER 1175

Minimum Standards Attestation

I, Dianne Blake, attest that Sacred Heart Catholic Parish 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 2019 school year under

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

(Cth)

● The Child Safe Standards prescribed in Ministerial Order No.870 – Child Safe Standards,

Managing Risk of Child Abuse in School.

July 2020

mailto:[email protected]

https://www.shstalbans.catholic.edu.au/


Our School Vision

Our Motto: Jesus, I Trust In You

Our Vision:

As The Catholic Community of Sacred Heart we pray, work and share together, to

develop the whole child for a life following Jesus.

Our Mission:

We are called to be spirit filled servants, following Jesus, who was the compassion of

God.

Our Values: Jesus is our inspiration.

• Respect – We respect each

person, as we believe all are

created in the image of God.

• Compassion – We seek to

understand each family’s journey.

• Excellence – We strive for

excellence in teaching and learning.

• Relationships – We believe that

through all our relationships, we

reflect Jesus, our role model.

• Community – We work in

partnership with our whole

community, to foster a sense of

welcome and belonging.

• Resilience – We strive to develop

confidence, resilience and

forgiveness.

• Trust – We strive to develop the

potential of each child, because we

treasure who we have been entrusted with.


School Overview

Sacred Heart Catholic Parish Primary School, St Albans, is located in the north west of

Melbourne, and belongs to the Sacred Heart/Emmaus Parish, which includes two

Churches and three Primary Schools. The spirituality of St Mary of the Cross is a part of

our school culture, and is reflected in all our relationships.

In 2019, Sacred Heart School was 65 years old, having been established in 1954 by the

Sisters of St Joseph with an enrolment of 195 pupils. In 2019 the school had an enrolment

of 298 pupils throughout 14 grades. The grade structures included: two Prep classes, two

Grade 1 classes, two Grade 2 classes, two Grade 3 classes, two Grade 4 classes, two

Grade 5 classes and two Grade 6 classes.

All parents are invited to be involved in our Parish through joining a Ministry.

St Albans is a very multicultural suburb, and this diversity is valued and celebrated

through our relationships each day in our school.


At Sacred Heart:

● 65% of families are eligible for Education Maintenance Allowance.

● Families come from more than 14 different cultural backgrounds.

● 49% of the children at Sacred Heart were born overseas, with most of these children

coming from Iraq (39%), the Philippines (2%), Vietnam (2%), New Zealand (2%),

Myanmar (1%), Syria (1%) and other children were born in Jordan, Uganda, Sri

Lanka, Nigeria, India, UAE, Croatia and Mexico.

● 40% of students at Sacred Heart are refugees, of which 38% are refugees from

Iraq; the other 2% are refugees from Syria, Jordan, India, and Myanmar.

● 4% of refugee students from Iraq are New Arrivals who have arrived this year.

Developing positive relationships and creating a safe and calm environment is a priority

in our school. Religious Education is taught daily and permeates all that we do.

Developing students’ Literacy and Numeracy skills is also a key priority.


Other curriculum features of our school include:

● A Religious Education Program based on the Religious Education Curriculum

Framework

● A Reading Recovery Teacher

● A Number Intervention Teacher

● The LOTE being taught is Mandarin Chinese

● New Arrivals-Refugee Support Teachers

● Learning Support Officers

● A Provisional Psychologist

● A Speech Pathologist

● Personalised Learning Plans

● Inquiry Based Learning

● Physical Education, Music, Visual and Performing Arts and Inter-School Sport

● Written and oral reporting to parents each semester with interpreters

● Positive Behaviour Management

● After-School Child Care

● Information and Technology supported by Beyond The Box

● A Maintenance Coordinator


Principal’s Report

In 2019 an exciting new School Improvement Plan was formulated following the 2018

school’s review and data collection. This new plan gives strategic direction to our

school, through explicitly listing outcomes to be achieved, and targets that will act as

evidence of the achievement of these outcomes. The development of icons to

summarise the new goals, also provides clear communication to our whole community

about the school’s future direction towards continual improvement.

