St. Peter’s Catholic Parish Primary School, Epping 

Contents  Contact Details

Minimum Standards Attestation

Our School Vision

School Overview

Principal’s Report

Parish Priest’s Report

School Education Board Report

Education in Faith

Learning & Teaching

Student Wellbeing

Leadership & Management 18

School Community

Financial Performance

Future Directions

VRQA Compliance Data

 

 

St. Peter’s Catholic Parish Primary School, Epping 

 

Contact Details

ADDRESS 32 Wedge Street Epping VIC 3076 

PRINCIPAL Mrs. Kerry Miller 

PARISH PRIEST Rev. Maurie Cooney 

SCHOOL BOARD CHAIR Mr Ross Fiore 

TELEPHONE (03) 94011157 

EMAIL principal@stprepp.catholic.edu.au 

WEBSITE www.stprepp.catholic.edu.au 

Minimum Standards Attestation I, Kerry Miller attest that St Peter’s 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 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 2014 school year under the Schools Assistance Act 2008 (Cth) and the Schools Assistance Regulations 2009 (Cth) 

22 May 2015 

 

St. Peter’s Catholic Parish Primary School, Epping 

Our School Vision   At St Peter’s Catholic Parish Primary School Epping Jesus is our model and the Gospel                             values of love, empathy and forgiveness are fostered and lived.  Our school works in partnership with families to ensure growth in faith and identity as a                               member of the Catholic community and to ensure that children are able to fully participate                             in society.  A welcoming atmosphere of acceptance, respect and celebration of the individual                     happens alongside physical, emotional, intellectual, spiritual and social development.  St Peter’s School is a learning community that strives to provide a happy, safe and                             supportive learning environment for all where we are empowered to be thinkers and                         encouraged to take risks and reflect on their learning in our current and future world.  

 

St. Peter’s Catholic Parish Primary School, Epping 

School Overview St Peter's Catholic Parish Primary School is in the suburb of Epping, located in the outer north of                                   Melbourne. The school which celebrated its 80th anniversary in 2014, acknowledges the rich and long                             standing traditions we have, as well as the influence of the Good Samaritan Sisters who founded the                                 school in 1934.   The Parish Priest, Rev Maurie Cooney, who took up his appointment at St Peter’s Parish in August 2006 is                                     an integral member of our school community providing a very real link to the Parish. We have gone from                                     being one of four schools in an extremely large parish encompassing the areas of Epping, South Morang,                                 Mernda and Whittlesea, to being one of two primary schools in the Parish of Epping and Epping North.   The change in parish boundaries occurred in January 2012 and at the beginning of 2013 a new Catholic                                   parish primary school, St Mary of the Cross MacKillop, was opened in the north of our Parish. This has had                                       a significant impact on the current enrolment numbers at our school. In 2014 our Prep enrolment was 45                                   students in two classes. As a three stream school reducing to two streams, we had an enrolment of                                   approximately 431 students in 2014. In 2014 we had 33% of our students from language backgrounds                               other than English. We are a diverse multi­cultural school with children from the following backgrounds­                             Indian, Sri Lankan, Syrian, Italian, Greek, Asian, Filipino and African.  Our vision statement reflects our commitment to the gospel values of love, empathy and forgiveness with                               Jesus as our model. Our school strives for excellence by working as a learning community in partnership                                 with families to ensure growth in faith and identity as a member of the Catholic community. Students are                                   challenged to inquire, investigate, reflect on and take action on their learning. They are encouraged to                               identify their own learning styles and strengths so that they can become successful lifelong learners.   The opening and blessing in 2011, of 5 new contemporary learning classrooms and the refurbishment of 4                                 existing classrooms and the library as a learning resource centre have allowed the school to continue to                                 provide an engaging and flexible learning environment. At the end of 2014 the library resource centre was                                 re­modelled into a flexible learning space for our Prep students. In anticipation for greater collaboration                             and flexibility the Year 1 space was expanded, and the junior corridor was converted to a functioning                                 kitchen area for the Stephanie Alexander Kitchen Garden project. The school community is currently                           working through a master planning process to explore ways of utilising our spaces to better support our                                 contemporary learning approaches.  A strong focus on student wellbeing is evident with the development of school­wide expectations based                             around the values of respect, responsibility, positivity and persistence. A personalised approach to learning                           enables the individual needs of all students to be met. Learning opportunities provided by local community                               partnerships and connection to wider global networks are fostered through the use of new and emerging                               technologies. These include wireless laptops, interactive whiteboards and digital devices including iPads.  In 2014 our new principal, Mrs. Kerry Miller took up her appointment. The school theme for the year was                                     ‘Growing and nurturing the seed of learning’: A mustard seed is the smallest of seeds, yet when nurtured, it                                     grows and becomes the largest of all garden plants, with branches so big that the birds can perch in its                                       shade.’ (Mark 4: 31­32)    

