St John’s Catholic Primary School Footscray€¦ · Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth) 20 May 2016. ... PLT’S used to discuss

St John’s Catholic Primary School

Footscray

REGISTERED SCHOOL NUMBER: 1146

2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY

2015

St John’s Primary School Footscray

2012 ANNUAL REPORT TO THE SCHOOL COMMUNITY PAGE 1

Contents

Contents

ContactDetails

OurSchoolVision

SchoolOverview

Principal’sReport

EducationinFaith 5

Learning&Teaching

StudentWellbeing

Leadership&Management

SchoolCommunity

FinancialPerformance

FutureDirections



Contact Details

ADDRESS 34 Essex Street Footscray VIC 3011

PRINCIPAL Gemma Goodyear

PARISH PRIEST Fr Rene Ramirez

SCHOOL BOARD CHAIR N/A

TELEPHONE (03) 9687 3150

EMAIL [email protected]

WEBSITE www.sjfootscray.catholic.edu.au

Minimum Standards Attestation

I, Gemma Goodyear , attest that St John’s 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



Our School Vision

St John’s Catholic Primary School is a welcoming, faith community, where the person and teachings of Jesus are valued and expressed through the Catholic tradition.

We celebrate and respond to the uniqueness of the individual. We recognize and nurture gifts and talents towards the growth of the individual to realize their full potential. Our school environment creates opportunities, which promote the development of self and our relationships with others. Our strength lies within our belief that we are all teachers and learners. We achieve this through a teaching and learning environment which is dynamic, open, inviting, challenging and satisfying.



School Overview

● St John’s Primary School is located in Footscray, 7 kilometres west of the central business district. It was established in 1922 as a church-school, built through the voluntary labour of parishioners. St John’s was under the guidance and leadership of the Sisters of St Joseph for 77 years until 1999 when the first lay principal was appointed.

● The school is on a small inner suburban site that is utilised to create a positive learning environment. This has been further enhanced by the addition of a new hall and community area.

● St John’s school is part of the partnered parishes of Braybrook and Maidstone.

● Enrolment is 170 students, from 160 families. Students at St John’s come from diverse cultural and linguistic backgrounds, with twenty different languages spoken. St John’s School is a multi-faith community, Catholics, Buddhist, Hindu and other Christian faiths contribute to the school’s rich and varied community.

● The school employs 12 full time staff (including 1 administration staff member) and 9 part time staff (including 5 Integration Aides). There are eight class groupings (2016) – 1 x Prep; 2 x 1/2 ; 3 x 3/4 , 2 x 5/6.

● Specialist programs offered at the school are (2016): Information and Communication Technology, Visual Arts, Japanese, Music, and Reading Recovery and Farm to Table introduced during 2016 -



Principal’s Report

The annual school report to the community reports on the achievements of the school from the

five action areas of the School Improvement Report 2012-15. In 2016 the school is currently reflecting on the goals and outcomes of the 2015 Annual Action

Plan review and are setting about developing a process using the Key Improvement Strategies

to address the identified needs, particularly in the areas of Leadership & Management, Learning

and Teaching and School Community.

As a result of this reflection process staff will undertake a number of professional development

activities around pedagogy and 21st century learning. We are currently engaging staff and our

community in learning experiences to extend our knowledge around a developmentally

appropriate Learning Approach P-6 and we are developing a whole school contemporary

Literacy and Numeracy approach.

The restructuring of the school leadership, with the creation of the Deputy Principal/Wellbeing,

Literacy and Numeracy Leader, Special needsand REL role, has greatly enhanced the

functioning of administration and learning and teaching.

Focussed and facilitated curriculum planning around the development of professional learning

communities has assisted teachers in their development of curriculum design and delivery.

Participation in the National School Partnerships has continued build the development of staff’s

understanding of the pivotal role that parents play in the children’s learning. The notion of

moving from parental “involvement” to parental “engagement” has become a major focus for the

school in order to enhance the school’s capacity to achieve better outcomes for children. The

employment of a Family Engagement Leader and Cluster Engagement Leader has also greatly

influenced the level of engagement at the school.

In 2016/2017 we will be further developing and implementing our learning around our catholic

culture and identity, social and emotional learning and differentiation in Literacy and Numeracy.



Education in Faith

Goals & Intended Outcomes

Expand opportunities for students to engage in purposeful Religious Education Learning experiences.

That an understanding of Social Justice underpinned by Catholic teaching, is shared with staff and students.

Intended Outcomes:

● That literacy and numeracy outcomes be improved across the school ● That learners become more active, engaged and self-directed learners ● That student engagement will improve

Achievements Development of Faith and Life units Greater emphasis placed on Religious Education Leader time allotment to increase the visibility and modeling of Faith and Life Experiences

VALUE ADDED



Faith nights for parents and staff, focussed on Sacraments.

Establishment of R.E. sphere group - led by REL. Sphere group to lead the implentation and reflection of actionn within our Annual Action Plan.

Regular classroom Masses with student and parent involvement.

Involvement of Sisters of St Joseph as participants in the celebration of St Mary MacKillop.

Participation of school captains in St Patrick’s day Mass at the Cathedral.

Involvement of senior children and school families in a response to our identified need around Social Justice.

Attendance at Religious Education Conference.

Regular attendance of Religious Education Leader at Network meetings.

Member of The Association of Josephite Affiliated Parish Primary Schools (AJAPPS)



Learning & Teaching


Build student learning confidence to set goals, self assess and be self directed learners. ● That literacy and numeracy outcomes be improved across the school ● That learners become more active, engaged and self-directed learners ● That student engagement will improve

Achievements ● WorkedwithPamBurton-EducationalConsultant● Useofonlineassessment● PatR,Arcots,PatMaths● PLT’SusedtodiscussstudentsassessmentLiteracyandNumeracy



Value Added:

Pre and Post Testing

Students Teaching Students external activity

Part of Literacy Assessment Project (LAP) via University of Melbourne

Use of on-line curriculum providing a curriculum framework to adapt and elaborate on inquiry

units.

Teaching and Learning network

GAFE conference

Varied excursions and incursions responding to educational focus.



Student Wellbeing


Strengthen and embed a whole school approach to Social and Emotional Learning Deepen and enrich opportunities to honour and respect student voice

● That student connectedness, engagement and self responsibility will be improved ● That the social-emotional learning levels of students, teachers and families will improve ● That school policies are implemented which strategically address promotion of positive relationships

including bullying, cyber-safety and behaviour management

Achievements More candidates for the school captain positions.

Students continuing to lead school assembly with enhanced presentation skills.

Embedding Social and Emotional Learning into all curriculum areas

Cyber safety: Developing curriculum and policy.

Continuing involvement in the Social and Emotional Learning facilitated by CEO

Wellbeing Leader Position



● Role is taken twice a day. Parents are contacted after two days of no contact or specific day absences. Parents are expected to notify the school of absences due to sickness/appointments or holidays.

● Late book has been implemented for parents to sign in late children. Admin officers will add to roll.

VALUE ADDED

Principal 2016 Master of Education

Inter school sport.

Employment of School Counsellor.

Participation in the e-smart initiative (focus on how to use the internet/social media safely and correctly)

Social Emotional Learning is structured across the school.

Camp for 5/6 students.

Sleep over for 3/4 children

Graduation dinner for grade 6 catered for by parents.

ANZAC Day reflection

STUDENT SATISFACTION

Student morale improved and there was growth in all student variables. When Students were asked at the beginning of the year what I love about St John’s, answers such as ‘I love school’, “My teacher cares for me’, ‘I have lots of friends’ and ‘I miss school when I’m at Home’.



Leadership & Management

Goals & Intended Outcomes To strengthen the professional learning culture of the school

● Build a strong and vibrant leadership team ● That staff have increased opportunities for professional learning aligned with both

individual and school needs.

Achievements ● Leadership Team developing ● Leaders increasing in time to dedicate to their Leadership role



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL

Understanding the School Improvement Data professional learning

E-smart training

Cyber safety-Developing Curriculum and Policy

Focus ICT in learning and Teaching

Occupational Therapy Strategies.

Network meetings for Principal, Information Technology, Mathematics, Religious

Education, Reading Recovery, Literacy and Student Well being.

Visits to other schools to inform approach to personalized learning

Review Meetings

.

NUMBER OF TEACHERS WHO PARTICIPATED IN PL All staff including integration aides

AVERAGE EXPENDITURE PER TEACHER FOR PL $1200

TEACHER SATISFACTION



Feedback from teachers indicates a great love and commitment to St John’s. 2016 focus is to build a sense of ownership and transparency whilst using current research in Education to motivate and stimulate our professional Learning Needs.

School Community

Goals & Intended Outcomes That the school ensures that families and communities engage and participate in the life of the school to contribute to ongoing improvement in student learning. That families are actively engaged with how teachers teach and children learn.

Achievements Appointment of a Family School Convener.

Appointment of a Family Cluster Leader (3 schools)

Creation of venue for parent activities.

Increase in number of parents attending weekly assembly

Establishment of Before & After School Care program with Camp Australia.

Regular use of email to communicate with parents.

Community access to website.

PARENT SATISFACTION

All variables on the Parent Opinion Survey showed improvement over the two years with Parent Input being a relative strength.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH $

Recurrent income Tuition

School fees

Other fee income 41,246

Private income 28,822

State government recurrent grants 529,351

Australian government recurrent grants 1,752,146

Total recurrent income 2,351,565

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 1,502,757

Non salary expenses 415,640

Total recurrent expenditure 1,918,396



Capital income and expenditure Tuition

Government capital grants

Capital fees and levies 166,700

Other capital income

Total capital income 166,700

Total capital expenditure 251,792

Loans (includes refundable enrolment deposits and recurrent, capital and bridging loans)

Total opening balance 315,000

Total closing balance 263,000

Note that the information provided above does not include the following items: System levies charged to individual schools, intra-systemic transfers and diocesan supplementary capital fund (SCF) supported borrowings for primary schools. The information provided is not comparable with other educational sectors. This VRQA template is not comparable to the ACARA school-level income reporting requirements which are to be reported on the MySchool website. ACARA school level reporting requirements will require system level income from Government grants and some private income to be allocated by school. This will be a small adjustment in relation to the total level of school resources. At this stage, recurrent income from Government sources, school generated income and capital expenditure are to be reported by schools. Additionally when assessing the private income of the school include both recurrent and capital school fees.

Future Directions

● The school will focus on differentiated Learning to ensure Learning needs of ALL

students are catered for

● A focus on flexible spaces to allow a differentiated and developmentally appropraite

approach to Learning and Teaching

● The role and responsibilities of the school captains will be further developed to enhance

the student voice at the school.

● Student Rep council created

● It is hoped to continue to build a culture of professional collaboration and collegial

learning.



Documents

St John’s Catholic Primary School Footscray€¦ · Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth) 20 May 2016. ... PLT’S used to discuss