As a school, we continue to use data in all decisions to improve student learning.

In 2019, we also participated in ‘The Resilience Project’, which provides evidence

based, practical wellbeing strategies to build resilience. This program highlights three

important, simple life messages to build resilience and happiness:

1. Gratitude

2. Empathy/Kindness

3. Mindfulness

Parents, Students and Staff all received

Professional Development to support the

consistent implementation of this strategy.

These are life skills which support the

wellbeing of all.

To further enhance student learning, a number of Community Partnerships were

established including: Brimbank Council, The National Gallery of Victoria Arts Access

Program, The Melbourne Zoo, The Arts Centre First Call Fund, Playgroup Australia, ACU

Embedded Teacher Formation, Athletics Clubs, CERES and Scienceworks. These

partnerships enabled students to be connected to ‘experts’, providing further engagement in

learning.

Finally, we continue to welcome refugees, and celebrate the richness of our faith,

relationships and diversity: “I shall gather them together from foreign countries, and

bring them back to their own land” Ezekiel 34:13

God Bless Everyone

Dianne Blake


Education in Faith

Goal 2: Living the Gospel

Intended Outcome: That our School Community connects Gospel Values with life in

today’s world.

Achievements

● Professional Development was provided for all staff by Fr Maurie to plan

Children’s Liturgies using The Directory of Masses for Children and the IWAS

Strategy: Introduction, Word, Action and Sending

● Celebrated weekly school liturgies and special Feast Days

● Students participated in daily prayer

● Fr Maurie, Fr Justel and Bishop Mark Edwards visited classrooms

● Parents and students received Religious Education Professional Development at

Family Evenings for Confirmation, First Eucharist and First Reconciliation

● Strong relationships between families, school and parish, were fostered, with

Individual Family Chats with Fr Maurie, Fr Justel and the Leadership Team

● The Sacraments of First Reconciliation, First Eucharist and Confirmation were

celebrated


● Teachers were provided with additional release time to plan with the Religious

Education Coordinator using the Religious Education Curriculum Framework

● A new Religious Education

Planning Template was

designed to reflect the Religious

Education Framework

● In Semester Two teachers

reported against the three

strands in the Religious

Education Framework:

Knowledge and Understanding,

Reasoning and Responding,

Personal and Communal

Engagement

● Introduced staff to the

‘Pedagogy Of Encounter’

Initiative of Catholic Education

Melbourne

● Investigated ‘Horizons of Hope’ Vision for Catholic Schools

● Included Catholic Perspectives in Inquiry Units

VALUE ADDED

Catholic Education Snapshot Data CEMSIS Survey:

● Catholic Identity (Students’ Survey): 94%

● Catholic Enrolments: 100%

● Catholic Identity (Family Survey): 87%

● School Climate (Family Survey): 92%

● School Fit (Family Survey): 92%

● School Fit (Family Survey): 92%

● Staff Respect for Students (Staff Survey): 100%


Learning & Teaching

Goal 5: Data and Student Growth

Intended Outcome: That student data including academic, attendance, behaviour and

wellbeing is systematically and centrally collected, to personalise teaching and learning,

identify next steps, monitor and improve growth.

Achievements:

● Attended ICON: Integrated Catholic Online

Network information sessions to begin the

transfer of data to one central location

● Fountas and Pinnell ongoing Professional

Development provided to staff

● Consistent documentation of Fountas & Pinnell student growth across the school

● Time allocated for weekly Fountas & Pinnell Testing

● NCCD: Nationally Consistent Collection of Data on School Students with

Disability Professional Development

● Developed Learning Intentions and Success Criteria with examples of text for

each level

● Used VCAA: Victorian Curriculum and Assessment Authority writing samples to

guide student moderation of work samples

● Learning Framework in Number Assessment Schedules conducted in January

2019 and post assessments continued throughout the year

● PAT-R and PAT-Maths was conducted in October to show yearly growth

● Literacy tests were conducted using Marie Clay, Alpha Running Records and

Record of Oral Language were conducted for Foundation, Year 1, some Year 2

and newly arrived students

● Effect size data was shared at meetings

● Philip Homes Smith: Data Performance Analyst provided professional

development on the use of effect size data in Literacy and Numeracy

● Reflected on effective teaching strategies that result in high effect sizes

● Data was used at weekly planning meetings


Goal 6: Teaching Tool bag

Intended Outcome: That our school teachers have high levels of pedagogical practice

including expert knowledge of teaching strategies to improve student learning.

Achievements:

● Fountas and Pinnell: Assessment Tool and Intervention System Professional

Development for all staff ensured consistency of testing and moderation

● Consistent graphs in Reading from Foundation to year Six were established to

show student growth in reading comprehension levels

● Development of Learning Intentions and Success Criteria with examples of text

types using VCAA

● NCCD Professional Learning provided at Staff Meetings including the viewing of

Case Studies for moderation

● LFIN Assessment Schedules conducted in January and post assessments

continued throughout the year

● Phillip Holmes Smith facilitated professional development with Catholic Regional

College St Albans and feeder Primary schools to review Literacy and Numeracy

data

● Effect sizes in Mathematics were calculated and shared

● Triangulated Reading and Mathematics data for moderation

● The EAL: English As An Additional Language Continuum was used to show

growth for newly arrived students and those who are learning English


Goal 7: Curiosity, Creativity and STEM

Intended Outcome: That students have access to their full entitlement of the Victorian

Curriculum, with opportunities for multiple means of representation, engagement and

expression of learning.

Achievements

● STEM: Science Technology Engineering and Mathematics Professional

Development provided for all staff during three school closure days

● Staff Teams attended Professional Development including: STEM for Humanities

and Building Capabilities with STEM

● The Design Thinking Process was used across all year levels in the development

of authentic STEM Inquiry Learning Units which included the purchase of

equipment

● Critical and Creative Thinking and Ethical Capabilities Scope and Sequence

assessment table developed

● Partnership formed with Scienceworks in preparation for 2020 Inquiry Units of

Work

● Reviewed the Two Year Inquiry Unit cycle and established a conceptual

framework

● Developed 2020 Inquiry Unit themes and concepts, with an emphasis on STEM

● Success Criteria written for authentic open-ended Inquiry Units

● Students and staff evaluated Inquiry Units of work using Engagement and Rigour


Goal 8: Visible Learners / Students as Teachers

Intended Outcome: That all learning is “Visible”,

enabling students to become their own teachers.

Achievements:

● Use of Learning Intentions and Success Criteria

for all lessons

● Teachers provided feedback to students based

on success criteria

● Provided ‘models’ of different standards of work using rubrics

● Students completed Fortnightly Feedback forms to teachers about their learning

● Self-assessments included in student portfolios

● Professional Development provided by Jenny Sester, Visible Learning Consultant

on the Four Levels of Feedback: Praise, Task, Process and Self-Regulation

● Staff incorporated ‘Learning Powers’ about what makes an effective learner into

teaching and learning

● Certificates issued to students displaying the Learning Powers: Creative,

Persistent, Optimistic, Self-Motivated, Brave, Reflective and Questioning

● Learning Powers displayed in all classrooms

● Professional Development provided by Dan Petro for all staff using an applied

behaviour analysis process for problem solving challenging situations, to ensure

expected behaviours are explicitly taught

● Professional Team Meetings were held to moderate student writing samples

● Celebrated Teaching and Learning achievements through staff visiting

classrooms

● Planned success criteria with coordinators weekly to differentiate teaching and

learning

● Year 5 and 6 students participated in the 1:1 Apple Macbook program and used

e-portfolios to record evidence of their achievements to inform parents

● Prep to Year 4 students and specialist teachers used portfolios to gather

evidence of achievement of success criteria to inform parents


STUDENT LEARNING OUTCOMES

PROPORTION OF STUDENTS MEETING THE MINIMUM STANDARDS

NAPLAN TESTS 2017

%

2018

%

2017 - 2018

Changes

%

2019

%

2018 - 2019

Changes

%

YR 03 Grammar & Punctuation 100.0 97.1 -2.9 100.0 2.9

YR 03 Numeracy 100.0 100.0 0.0 100.0 0.0

YR 03 Reading 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 97.1 100.0 2.9 100.0 0.0

YR 03 Writing 100.0 97.1 -2.9 100.0 2.9

YR 05 Grammar & Punctuation 100.0 83.7 -16.3 86.1 2.4

YR 05 Numeracy 100.0 95.2 -4.8 100.0 4.8

YR 05 Reading 100.0 93.0 -7.0 97.2 4.2

YR 05 Spelling 96.6 88.4 -8.2 100.0 11.6

YR 05 Writing 100.0 88.4 -11.6 100.0 11.6

Year 3 NAPLAN DATA:

● 35% of students are in the top 2 bands in Numeracy, which is twice as high in

comparison data to similar CEM schools

● 65% of students are in the top 2 bands in Reading, which is twice as high in


● Mean NAPLAN data = 400 in Numeracy, which is higher than CEM similar

schools

● Mean NAPLAN score in Reading: 422, which is higher than CEM similar schools

● Less students are in the bottom 2 bands than CEM similar schools


Year 5 NAPLAN DATA:

● 36% of students are in the top 2 bands in Numeracy, which is twice as high in


● 36% of students are in the top 2 bands in Reading, which is higher in comparison

data to similar CEM schools

● Mean NAPLAN data = 516 in Numeracy, which is higher than CEM similar

schools

● Mean NAPLAN score in Reading: 514, which is higher than CEM similar schools

● Less students are in the Bottom 2 bands than CEM similar schools

VALUE ADDED


● Rigorous Expectations: 90% (Student Survey)

● School Engagement: 79% (Student Survey)

● School Climate: 83% (Student Survey)

● Teacher-Student Relationships: 87% (Student Survey)

● School Belonging: 90% (Student Survey)

● Learning Disposition: 86% (Student Survey)

● Student Safety 72% (Student Survey)

● Student Voice: 75% (Student Survey)

● School Support for parents to engage in students learning (Parent Survey): 86%

● Preparation for the next academic year (Parent Survey): 93%

● School activities match child’s interests (Parent Survey): 90%

● Teachers meet child’s learning needs (Parent Survey): 93%

● Classroom Lessons are motivating (Parent Survey): 93%

● Timely Feedback on student progress (Parent Survey): 90%

● Collective Efficacy (Staff Survey): 87%

● Collaboration in Teams (Staff Survey): 76%

● Collaboration around an Improvement Strategy (Staff Survey): 73%

● Instructional Leadership (Staff Survey): 72%


Student Wellbeing

Goal 9: Enhancing Student Wellbeing

Intended Outcome: That our school collects Wellbeing Data, to provide a

comprehensive view of each child’s development across the years of school, to monitor

and enhance student wellbeing.

● Students, staff and parents participated in “The Resilience Project”

● The Student Resilience Survey indicated direction for student support

● Staff collected weekly or fortnightly student wellbeing data

● Orima Survey conducted

● Year 6 students attended a three day camp at Camp Manyung Mt Eliza

Goal 10: Positive Relationships

Intended Outcome: That our school has a coordinated and consistent Positive

Behaviour Teaching and Learning Approach.


Achievements

● Cybersafety Professional development for all students, staff and parents

facilitated by Brett Lee: Internet Safe Education

● ISN Psychology: Institute for Social Neuroscience Provisional Psychologist

worked two days a week

● Speech Therapist provided therapy weekly

● Staff Work Programs demonstrated adjustments for students compliant with

NCCD

● A Foundation House Social Worker supported students and families

● Personalised Learning Plans were updated each term

● Program Support Group Meetings were held each term

● Five staff members attended Professional Development with Dan Petro:

Behaviour Analyst

● Reviewed the whole school Positive Behaviour Management Plan

● A school choir was established

● All students participated in Mindful Meditation from 2.05-2.10pm each day

● Staff read a picture story book to students after break 1

● Year 6 students attended a three day camp at Camp Manyung, Mt Eliza

● An Orientation Day was held for students to meet their 2020 teacher

● Year 6 students participated in an eight week swimming program

● Year 6 students participated in the St Albans District Interschool Sports and

Soccer Gala Days

● Selected students participated in School Sport Victoria District, Division and

Regional Cross Country and Athletics events


VALUE ADDED

● All students participated in a First Aid Program

● An Orientation Day, enabled students to meet their 2020 teacher

● Year 6 students completed 8-Week Swimming

Program in Term 3

● Year 6 students participated in Inter-school

Sports, School Sports Victoria Athletic Events

and Soccer Gala days.

● Eligible students in Year 3 to 6 participated in

School Sport Victoria District, Division and

Regional Cross Country Days at Brimbank Park

● Eligible students in Year 3 to 6 participated in School Sport Victoria District,

Division and Regional Athletics Competitions at Keilor Athletics Track

STUDENT SATISFACTION


● Rigorous Expectations: 90% (Student Survey)

● School Engagement: 79% (Student Survey)

● School Climate: 83% (Student Survey)

● School Climate: 78% (Staff Survey)

● Student Safety (Staff Survey): 81%

● Teacher-Student Relationships: 87% (Student Survey)

● School Belonging: 90% (Student Survey)

● Learning Disposition: 86% (Student Survey)

● Student Safety: 72% (Student Survey)

● Student Voice: 75% (Student Survey)

● Catholic Identity: 94% (Student Survey)


STUDENT ATTENDANCE

● All enrolled students are required to attend school unless reasonable and valid

grounds exist for them to be absent.

● Parents have a responsibility to ensure that their children attend school regularly,

and are only absent if ill or if absolutely necessary.

● Parents have a further responsibility to provide a written note or contact the school

explaining why an absence has occurred.

● All student absences are recorded in both the morning and the afternoon by

teachers, and aggregated on nForma Website and communicated to the Catholic

Education Melbourne and the Department of Education.

● Parents are contacted each day to find out the reason for their children’s absence.

● At Sacred Heart, meetings are held with parents twice a year to communicate the

importance of student attendance.

● A statement is written on individual student’s reports when attendance is

unacceptable indicating the number of days the student has missed and that it is

a requirement that students attend school each day:

“It is important that is at school every day and arrives at school at 8.30am.

This will ensure that does not miss out on any learning.”

Aggregated student attendance data is reported to the Department of Education and

the wider community each year as part of the annual report.

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 95.0

Y02 94.4

Y03 96.3

Y04 95.9

Y05 96.7

Y06 96.9

Overall average attendance 95.9


Child Safe Standards

Goals and Intended Outcomes

● To ensure the Safety of all students at Sacred Heart Catholic Parish Primary

School

● To work closely with teachers, learning support officers, administration staff, and

maintenance coordinator, to ensure that the all Child Safe Policies including our

Code of Conduct are followed

● To ensure all families know and follow our Child Safe Policies including our Code

of Conduct

● To ensure all external visitors to the school know and follow our Code of Conduct

Achievements

● Staff Members completed the mandatory Child Safe Module

● Student Safety was scheduled as an agenda item at Parish Leadership, Staff

Meetings and Student Leadership Meetings

● School newsletter highlighted student safety

● Families provided with copies of the Child Safe Policy

● Child Safety was prominent on the school website


● Parents were encouraged to apply for a Working With Children Check

● A Working With Children Check was required for all School Helpers

● Prior to starting, School Helpers attended a meeting and referees were contacted

● A ‘Child Safe’ Policy was distributed to all School Helpers and workers

● The Acceptable and Unacceptable Behaviours Statement was signed by all

workers and School Helpers

● Staff attended the ‘Information Sharing and Family Violence Reform’ Meeting

● Student Leaders met regularly to enable student voice and to discuss any safety

concerns

● Students completed fortnightly feedback to teachers, including communication

about their learning and how they were feeling at school

● Referees were called prior to employment of staff

● Implementation of ‘PROTECT, Identifying and Responding to all Forms of Abuse

in Victorian Schools’

● Annual Review Meetings included Child safety as an important aspect of VIT:

Victorian Institute of Teaching documentation for Accreditation to teach

● A Risk Assessment was conducted prior to excursions and incursions


Leadership & Management

Goal 3: Teachers as Learners

Intended Outcome: That our school has a team of highly effective teachers with a

strong self-reflective culture, focused on continuous professional improvement of

pedagogy, based on research.

Achievements

● The National School Improvement Tool

Report goals were designed as 9 icons to

reflect the School Improvement Plan

2019-2022:

○ Teacher’s Toolkit

○ Living The Gospel

○ Data and Student Growth

○ Teachers as Learners

○ Positive Relationships

○ Visible Learning

○ Connecting With The Community

○ Enhancing Student Wellbeing

○ Critical and Creative Thinking

● Annual Review Meetings conducted

● A Role description was written for Middle Level leaders

● A Process was undertaken for the appointment of Middle Level Leaders

● Effect size data was shared at meetings

● Philip Homes Smith provided professional development on the use of effect size

data in Literacy and Numeracy for all staff

● Reflection on strategies that supported high effect sizes

● Data was used at weekly planning meetings

● A staff ‘Feedback Tool’ was trialed for peer classroom observations


EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2019

● P-10 Student Performance Data and VCE Workshop

● Level II First Aid-EAM-Anaphylaxis-Asthma-Defibrillator training in February

● Education Program at National Gallery of Victoria

● Resilience Project

● STEM Professional Development

● NAPLAN and PAT Consultation - Philip Holmes Smith

● Religious Education Professional Development

● Transition for New Teachers

● Positive Behaviour Management

● Visible Learning

● The Victorian Curriculum

● Number Intervention

● Reading Recovery

● Centre for Catholic Teacher Formation

● Child Safety

● Reportable Conduct - PROTECT

● Mandatory Reporting

● Nationally Consistent Collection of Data

● National School Improvement Tool

● VRQA Accreditation

● Cybersafety Education

● Teaching Artist Program

NUMBER OF TEACHERS WHO PARTICIPATED IN PL IN 2019 27.42

AVERAGE EXPENDITURE PER TEACHER FOR PL $4,383.68


TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 84.2%

ALLSTAFF RETENTION RATE

Staff Retention Rate 77.4%

TEACHER QUALIFICATIONS

Doctorate 0.0%

Masters 13.6%

Graduate 13.6%

Graduate Certificate 9.1%

Bachelor Degree 86.4%

Advanced Diploma 13.6%

No Qualifications Listed 0.0%

STAFF COMPOSITION

Principal Class (Headcount) 2

Teaching Staff (Headcount) 28

Teaching Staff (FTE) 23.2

Non-Teaching Staff (Headcount) 6

Non-Teaching Staff (FTE) 5.0

Indigenous Teaching Staff (Headcount) 0

TEACHER SATISFACTION


● Instructional Leadership: 72% (Staff Survey)

● Collaboration Around an Improvement Strategy: 73% (Staff Survey)

● Collective Efficacy: 87% (Staff Survey)

● Student Safety: 81% (Staff Survey)

● School Climate: 78% (Staff Survey)

● Collaboration Teams: 76% (Staff Survey)

● Catholic Identity: 86% (Staff Survey)


Goal 4: Connecting with Community

Intended Outcome: That student outcomes are enhanced through community

partnerships

Achievements

● Parish School Weekly Leadership Meetings

● Participated in Wakakirri: Australian National Story-Dance Festival


● Student choir formed

● Student Leadership Group met regularly

● An Iraqi choir provided music for whole school liturgical celebrations

● All students participated in a whole school concert

● All students participated in Harmony Day celebrations

● All students participated in a First Aid Program

● Year 6 students participated in an eight week swimming program

● Year 6 students participated in the St Albans District Interschool Sports and

Soccer Gala Days

● Selected students participated in School Sport Victoria District, Division and

Regional Cross Country and Athletics events

● CEM / STEM partnership with Shelley Waldon, Andrew Callea and Jane Hubbard

● Partnerships also formed with:

○ Local and State Government

○ Melbourne Zoo

○ National Gallery of Victoria

○ Playgroup Australia

○ ISN Psychology

○ Art Centre First Call Fund

○ CERES

○ Scienceworks

○ ACU - Embedded Teacher Formation

○ Sporting Club - Athletics specialists

○ Their Care - Aftercare Program

○ Local Fire Brigade

○ Local Library

○ Local Kindergarten visits

○ Chinese LOTE: Connection with CEM and other schools

● Parent-Teacher-Child interviews were held during Term Two and Four

● Mother’s Day and Father’s Day celebrations were held for parents and carers

● Playgroup was established for parish families one morning a week

● The School Fair raised $4,500 and the Parish Fair raised $49,000


School Community

Goal 1: School Improvement 2019-2020

Intended Outcome: That our school community has a shared understanding of, and is

committed to the Strategic Improvement Plan

Achievements

● Small group Parent Meetings with all parents were held in January/February to

discuss 2019 goals

● Open Classroom, Parent Information Sessions with an invitation for a coffee and

chat were held in the curriculum areas of Reading, Writing, and Inquiry

● Parents were invited to Termly celebrations of Inquiry Learning

● Parents were invited to Harmony Day celebrations and a school concert

● Class and specialist student portfolios of learning were shared with parents

● The National School Improvement Tool Report goals were designed as 9 icons to

clearly communicate to parents the School Improvement Plan 2019-2022:

○ Teacher’s Toolkit

○ Living The Gospel

○ Data and Student Growth

○ Teachers as Learners

○ Positive Relationships

○ Visible Learning

○ Connecting With The Community

○ Enhancing Student Wellbeing

○ Critical and Creative Thinking

PARENT SATISFACTION

CEMSIS 2019 Family Survey Data:

● School Fit: 92%

● School Climate: 92%

● Communication: 84%

● Catholic Identity: 87%


Future Directions 2019-2022

School Community

Goal 1: School Improvement 2019-2020

Intended Outcome: That our school community has a shared understanding of, and is

committed to the Strategic Improvement Plan

Religious Education

Goal 2: Living the Gospel

Intended Outcome: That our School Community connects Gospel Values with life in

today’s world.

Leadership

Goal 3: Teachers as Learners

Intended Outcome: That our school has a team of highly effective teachers with a

strong self-reflective culture, focused on continuous professional improvement of

pedagogy, based on research.

Goal 4: Connecting with Community

Intended Outcome: That student outcomes are enhanced through community

partnerships

Teaching and Learning

Goal 5: Data and Student Growth

Intended Outcome: That student data including academic, attendance, behaviour and

wellbeing is systematically and centrally collected, to personalise teaching and learning,

identify next steps, monitor and improve growth.

Goal 6: Teaching Tool bag

Intended Outcome: That our school teachers have high levels of pedagogical practice

including expert knowledge of teaching strategies to improve student learning.


Goal 7: Curiosity, Creativity and STEM

Intended Outcome: That students have access to their full entitlement of the Victorian

Curriculum, with opportunities for multiple means of representation, engagement and

expression of learning.

Goal 8: Visible Learners / Students as Teachers

Intended Outcome: That all learning is “Visible”, enabling students to become their

own teachers.

Wellbeing

Goal 9: Enhancing Student Wellbeing

Intended Outcome: That our school collects Wellbeing Data, to provide a

comprehensive view of each child’s development across the years of school, to monitor

and enhance student wellbeing.

Goal 10: Positive Relationships

Intended Outcome: That our school has a coordinated and consistent Positive

Behaviour Teaching and Learning Approach.

2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Documents

Transcript of 2019 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1