 

St. Peter’s Catholic Parish Primary School, Epping 

Principal’s Report  In keeping with the way we do things at St Peter’s School, this document is                             the result of reflection, dialogue and collaboration. Many voices are                   represented in the data analysis and the application of this knowledge to the                         learning that has taken place. The level of experience, expertise and                     commitment is very high as is the professional knowledge and approach of all                         staff. Student learning and wellbeing is at the heart of all school decisions                         and growing a strong, well connected Catholic community is a high priority.  Being the Principal of this great school remains both an honour and a                         privilege and I thank the staff, students and parents for accepting and trusting                         me as their leader; we will continue to reflect on, refine and realign our practice together to create the best                                       conditions for learning for each child.  The documenting and monitoring of our school strategic plan for improvement is comprehensive. We have                             been successful in working towards achieving our overall goals and targets for school improvement through                             the many and varied projects that were developed through the 2014 school improvement plan. Presented                             throughout this report you will find detailed reflections on the learning data and information about the                               various strategies and initiatives that were developed.  The school leaders and their teams have collaborated to evaluate our school improvement progress and                             produce this report. It is with great pride that our staff present the Annual Report to the School Community                                     for the 2014 school year.  

Mrs Kerry Miller  Principal  

 

St. Peter’s Catholic Parish Primary School, Epping 

Parish Priest’s Report

 As I wrote in the 2013 Annual Report, it had been a year of change for                               St Peters School as we anticipated the appointment of a new Principal                       for 2014 and beyond.  And so 2014 was once again a year of change                           for us as Kerry Miller undertook her first year as Principal for us.                          Change is a constant, of course, in our lives:  a new Principal indicates                         change very formally in the composition of the Team which leads our                       School ... ever onwards.  Such a change prompts a mixture of responses with it ­ anticipation,                       tentativeness, enthusiasm, anxiety, exploration, new perspectives,           experienced wisdom, refounding of the fundamentals of our essence                 as a Catholic Parish Primary School.  Amongst this mixture, the care and education of our children within the                       

focus and vision of Catholic life has continued to shape and guide the life of our School.  In that context and                                         culture, the wellbeing and growth of our children is the reason we opened issues such as the renewal of                                     resources and the adaptation of learning spaces, drawing from the experience, wisdom and aspirations of                             children, parents, staff, Parish Priest and the system we are part of.  This takes us into 2015 with a broad canvas on which to sketch and develop ideas and then plans for the                                         years that open before us in St Peter’s School.  It has been a year of re­aligning, undertaken with hope – for that is a central hallmark of who we are as                                           people of faith.  

Rev Maurie Cooney  Parish Priest  

 

St. Peter’s Catholic Parish Primary School, Epping 

School Education Board Report  Each year the School Education Board is invited to review the Annual Action Plan (AAP) and identify areas                                   of interest to investigate further and areas in which the Board members feel they can contribute towards.                                 This reflection then forms a guide to our agenda foci for the year ahead. The 2014 foci are outlined below:  

2014 Agenda Committee and Agenda Items Members  Date  Focus Kerry and Julie   Tuesday 4 Feb   Welcome to new Principal 

Theme for 2014  Key messages from AAP Foci and Projects for 2014 for Board 

Amanda and Vince  Tuesday 4 March  2014 focus for Board­ SIP targets Discernment/ welcome to new members Say No to Bullying initiatives 

Ross and Elizabeth R   Tuesday 1 April  Contemporary Learning including Blogging, Edmodo, Minecraft, robotics Communication processes 

Julie and Kerry  Tuesday 6 May    Developing our Catholic Identity Strengthening school/parish connection Social Justice Parent/Teacher partnerships 

Elizabeth T and Paul    Wednesday 28 May  CEOM Board Formation Ross and Elizabeth T  Tuesday 5 August  Opportunities for Collaboration with local and global 

learning communities Developing student leadership and student voice 

Vince and Elizabeth R  Tuesday 2 September  Personalised Learning Intervention programs including MSSD 

Kerry and Paul    Wednesday 5 November  NAPLAN­ School directions ­ Literacy and Numeracy initiatives 

Julie and Amanda    Tuesday 2 December  Thank you supper  

 2014 Board Members: Ross Fiore (Chairperson) Paul Healy (Secretary) Elizabeth Rozario (PFA Rep) Amanda Nesbitt (Staff Rep) Vince Bruno Elizabeth Totino  Ex officio members: Rev. Maurie Cooney (Parish Priest) Kerry Miller (Principal) Julie Percy (Deputy Principal)    

 

St. Peter’s Catholic Parish Primary School, Epping 

Education in Faith  Goals & Intended Outcomes To strengthen the catholic identity of our community 

● That staff, students and parents express their faith through actions and beliefs  Achievements The school theme includes a scripture reference: Growing and nurturing the seed of learning. A mustard                               seed, is the smallest of all seeds. Yet when nurtured, it grows and                         becomes the largest of all garden plants, with such big branches that                       the birds can perch in its shade. Mark 4: 31­32 (abridged) 

● Parish/school links have been strengthened through liturgical             celebrations, workshops and meetings which have included             both school and parish staff. 

● The annual ‘Being Catholic in a Catholic School’ professional                 learning seminar makes strong links to our understandings of                 Catholic Identity for all staff. 

● Sacramental year levels as well as a number of                 non­Sacramental classes celebrated the 9.15am Mass with the parishioners of St Peter’s Parish. 

● Our priests were welcomed into         classrooms on a regular basis during sacrament             preparation, non­sacramental year levels also         invited the priests into their learning throughout the               year. 

● Sacrament teachers met with school and           parish leaders pre and post sacraments to plan for                 and then evaluate the sacramental program. The             discussion lead to maintaining what is in place or                 making changes to improve the process for the               

following year. ● There were opportunities for participation in liturgical celebrations for the whole school such as:                           

Beginning and End of School Year Masses, St Peter’s Feast Day Mass ● The Catholic Identity of our school is reflected in the environment in the following ways: Church                               

seasons and the sacramental life of the school are acknowledged in displays created by the                             Religious Education Leader, Assistant Leader in Religious Education and the Visual Arts Leader.                         Meaningful displays on Eucharist, Confirmation, Reconciliation, Lent, Easter, Advent, Christmas                   and Social Justice Issues are obvious in the school foyer, staff room, learning areas and in the                                 shared spaces.  

● The Year 6 Social Justice and Religious Education Student Leadership groups were amalgamated                         and became the Catholic Social Justice Student Leadership Team. This team partnered with the                           Social Justice group from St Monica’s College collaborated in supporting the Children First                         Foundation which included raising funds through a ‘Cupcake Day.’  

● St Peter’s School community supported the following charities through raising money and                       collecting goods for: Caritas, Moira Kelly’s Children First Foundation, St Vincent de Paul and                           VACRO. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● ‘Prep Prayer Through Godly Play’ was led by Denise Arnel, a                     consultant in Religious Education, this session was conducted               for the incoming preps and was met with positive feedback                   from children, parents and staff alike. All children and parents                   were actively engaged during the afternoon. Denise also led                 our staff meeting focusing on Godly Play.  

● The Religious Education Leader met with various members of                 the St Peter’s community on a regular basis, including the                   Principal and Parish Priest, the Parish Based Sacramental               Leader, classroom teachers, Northern Region Religious           Education Leaders Network, the Religious Education Leader joined the Learning and Teaching                       team meeting on a fortnightly basis to look at data and focus on contemporary Learning and                               Teaching opportunities in Religious Education. 

VALUE ADDED

● It is an expectation at St Peter’s school that all classroom teachers are accredited to teach RE.                                 At the present time over 72% of staff have Catholic accreditation. We had two staff members                               who were undertaking the study for Accreditation. 

● Parish Masses and class run liturgies are an important means of engaging students, parents and                             the community in the faith life of our school. Parish Masses were well attended by all year levels                                   and classroom liturgies were well attended by families.

● School Improvement Survey (Catholic Culture) Data reflects a very positive view of the Catholic                           nature and practices of our school with staff (79%), student (80%) and parent (84%) data being                               very consistent across the board.  

● To further develop personal faith stories all school staff participated in our annual Parish staff                             seminar series ‘Being Catholic in a Catholic School’. 

  

 

St. Peter’s Catholic Parish Primary School, Epping 

Learning & Teaching Goals & Intended Outcomes To engage all students in contemporary learning. 

● That students are active participants in an engaging R.E. program ● That student outcomes in numeracy improve ● That students will consistently be independent, active, responsible confident and successful learners

Achievements Religious Education ● Religious Education Leader and Teaching and Learning Leader communicated regularly with staff to promote                           

Contemporary Learning as an integral part of the planning, implementing and assessing in Religious                           Education. A deeper understanding of this was seen in the choice of learning spaces for Religious Education                                 and by students demonstrating learning confidence utilising a range of both online school based resources                             and tools. Religious Education was enhanced using Contemporary Learning Framework. 

● Religious Education Leader met with new teachers as a part of their induction into St Peter’s School. They                                   engaged in conversation about expectations and support in the learning and teaching of Religious Education,                             the technology available and how to source music and hard copy resources throughout the school.  

● Formal assessment in Religious Education occurred throughout the year for the purpose of reporting.                           Teachers employ a variety of approaches to assess students: assessment tasks, understandings and                         knowledge as designated in each unit; anecdotal evidence, work books and a variety of graphic organisers                               were also used for assessment and reporting. Informal assessment included active participation during group                           work, art samples and oral presentations and participation in class liturgies. 

● The Religious Education Leader and assistant Religious Education Leader led professional learning for all                           teachers in engaging, contemporary learning opportunities for students in Religious Education at staff                         meetings 

● Religious Education understandings were incorporated into the Inquiry units, working towards integrating faith                         and life at level planning through mapping of the learning process in term 3 and 4. Teachers were supported                                     in incorporating these understandings into Inquiry units. 

● Religious Education Leader joined the Learning and Teaching Team, ensuring a focus on improving learning                             and teaching in Religious Education using a contemporary inquiry based approach. 

Literacy ● Data was gathered from P­6 and used to assess student achievements and plan for future teaching and                                 

learning. ● P­2 and 3­6 Literacy Professional Learning Teams (PLT) met on a regular basis where relevant foci were                                 

identified for students in reading and writing. Evidence of student learning was shared and discussed.                             Teachers focused on developing authentic comprehension skills and strategies in reading at PLT meetings. 

● An MSSD leader was appointed and participated in study at Melbourne University and a designated network                               cluster. She provided professional learning opportunities and support for teachers at all levels focused on the                               Universal Design for Learning model and effective development of individual learning plans for students at                             risk and also high achieving. 

● Performance data was analysed at a whole school level to identify, support and monitor student achievement                               and to plan professional learning for teachers. All student data P­6 was uploaded to a shared online space                                   through Google docs for collaborative planning of next step learning. 

● A broad range of developmental listening and speaking activities was developed from P­6 at PLT meetings. ● Further development of teachers’ capacity to provide students with opportunities for differentiated learning by                           

rigorous analysis of data occurred with teachers using an evidence based approach to track improvement in                               individual student learning outcomes twice a term. Teachers then planned collaboratively to provide focused                           learning programs in reading and writing.  

 

St. Peter’s Catholic Parish Primary School, Epping 

● Students in Years 3­6 progression in reading was tracked using AUSVELs learning focus as basis of                               indicating growth. Six month indicators were used to develop further foci in reading. 

● A whole school English curriculum Foundation­Year 8 was mapped at school level on school closure day.                               This curriculum mapping is recorded as learning intentions for students. 

● Pat R online formative assessment was analysed at PLT meetings and used to set foci and matched learning                                   experiences for students in Year 2­6, ensuring a strong focus on comprehension was evidence based. 

● Wonderings from Literacy Learning Walks focussing on Contemporary Literacies were implemented by                       teachers and evident in their planning documents. A Learning Walk focused on developing contemporary                           reading comprehension strategies P­6 took place in term 3 and provided teachers with shared                           understandings of a developmental continuum. 

● Writing analysis P­6 was completed each term and moderated across the school during combined PLT                             meetings. A common writing topic across the school was introduced to support the moderation process and                               provided a whole school continuum for writing analysis. 

● All teachers set learning intentions for students relevant to analysed data. Success criteria was jointly                             constructed by teachers and students. A number of teachers are using feedback to complete the cycle of                                 learning. Literacy planners which were viewed during Leader Walkthroughs conducted each term, provided                         evidence of the effectiveness of making learning visible for students. 

● Year 5 and 6 teachers participated in a series of PLT meetings focused on developing deep questioning                                 using a Science lens but linking skills across curriculum areas particularly in literacy 

● A literacy leadership team consisting of P­2 leader, Reading Recovery teacher, MSSD (Years 3­4) leader and                               Year 5­6 leader was formed after the 3­6 literacy leader left to take up a new position at the end of term 1.                                             This team collaborated on developing a strategic literacy plan and established common understandings                         around data analysis. 

● Team coaching (triads) were established for peer observation and feedback in literacy. Three teachers                           (including the junior literacy leader) with common literacy professional learning goals worked collaboratively                         through an evidence based process to improve classroom practice in effective teaching of writing strategies. 

Numeracy ● Professional learning opportunities were available to staff that focused specifically on the development of rich                             

assessment, real life purposeful maths learning and application of challenging problem solving strategies.                         These opportunities occurred through staff meetings twice a term, Numeracy PLT meetings at least once a                               month and external professional development. 

● Numeracy leader met with each year level throughout the year to facilitate planning of maths units that reflect                                   real life, problem solving application of numeracy skills. 

● A new assistant numeracy leader was appointed at the beginning of the year and supported effective                               classroom practice in mathematics through peer observation and feedback. She was available to co­teach with                             classroom teachers as required to support professional growth. 

● Developed clear understanding of the curriculum demands across each year level from Prep to Year 6 to direct                                   our planning at school closure day. All teachers mapped the mathematics curriculum Foundation to Year 8 as a                                   school. Key focus areas were expressed as learning intentions for the students. 

● SINE assessment data, Pat M online (Years 2­6) and assessment schedule tasks continued to be analysed by                                 teachers who were supported by numeracy and assistant numeracy leaders, at staff and PLT meetings as a                                 means of being evidence informed about students’ learning. Analysed data guided teachers to set appropriate                             learning intentions for students. 

● Data tracking in numeracy was recorded on Google drive as a collaborative space for shared ownership of                                 student growth by teachers in P­2 and Years 3­6. 

● A whole school mathematics approach continued to be implemented and revised by teachers at numeracy staff                               meetings each term. 

● P­6 Learning Walk continued to support peer observation and goal setting from wonderings and used to guide                                 PLT meetings. The focus for the numeracy learning walk was on how we create creating rich mathematical                                 

 

St. Peter’s Catholic Parish Primary School, Epping 

learning environments. that are meaningful, safe, challenging, engaging, interactive, contemporary and data                       informed 

● Team coaching (triads) were established for peer observation and feedback in numeracy. Three teachers                           (including the numeracy leader) with common numeracy professional learning goals worked collaboratively                       through an evidence based process to improve classroom practice in effective teaching of numeracy                           strategies. 

● The numeracy leader took leave in term 4 and the newly appointed assistant numeracy leader confidently                               stepped up to assume the role. 

● The numeracy leader introduced Maths Olympiad to support higher achieving students in Years 4­6.  

 

St. Peter’s Catholic Parish Primary School, Epping 

Student Engagement Using Current and Emerging Technologies ● The Contemporary Learning Framework supported by current and emerging technologies continues to be a                           

focus to ensure powerful learning and teaching opportunities underpin student achievement, engagement                       and wellbeing. 

● Design Principles for Learning and Teaching were developed through a                   process of collaboration involving staff and School Board. These                 principles reflect the school vision and identify practices already in                   place as well as identifying further considerations for implementation. 

● The Contemporary Learning leader continues to support powerful               learning and teaching through co­teaching, facilitated planning and               professional learning opportunities. The Contemporary Learning           Leader also works at the Catholic Education Office Melbourne as an                     ICON Coach and shares current pedagogy with teachers. 

● Worked collaboratively to plan authentic and high quality contemporary                 learning experiences that engage all students. Levels met for a day each term to plan rich inquiry units with                                     authentic links to all curriculum areas including Religious Education. Learning leaders facilitated this process.  

● Wonderings and ‘roadmap’ from the Contemporary Learning focussed Learning Walk supported the building                         of teacher capacity to support and enable learners to engage in learning in the contemporary world. 

● Change 2 ICON project facilitated the change process in contemporary learning and supported teachers to                             work collaboratively within flexible learning spaces. 

● Differentiated professional learning opportunities for staff supported Contemporary Learning including                   opportunities for co­teaching and peer observation. 

● Increased opportunities for personalised and differentiated learning for               students. After visiting another school, all levels committed to trialling new                     approaches. These included Discovery Time, greater use of flexible                 learning spaces and co­teaching opportunities. 

● Specialists programs are contemporary and relevant to students’ learning                 needs – specialists collaborated with Contemporary Learning Leader and                 Learning &Teaching Leader to support this process. They developed their                   specialist timetables in conjunction with the daily organiser. 

● Continued to implement contemporary, personalised learning in AUSVELs domains through Inquiry approach                       in all grade levels. 

● Further developed flexible online learning opportunities for students as part of                     learning for 21st century including global projects. Google drive is now an online                         space where all teachers are able to work more collaboratively. Teachers                     developed class blogs to connect students and the wider school community in                       authentic learning experiences. 

● Personalisation of learning is evident in Learning Intentions, Success Criteria and                     Feedback. All teachers use these to give students voice in their learning. Planning                         documents reflect this personalisation and most teachers display these in the                     classroom.  

● The Learning and Teaching Leader and Assistant Leader worked with staff to                       develop whole school curriculum mapping, completing English, Mathematics,               Civics and Citizenship, Science and History. 

● A Learning and Teaching School Advisor from CEOM worked with staff to develop                         a conceptual framework for Inquiry in preparation for 2 year cycle beginning in                         2015 over three staff meetings in term 4.  

● Three teachers from Years 5 and 6 level participated in                   Contemporary Approaches to Primary Science (CAPS) professional             

 

St. Peter’s Catholic Parish Primary School, Epping 

learning and worked with all teachers at staff meetings and PLTs to raise the profile of science in our school. ● Team coaching (triads) were established for peer observation and feedback in Science through involvement                           

in the CAPS project. ● Engaged with AUSSI Resource Smart program in gaining accreditation. We have been awarded with                           

certification on three modules and working towards our five star rating. ● St Peter’s joined the Stephanie Alexander Kitchen Garden Program with a two teachers, a teaching assistant                               

and a community member participating in the professional learning. Year 5 students were the target group for                                 the initial trial implementation of the program. Students have participated in kitchen, garden and class                             activities. Authentic links have been made to AUSVELS. 

● The Learning and Teaching team met fortnightly and included Principal, Learning &Teacher Leader,                         Religious Education Leader, Contemporary Learning Leader, