ST Theresa's Annual Report to the School Community 2015

St Theresa’s Albion REGISTERED SCHOOL NUMBER: 1499
2015
ANNUAL REPORT TO THE SCHOOL COMMUNITY
16 Drummartin St
Albion 3020
Principal: Robert Macklin
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Contents Contents
Our School Vision ........................................................................................................................................ 3
School Overview ......................................................................................................................................... 4
Principal’s Report ......................................................................................................................................... 6
School Education Board Report................................................................................................................. 8
Education in Faith ...................................................................................................................................... 11
Learning & Teaching ................................................................................................................................. 14
Student Wellbeing ..................................................................................................................................... 18
Leadership & Management ..................................................................................................................... 22
School Community .................................................................................................................................... 26
Financial Performance ............................................................................................................................. 30
Future Directions ........................................................................................................................................ 32
Minimum Standards Attestation
I, Robert Macklin attest that St Theresa’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 2015 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth)
20 May 2016
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Contact Details ADDRESS 16 Drummartin St Albion 3020 PRINCIPAL Robert Macklin PARISH PRIEST Fr Barry Hughes SCHOOL BOARD CHAIR Cathryn Fuller TELEPHONE (03) 93119070 EMAIL principal@stalbion. catholic.edu.au WEBSITE www.stalbion.catholic.edu.au
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Our School Vision Our School VisionOur School Vision Our School Vision Our School Vision Our School Vision
St. Theresa’s is a Catholic School community that strives to teach and celebrate the Catholic faith and traditions that enable us to live the Gospel values.
We are committed to providing an education, which allows for individual needs to be catered for. We believe that learning should be promoted in a positive and relevant way. We accept the challenge to provide a diverse and developing curriculum, which caters for a variety of academic abilities and interests of our children. The promotion of self-esteem, self-confidence and self-discipline is held as an important characteristic of our school life.
We foster the understanding that education occurs between school and home. We share the responsibility for all the children in the school and work in partnership with the home to support the school vision.
We acknowledge the richness and diversity of each other. We foster respect, acceptance and understanding and encourage each other to live harmoniously and justly.
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School Overview School Overview School Overview School Overview
St. Theresa’s is a Primary School in the Western suburb of Melbourne. St. Theresa’s school is part of the parish of St. Theresa’s, Albion which has three churches and two schools. Mother of God Primary school in Ardeer is the other school in the parish. The school is a small school blessed with 180 students. It was built in 1950 and officially opened by Archbishop Mannix in August 1951. The school is named after St.Therese of Liseaux (The Little Flower).
At the end of the 2015 school year St. Theresa’s had 8 classes with 19 nationalities represented. The diversity of the different cultures represented in the school continues to provide great opportunities for the community to share the richness of many varied views and beliefs with each other.
The partnership between the school and every family that makes up our community is a priority a St. Theresa’s. Ensuring that each child has every opportunity to achieve the best educational outcomes possible is a commitment evident in both the staff and parent community. We strive to ensure that every child is supported as they develop socially, spiritually, emotionally, physically and academically. The support of the parent community has been very evident once again throughout 2015. Parents continue to be involved in their children’s learning by working in classrooms, coaching sports teams, coming to working bees, helping with fundraising activities and joining in social activities. They join us on school camps, help in the library, on excursions and wherever we ask. The School Board works to support the educational needs of the community and advises the principal and parish priest on needs and direction.
School improvement is continuing to drive all that we do at St. Theresa’s. Our Annual Action Plan clearly prioritises improvement in Literacy and Numeracy. The goals and strategies identified in this plan are clear and simply identify a pathway to better learning opportunities for the students based on accurate data collection, analysis and future action planning. 2015 has been the first year of our new School Improvement.
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Wellbeing also remains a strong focus within the school. An emphasis on strengthening peer relationships and social interactions for the students, establishes an environment where all are respected and encouraged in their endeavors. This respect and tolerance for the rights and needs of others fosters the great community feeling that permeates the school. All members of the school community are responsible for every other person.
St. Theresa’s continues to be a community that is focused, supportive and a great place to be. We celebrate the achievements of all of the students and enjoy the support and the relationships they share at the school. We are grateful for the achievements of staff and parents who work so closely to make this a special place to be.
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Principal’s Report Principal’s Report Principal’s Report Principal’s Report Principal’s Report Principal’s Report Principal’s Report 2015 was a year that saw the introduction of a new School Improvement Plan. In this Improvement Plan our intention is to improve our Catholic School Learning Community by examining and strengthening our Catholic Identity and by reaffirming our shared moral purpose through the redevelopment our Vision Statement. We intend to strengthen and build links with the wider parish and community through our Social Justice initiatives and by developing community understandings of Catholic Social Teaching. We intend to build upon our culture of family school partnerships through further developing parent engagement in their children's learning. We intend to build teacher capacity leading to improved student outcomes by developing a Performance and Development Culture in line with AITSL standards. We intend to improve student outcomes through targeted interventions, personalised and differentiated learning and teaching and through visible learning and thinking. We aim to improve student outcomes by developing the students’ engagement in their learning through the integration of technologies and authentic learning and teaching practices. We intend to develop student well-being through a focus on their social and emotional learning and by improving student management with a focus on school wide positive behaviours. We will embark on a program to improve and enhance our administrative practices and our capital resources so as to provide the optimum conditions for learning to occur.
Much work to achieve the goals of our School Improvement Plan was commenced in 2015. Re-organising leadership and planning provision for classroom teachers, Religious Education and Learning and Teaching at St. Theresa’s were priorities at the school.
I wish to thank the Parish Priest, Fr. Barry Hughes for his ongoing encouragement and support of all we do at the school.
St. Theresa’s is privileged to have the staff that it has. Every member continues to work tirelessly alongside our families to enable the children to achieve the best possible outcomes in their learning. I congratulate every member of the staff and thank them for their ongoing professionalism and willingness to give whatever is required to improve the outcomes for children and families at our school. Students and teachers are well supported by aides and administration staff at the school and this helps us to ensure that the learning environment can promote excellence and is welcoming and supportive.
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Every member of our community is well supported by our Leadership Team and those who take on extra responsibilities to ensure ongoing improvement. We are very lucky to have a staff that cares so much for every member of our community and I thank each one of them.
I acknowledge the wonderful parent community for their involvement and support. I thank each family for all they do in sharing the responsibility for the learning of all students in our school. I congratulate each family for their increasing interest in the well being of everyone here and their willingness to join us in making the important decisions that give direction to our community.
I congratulate and thank the children who always do their best with a smile on their face. We are blessed with these amazing personalities that help to create the friendly atmosphere that exists within our community. The children continue to participate eagerly and enthusiastically in all aspects of their schooling. They try their best to excel academically and are committed to their development in sporting, social, spiritual and extra curricula involvements. We look forward every day to working alongside each child and supporting them as they grow and learn.
Our work in continuing our learning journey together as a community places us in a good position to continue to move forward in embracing the challenges of the future with excitement and enthusiasm. We are embracing the challenges that are obvious in the ever-changing curriculum demands that seem to emerge. I remain very confident that St. Theresa’s will continue to be a place of great learning, ready to meet the changing needs of our students and the families that are our community.
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School Education Board School Education Board School Education Board School Education Board School Education Board School Education Board School Education Board
2015 was a busy year for the St Teresa's School Board which met throughout the year. We thank all of the Board members for their efforts.
2015 saw three of Board members finish their time on the Board. On behalf of the community we farewell from the Board Jodie McLoed, Maria Linehan and Paula Pereira & thank for them for their support of the Board and St Theresa’s.
We sincerely thank all members of our community who nominated for the vacant positions. Congratulations to the new Board members Missagh Mahoney and David Nelson and we thank them for offering to serve the school by accepting positions on the Board.
The Board is a consultative group made up of the Parish Priest, the Principal and the Deputy Principal as ex-officio members and a number of elected parents of students at the school that meets periodically in order to discuss policy and practical issues which are pertinent to the education and well-being of our children. The Board provides a vehicle for the school's administration to formally consult with parents on educational initiatives to be taken by the school, on matters of planning for the future and on an array of topical issues which arise from time to time in the education setting.
Throughout 2015, a major consideration of the Board was the provision of before and after school care. Much consultation with the school community took place and after much deliberation a contract was entered into with before and after school care service provider OSHclub to provide its service at our school in 2016.
The successful Landscaping Committee that was set up in late 2012 as a consequence of discussion at Board level about the development of the school's playground continued its good work. 2015 has seen the installation of improved school signage, new security gates for the teachers’ carpark, outdoor furniture for the children, planting of border trees around the playground and the installation of new entrance gates on the north boundary of the school.
During 2014 a sub-committee of the Board was set up to review and make recommendations about the school uniform. This resulted in changes to the uniform being made and in 2015 these changes came into effect.
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Education in Faith Education in Faith Education in Faith Education in Faith
Goals & Intended Outcomes
To strengthen the Catholic culture and identity of the school within parish community.
 That students’ understanding of faith based values will be deepened and connected to real life.
 That students are engaged in all aspects of the Religious Education program.
Achievements
At St. Theresa’s we strive to live the message of the Gospel. We try to give life to the story of Jesus. Our community is made up of many cultures and families who bring a variety of different religious beliefs and practices to our school. We are proud to be able to share our beliefs and enter into great conversations which help deepen our understandings of the catholic traditions within this context.
During 2014 a review of our Religious Education program was conducted and it identified areas of improvement for the next four years. These were to:
 Continue to articulate the essence of what makes us Catholic as indicated by our Catholic Identity Survey data. We need to specifically tell the students and families the reasoning behind our Catholic symbols and Traditions.
 Articulate the links between RE, life and faith, to the children and the wider community.
 Up skill the staff to become more confident at teaching RE using more Inquiry based concepts.
 Provide opportunities for staff to develop their understanding of the theological foundations of the RE they teach.
 Support staff to design RE units of work that promote more student voice and choice and seek student input with regards to significant secular or religious matters.
 Continue to support staff to become accredited.
 Make iconology visible on the outside of the school.
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 Make greater links with the Parish community.
During the 2015 year the staff continued their work around RE planning and improving and revising a common approach to ensure that the teaching was more integrated into other curriculum areas and had an emphasis on social justice actions. A social justice team of Grade 6 students conducted various events throughout the year.
We continued to prioritise our sacramental programs as an important part of our school curriculum and calendar across the school. Children were involved in regular attendance at our local parish mass and shared in many celebrations with the parish community. Children are encouraged to be involved in all levels of the celebrations at church. They are invited to be readers and altar servers a well as participate in more reflective practices throughout the celebrations.
Staff development has continued to be a priority throughout 2015. We encouraged all teachers to continue to work towards their accreditation to teach in a Catholic school and one teacher enrolled to become accredited to teach Religious Education through Australian Catholic University. One teacher is completed a Master’s Degree in R.E. During 2015 the staff continued to investigate the other faiths represented in our school by visiting different places of worship, inviting guest speakers to speak at PLTs and using this new knowledge to inform our RE planning.
The principal met regularly with the parish priest and the principal of the sister primary school in the parish to ensure that there was a common approach to Faith Development and the sharing of resources where possible. The role of Learning Leader in Religious Education was changed and we Thank Mrs Doriana Cooper who very competently filled this role. There is a close relationship between the Religious Education Leaders in the school and the parish. Regular combined planning meetings ensure this ongoing link to the broader parish community. The principal is an important part of the Parish Leadership Team and is active in ensuring that there is consistent communication and interaction between the school and wider parish community.
Representative senior students from Grade 6 once again attended the Catholic Education Week Mass at St. Patrick’s Cathedral to celebrate their faith with other schools in the diocese.
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Parent education was an important part of the programs offered at the school. Families were a part of the sacramental preparation of students throughout the year. Fortnightly assemblies organised by the children offered an invitation to parents within the community to share in prayer and reflection with the children.
VALUE ADDED St. Theresa’s offers a broad range of involvements as part of our Religious Education program. Some of the involvements and social justice actions the community are involved in include:  Community charity support through an ongoing roster of collections for the local St. Vincent’s store. These include books, toys, clothing, blankets etc.  Collection to support a parish food bank operated through the presbytery.  Children’s and staff involvement in fundraising for Caritas and Ox-fam.  Parent education sessions with outside presenters including Maria Forde and Presentation Sisters sacramental program leaders.  Regular involvement in parish liturgy.  Ongoing facilitating of a training program and roster for new altar servers to help within the parish and at school celebrations.  Organising and facilitating a healing mass for the sick and elderly which was catered for and celebrated.
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Learning & TeachingLearning & Teaching Learning & Teaching Learning & Teaching Learning & Teaching Learning & Teaching
Goals & Intended Outcomes
To develop a more personalised approach to learning.
• That Numeracy performance improves
• That Literacy performance improves.
• That students’ experience of learning is both stimulating and purposeful.
Achievements
PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS
NAPLAN TESTS
2013 %
2014 %
2013–2014 Changes %
2015 %
2014–2015 Changes %
YR 03 Reading
100.0
100.0
0.0
96.7
-3.3
YR 03 Writing
100.0
100.0
0.0
96.7
-3.3
YR 03 Spelling
100.0
100.0
0.0
93.3
-6.7
YR 03 Grammar & Punctuation
100.0
100.0
0.0
96.7
-3.3
YR 03 Numeracy
100.0
100.0
0.0
100.0
0.0
YR 05 Reading
100.0
94.4
-5.6
90.9
-3.5
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YR 05 Writing
96.4
94.7
-1.7
95.5
0.8
YR 05 Spelling
96.4
100.0
3.6
100.0
0.0
YR 05 Grammar & Punctuation
96.4
89.5
-6.9
100.0
10.5
YR 05 Numeracy
100.0
94.7
-5.3
100.0
5.3
St. Theresa’s Primary School has continued to provide our students with positive educational experiences that develop their capacity for lifelong learning and personal growth. We continue to share a close parish-school partnership that provides a strong sense of community, in which our students are nurtured. Our teaching and learning practices sit closely in line with our vision and motto, and are firmly embedded in a contemporary curriculum where students are well supported and encouraged to develop the knowledge, skills and behaviours necessary to become independent 21st century learners.
The NAPLAN data over the three years shows only minor variances from year to year. The clear majority of students are achieving minimum standards. The percentage changes over time continue to be inconsistent and we will continue to address these as a matter of priority in 2016. In 2015 we have continued to monitor trend data through NAPLAN and the Literacy Assessment Project. We have also initiated ACER testing in the areas of mathematics and reading comprehension. In 2015 a software program Student Performance Analyser (SPA) was initiated to assist with the monitoring of student data as individuals and cohorts across literacy and numeracy areas. The SPA program has enabled all of our testing to be input and retrieved utilising the functions of SPA. SPA will continue to be maintained and utilised for teachers in 2016 to assist in the analysis of student data.
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Staff have continued to develop their understanding of Learning Intentions, Success Criteria and Feedback. They have continued to implement learning intentions and success criteria into programs, and ensure that they are made explicit to the students. Visible learning understandings and strategies will continue to be an area of high focus in 2016.
We have also continued to support staff with opportunities to observe each other and to engage in a variety of team teaching sessions. Through the process of establishing SMART goals, staff have set personal development goals based on the AITSL standards. Staff have worked towards achieving their goals and have called on the expertise of coordinators and other teachers to assist them.
The 2014 review identified a number of focus areas for the next four years. Our aims for Learning and Teaching centre around maintaining the enthusiasm that has led to a more personalised approach to learning. Over the next cycle of developing a School Improvement Plan we would hope to:
 Document and embed what has been trialled and practised over the review cycle with a view of writing a Personal Learning Policy. This includes establishing common Personal Learning practises from Prep to Grade Six.
 Embed our Learning and Teaching statement in all curriculum areas.
 Further implementation of the Victorian Curriculum.
 Continue working with the Change2 Project on reflection and feedback to drive teacher and student learning.
 Retain Mathematics as an area of priority for the future School Improvement Plan.
 Work towards an upward trend in Mathematics NAPLAN data by focussing on areas that are students find difficult e.g. structure.
 Have higher expectations for the middle cohort of maths students.
 Investigate the language difficulties that EAL students may have interpreting maths problems.
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 Continue the ICT goal setting and self-reflection process. Although there has been marked improvement in the confidence and expertise with which teachers have used ICT in their roles, some are still on a slow learning curve in regards to the use of technology to support their teaching. Goal setting will help focus these teachers on small steps that will improve their performance in this area.
Parents, staff and students are regularly surveyed to gauge levels of satisfaction with the learning and teaching aspects of the school. Once again we have been very pleased with parent survey results, which continue to indicate that our parent community is very satisfied with the progress of their children and the teacher performance of the school. The results in these surveys indicate that St. Theresa’s has continued to perform at a very good level for all of the indicators in the 2015 surveys. These indicators included the areas of Community, Staff and Student Engagement, Peer Relations, Learning Opportunity and Student Behaviour.
Staff survey results continue to indicate satisfaction with the learning and teaching they are involved in. Student survey results have continued to be above average. The surveys indicate that students are positive about school, they enjoy very good relationships with their teachers and their engagement in their learning target for 2015 has been exceeded. The 2015 student surveys showed a high level of satisfaction with the school experience. The school has continued to promote student engagement, student involvement in decision-making and the provision of a stimulating learning environment as a part of the 2015 Annual Action Plan.
Other involvements
All students continue to be regularly assessed with this data driving their learning, enabling it to be more personalized. Students are involved in CTLM interviews, PAT M and SINE mathematics assessments aimed at ensuring accurate knowledge and current data in mathematics. Staff meetings and PLTs are held twice each week to ensure consistent ongoing professional learning and data analysis in both literacy and numeracy.
Inquiry continued to be an important focus within the classrooms. A two-year inquiry cycle has been developed and we will continue to become more familiar with the new Victorian Curriculum. An updated inquiry planner was also developed which incorporates a range of tools and strategies used throughout the inquiry process. A heavy emphasis was also placed on the inquiry pre-planning protocols, which assists teachers in creating ‘rich’ inquiry units. Student engagement was a major focus for the year as was the further integration of technologies to support contemporary teaching and learning. To help achieve these goals the school introduced a one to one device program using Chromebooks and Google Apps for Education. Students have been encouraged to work more collaboratively.
The school implements the State Government mandated reports and has full implementation of all curriculum areas.
During 2015 St. Theresa’s staff worked at creating a Learning and Teaching Statement together with developing understandings as to what expert teachers do. Staff developed further their understandings and developed Expert Teachers statements. This has enabled staff to clarify their own perceptions and for teachers to analyse their practice with a notion of improvement. These expert teaching statements will continue to be
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embedded in 2016. During 2015 staff were involved in extensive professional reading, discussions and planning of innovative classroom strategies to further their knowledge in this area and improve the learning experiences of the students. The new Learning and Teaching statement which was created (after input from stakeholders) identifies what we aim and are committed to do in our learning community. It is best summarized by the statement within it ‘The child is at the centre of everything we do.’
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Student Wellbeing
Goals & Intended Outcomes
To improve student wellbeing and connectedness to the school.
• That students become active resilient members of the school community.
Achievements
We continue to strive to provide the best possible learning environment for students at St. Theresa’s.
We are committed to ensuring that the needs of the students and all who are part of our community are met. A whole school approach to developing self-efficacy and social skills is part of the culture at our school. During 2015 we continued to embed the practices and philosophy behind our anti-bullying, pastoral care and discipline policies. In 2015 a major focus for the school was on the children's Social and Emotional Learning with one aspect of this being a weekly focus.
The Active Afterschool Sports program has continued to be a very successful and inclusive program aimed at providing active opportunities for students who would normally not be involved in afterschool sports programs.
The school's Outdoor Education and camping program provided children with experiences that extend their relationships with their peers and gives them opportunities to learn more about themselves and grow in independence. Camps continue to be well attended. We thank the parents who support these programs. We thank them for their interest and commitment to this program and for the time they always so freely give.2012 ANNUAPORT TO THE SCHOOL COMMUNITY 12
The students and staff are well supported by a 0.2 FTE Wellbeing Leadership position at the school. The areas of welfare and wellbeing are a priority for all. The school has continued to be able to employ a school counsellor through Catholic Care to support the children and their parents in the social and emotional learning. Our school counsellor has supported the learning of many students through interventions and relationship building with both the students and their families. In addition, the school introduced a Speech Pathology Service which operated on a fortnightly basis.
Regular safety and emergency management practices and audits ensure that processes are in place and are effective and well-coordinated.
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The Student Representative Council was very effective throughout 2015. The students took control of regular meetings with the principal or Deputy Principal and implemented many initiatives throughout the year. The opinions and suggestions of the SRC are always well received and appropriate action always follows these vibrant discussions. The SRC is continuing to investigate new options for our school uniform and a new banner for the school.
The school participated in parish celebrations and activities. We hosted a Mass for the sick and elderly within our parish, collected donations of food for the poor at the Poor Man’s mass and supported St. Vincent De Paul in Sunshine through ongoing collections of toys, blankets, books and gifts. We formed a Social Justice group amongst our Grade 6 students ensuring a consistent and active involvement in social justice related actions in our community.
The school became a partnership school of the Alannah and Madeline Foundation by joining its Better Buddies Program which has ant- bullying and resilience as a major focus of its activities. The school is actively working toward becoming an accredited eSmart School and should complete this process in 2016. The school also attends to the Social and Emotional development of the children by Teaching the Bounce Back Program which focuses on developing resilience within the children.
In 2015 the school staff received training in student management and relationships with a focus on school wide positive behaviours and as a result the school's student management and discipline policies were reviewed and re-developed. AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %
Y01
93.87
Y02
92.68
Y03
93.53
Y04
91.57
Y05
96.13
Y06
92.76
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Overall average attendance
93.42
Attendance rolls are recorded twice daily. Accurate records are kept on the school administration system for all students. In 2015 an additional procedure for monitoring student absences was introduced where the school placed a phone call to the parents of students who are absent without notice. In addition, students are required to bring written notes from home if parents have not already notified the school of student absences. Students who are consistently absent or inconsistent with their attendance in any way are closely monitored.
Classroom teachers contact parents if students are absent for more than 3 days without contact with the school. If a student’s attendance is becoming a concern then the principal is notified and contacts the parents directly. If the school is not successful in2ensuring that students are at school then reports will be made to Child Protection / Human Services and every effort will continue to be made to ensure that the student is back at school. Parents will continue to be our first point of contact and we will always work to support parents in ensuring regular school attendance is a priority.
Attendance rates across the school remained steady from 2012 to 2014.
VALUE ADDED
 Active after school sports program operates 2 nights per week at no charge to the students from 3.15 – 4.30. Students receive fresh fruit as part of the program.
 National Partnerships funding helps to provide child care for parent meetings and parent education programs at the school.
 English classes are organized for parents who wish to improve their English so that they can better support the learning of the children. This is well attended on a weekly basis.
 A Family School Partnership Convenor is employed through the Catholic Education Office to support the parents in being partners in their children’s learning and providing opportunities for interaction between families and the school.
 Parent education forums and morning teas on educational issues provide avenues for parent learning and input at many levels.
 A student counsellor was employed through Catholic Care to support families and students.
 Speech Pathology Service
 Resilience Training
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 Anti- bullying programs
STUDENT SATISFACTION
Student responses in the Annual School Improvement surveys have been extremely positive. Students continue to enjoy their classes and attendance rates are good. Student attendance averages at 93.42% and there are many students who consistently record no absent days for the year. Our student surveys indicate that the students are very happy and enthusiastic to be at school with their results placing our school in the top 25% of the state in the areas of stimulated learning. There continues to be a great atmosphere of co-operation amongst the students and this makes for a learning environment that can provide excellent supportive learning opportunities for all students.
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Leadership & ManagemeLeadership & Manageme Leadership & ManagemeLeadership & Manageme Leadership & Manageme Leadership & Manageme Leadership & Manageme Leadership & Manageme Leadership & Manageme nt
Goals & Intended Outcomes
To strengthen the professional learning culture of the school.
• That staff are empowered to become leaders of their own learning.
• That Appraisal and Recognition processes improve.
Achievement
2015 was a year that saw the introduction of a new School Improvement Plan. Much work to achieve the goals of our School Improvement Plan was commenced during the year. Re-organising leadership positions and changing the planning provision for classroom teachers had a major impact on the Learning culture of the school. Religious Education and Learning and Teaching were priorities. In 2015 we began the process of examining and strengthening our Catholic Identity and reaffirming our shared moral purpose through the redevelopment our Vision Statement. This work will continue with community consultation and be completed in 2016. Much work was done to strengthen our culture of family school partnerships and this will be reported on in more detail in the ‘Community’ section of this report. Building teacher capacity leading to improved student outcomes was also a major focus in 2015. The school began the process of developing a Performance and Development Culture in line with AITSL standards. Teachers were introduced to goal setting using SMART goals based on the use of the AITSL self-assessment tool for teachers. Professional development plans for individuals were linked to these goals as was feedback and appraisal. New induction processes were also introduced. An overarching theme of recommendations made after the 2014 school review was to improve student outcomes. Research suggests that this can effectively be achieved through targeted interventions, personalised and differentiated learning and teaching, and through visible teaching, learning and thinking. Two new interventions programs were introduced one for literacy and one for Numeracy. Much work was done introducing practices around Visible Learning and Visible Teaching based on the research of academics such as Ritchart & Hattie. The use of
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Changes in staffing at the end of the 2015 school year occurred because of Maternity and additional staff will be employed in 2016 as a result of increased enrolment.
Staff attendance has continued to be high and sick days are minimal for all staff including those teaching. Many teachers once again took no sick days this year. The average staff attendance is at 86.64%.
Professional Learning is very important at St. Theresa’s. All teachers are involved in Professional Learning programs across many curriculum areas to improve their own expertise and therefore offer the best opportunities to the students. During 2015, 3 staff members completed study at Masters Level. All of the teachers are well qualified to teach our children. In 2014 almost all teachers had attained a Bachelor Degree. There is diversity in the institutions from which the teachers have attained their qualification and this ensures a diversity of experiences that can be reflected in the teaching at the school.
TEACHING STAFF ATTENDANCE RATE
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Teaching Staff Attendance Rate
86.64%
STAFF RETENTION RATE
Staff Retention Rate
94.12%
TEACHER QUALIFICATIONS
Doctorate
0.00%
Masters
11.11%
Graduate
22.22%
Certificate Graduate
0.00%
Degree Bachelor
77.78%
Diploma Advanced
61.11%
No Qualifications Listed
0.00%
STAFF COMPOSITION
Principal Class
2
Teaching Staff (Head Count)
20
FTE Teaching Staff
15.232
Non-Teaching Staff (Head Count)
11
FTE Non-Teaching Staff
5.121
Indigenous Teaching Staff
0
EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING
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NUMBER OF TEACHERS WHO PARTICIPATED IN PL 24
AVERAGE EXPENDITURE PER TEACHER FOR PL $3,700
DESCRIPTION OF PL UNDERTAKEN IN 2015
All teachers and support staff are involved in further study through professional
learning programs offered through the Catholic Education Office and other private
organisations. St. Theresa’s supports staff in attending all Zone and Regional Network meetings and cluster meetings. These networks included;
 Religious Education, Deputy Principal, Principal, Librarian, I.C.T Leader, Reading Recovery, Wellbeing, Literacy, Numeracy.
The school also supports staff in attending conferences and study tours outside of our local area. The REC attended the Catholic Education Office Religious Leaders conference. The principal and Literacy Leader attended a Leadership conference in Melbourne looking at system leadership
All staff were involved in Professional Learning arising from goals developed after completing the AITSL self-reflection tool.
Two of our staff members were part of a leadership study group involving a cluster of 4 schools.
Other Professional Learning included:
 Staff and parent professional learning facilitated by George Otero around the topic of school and family partnerships.
 Family School Partnerships.
 Community Arts Project.
 Change 2 project with a focus on Appraisal and Recognition
 Literacy Coaching.
 National Curriculum Briefings.
 ICON Briefings.
 AEDI survey briefings to support prep entry data.
 Graduate Teacher Mentoring PD
TEACHER SATISFACTION
The 2015 School Improvement Survey data about teacher satisfaction in all areas i.e. Staff wellbeing and morale, supportive leadership, role clarity, empowerment, professional learning,
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working in a team, student management, working with parents and quality teaching practices placed us in the top 25% of schools which was pleasing.
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School Community School Community School Community School Community
Goals & Intended Outcomes
To continue to build a school community in which all members work together in positive partnership.
 That students’ learning is improved through enhanced partnerships with families and the wider community.
Achievements
A major focus in this area during 2015 was the continued development of a Transition program for students transitioning to secondary school. This initiative involved parents and students as well as input from secondary schools. During 2015 we continued to make our involvement in the local community a priority for us. We worked closely alongside our parent community to ensure that many opportunities were available for families to work in partnership with us to improve learning outcomes for their children.
Parents continued to be a focus and were involved in many aspects of the school on a day-to-day basis and for special occasions. Teachers were very well supported in classrooms where students accessed the expertise of community members in the areas of cooking, sports coaching, involvement in camps and ongoing support in literacy and numeracy sessions. Parents attended information nights and parent education programs facilitated by the school and outside providers.
Parents have continued to be involved in literacy education sessions and have become important classroom aides in the learning programs of the students. Parent volunteers are an important part of the school outdoor education and camping program as well as the sports program.
Our sports and physical Education Program included involvement in the local and regional Interschool sports program. This provides the opportunity for the students and teachers to interact with the other schools in our local area.
Our school has been fortunate to be involved in educational programs at our local Catholic Secondary Colleges both at Marian College and Caroline Chisholm Catholic College. We continued to encourage involvement from local secondary students in
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Work Experience programs and had many students join us throughout the year.
We believe that we have a responsibility to be involved in the ongoing preparation of tomorrow’s teachers. We welcomed students from Australian Catholic University and Victoria University as student teachers in our school. Our Physical Education program included TAFE students who worked alongside our teacher to provide tennis, netball and football clinics for the students. These sessions were very successful and linked us closely with local initiatives at a tertiary and secondary level.
St. Theresa’s has continued to work closely with Mother of God Primary School, which is part of St. Theresa’s parish. We shared common parent meeting nights related to the sacraments and met as one at common staff meetings and staff masses when it was relevant to do so. Resources and equipment were shared where possible. The parish leadership team was an important part of the interactions that occurred between the school and parish. The principal was an important part of this team throughout the year. The Parish Priest continued to encourage and support this relationship at all times.
Our school continued to gather many times throughout the year for special events. Fortnightly assemblies showcased the talents of the children who took turns in organizing these. Parents always joined us for these assemblies. We met at liturgical celebrations regularly throughout the year and joined with the parish community often as a school and in grades to celebrate the Eucharist.
We were fortunate to have a very vibrant and enthusiastic Fundraising Committee that enabled many parents to join us in a relaxed and friendly atmosphere. This group provided great financial support to the school but more importantly it allowed us to gather as members of a community to enjoy each other’s company. Our twilight sports, excursions, graduation and end of year celebrations provided many opportunities for the parent community to join with staff and share in the spirit of involvement in the school. Casual meetings in the yard before and after school every day were an important part of the staff and parent interactions.
We endeavor to involve Albion Kinder and Anderson Road Kinder in our transition program each year. Albion Kindergarten took the opportunity to visit the school and interact with the existing preps to broaden their experiences. We were involved in the “Kinda Kinder” program in partnership with Victoria University and facilitated a free playgroup open to any families in the area. This was very successful and provided
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fantastic opportunities for families to meet other locals and get to know the school a little better.
Our Annual Art Show provided a great opportunity for us to share the talents of the children with the school and extended community.
The School Board met eight times and continued to be a great support in discussing important emerging educational issues that are challenging every school community.
PARENT SATISFACTION
The results of the School Improvement Surveys for 2015 indicated a very high level of satisfaction from parents in all areas and the results were generally in the top 25% of schools in the state. Parent general satisfaction was high and the areas around Connectedness to the school rated in the top 25% of the state as well. The extremely high level of parent involvement and enthusiasm that we have at the school is also a good guide as to the satisfaction of parents within our community. We will continue to target the area of parent partnership in the 2016 Annual Action Plan.
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Financial Performance Financial Performance Financial Performance Financial Performance Financial Performance Financial Performance REPORTING FRAMEWORK MODIFIED CASH $ Recurrent income Tuition School fees - Other fee income 62,958 Private income 13,882 State government recurrent grants 480,425 Australian government recurrent grants 1,645,914 Total recurrent income 2,203,179 Recurrent Expenditure Tuition Salaries; allowances and related expenses 1,700,141 Non salary expenses 352,465 Total recurrent expenditure 2,052,605 Capital income and expenditure Tuition Government capital grants - Capital fees and levies 108,846 Other capital income - Total capital income 108,846 Total capital expenditure 104,628 Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans) Total opening balance - Total closing balance -
The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the diocesan supplementary capital fund supporting primary schools’ capital borrowings.
The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included.
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Future Directions Future Directions Future Directions Future Directions Future Directions Future Directions
The Review of 2014 enabled the school to formulate a new school improvement plan for the next four years. The school Improvement Plan is as follows:
EDUCATION IN FAITH
GOAL To develop a strong contemporary Catholic culture and identity that celebrates faith within the context of the parish and which is aligned to Gospel values and faith traditions. INTENDED OUTCOME That student understanding and knowledge of the Catholic Faith improves. TARGET That the student Catholic Culture Index above 82.9. INTENDED OUTCOME That school/parish links improve through involvement in Social Justice Activities. TARGET That the students be involved in two parish social justice initiatives annually. INTENDED OUTCOME That the level of importance given by staff, students and parents to participating in prayer, liturgies and sacraments improves. TARGET Staff from 81.8 to 85 Students from 77.4 to 81 Parents from 86.2 to 89. LEARNING & TEACHING GOAL To create a culture that sustains and empowers a learning-centred community to flourish, the curriculum to be innovative and contemporary and where learners are supported, challenged and experience success.
St Theresa’s, Albion
2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 31 INTENDED OUTCOME That Student learning outcomes in Mathematics and Literacy improves. TARGET That 70% of Yr. 3 students and 75% of Yr. 5 students be above the state mean in Literacy and Numeracy by 2018. That there be a 10 to 15 % improvement in Students achieving above the school assessment benchmarks identified through PAT Reading and PAT Maths INTENDED OUTCOME That student engagement in learning improves. TARGET That the teaching Climate Index will be at least 90.8 % by 2018. STUDENT WELLBEING GOAL To create a culture that enables students to be co-creators of the learning community that promotes positive relationships, resilient, purposeful dispositions and behaviours that are respectful and other-orientated. INTENDED OUTCOME That student wellbeing improves. TARGET That the Student Wellbeing Index will 86 by 2018. INTENDED OUTCOME That student social -emotional learning improves. TARGET That both the Student and Parent Classroom Behaviour Index improves to over 70 by 2018
St Theresa’s, Albion
2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 32 SCHOOL COMMUNITY GOAL To continue to build collaborative partnerships with the parents, the parish and the wider community that will enhance student learning and wellbeing. INTENDED OUTCOME That opportunities for parents to be engaged in their children’s learning and wellbeing are further enhanced. TARGET That the Community Engagement Index be at least 88.8 by 2018. LEADERSHIP & MANAGEMENT GOAL To create a culture that is passionate about learning, has inspiring vision, an authentic moral purpose and clear direction which is aligned, with the effective use of resources and a strong accountability framework. INTENDED OUTCOME That leadership clarity improves. TARGET That the Organisational Climate will be at least 82.4 by 2018. INTENDED OUTCOME That staff engagement and learning improves. TARGET That the Teaching Climate Index be 88.4 by 2018. TARGET That the Appraisal and Recognition Index is 80 by 2018.
2016 AREAS OF FOCUS
In the sphere of Education in Faith the 2015 focus will be to examine the findings arising
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out of the school’s involvement in the Enhancing Catholic School Identity Project and to identify how these can inform our future improvement strategies in this sphere into the future. The second area of attention will be to continue to build links to the Social Justice actions of the wider parish.
In the sphere of Learning and Teaching the school will continue to develop staff competencies in using data to inform and personalise the student learning. To assist in this process, the school will reorganize Leadership actions for Learning & Teaching and will employ a full time Learning and Teaching Leader to facilitate planning, data analysis etc.
The staff will embed duel process of implementing the AITSL Performance Development Culture elements and Visible Learning and Thinking strategies to help improve pedagogical practices. The school will be involved with the Corwin company to develop this further through its Collaborative Impact Program
Work on improving Literacy and Numeracy results will continue with improved coaching, modelling and feedback for teachers being a priority.
In the area of Student Wellbeing a major focus for 2016 will be the introduction of the Blue Earth program to help develop the students’ social and emotional learning. 2015 with also see the introduction of the CASEA program in partnership with the Royal Children’s Hospital helping the school to assist children with challenging behaviours and their parents as well.
2016 will see the completion a new Vision Statement for the school that will underpin all school actions. A master plan for future school development will be formulated and a number of essential minor capital works will be carried out.
The school will continue to nurture its culture of care and community and build upon the fine work that has gone on in the past.
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VRQA Compliance Data VRQA Compliance Data VRQA Compliance Data
E1165 St Theresa's School, Albion
PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS
NAPLAN TESTS
2013 %
2014 %
2013–2014 Changes %
2015 %
2014–2015 Changes %
YR 03 Reading
100.0
100.0
0.0
96.7
-3.3
YR 03 Writing
100.0
100.0
0.0
96.7
-3.3
YR 03 Spelling
100.0
100.0
0.0
93.3
-6.7
YR 03 Grammar & Punctuation
100.0
100.0
0.0
96.7
-3.3
YR 03 Numeracy
100.0
100.0
0.0
100.0
0.0
YR 05 Reading
100.0
94.4
-5.6
90.9
-3.5
YR 05 Writing
96.4
94.7
-1.7
95.5
0.8
YR 05 Spelling
96.4
100.0
3.6
100.0
0.0
YR 05 Grammar & Punctuation
96.4
89.5
-6.9
100.0
10.5
YR 05 Numeracy
100.0
94.7
-5.3
100.0
5.3
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2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 35
AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %
Y01
93.87
Y02
92.68
Y03
93.53
Y04
91.57
Y05
96.13
Y06
92.76
Overall average attendance
93.42
TEACHING STAFF ATTENDANCE RATE
Teaching Staff Attendance Rate
86.64%
STAFF RETENTION RATE
Staff Retention Rate
94.12%
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2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 36
TEACHER QUALIFICATIONS
Doctorate
0.00%
Masters
11.11%
Graduate
22.22%
Certificate Graduate
0.00%
Degree Bachelor
77.78%
Diploma Advanced
61.11%
No Qualifications Listed
0.00%
STAFF COMPOSITION
Principal Class
2
Teaching Staff (Head Count)
20
FTE Teaching Staff
15.232
Non-Teaching Staff (Head Count)
11
FTE Non-Teaching Staff
5.121
Indigenous Teaching Staff
0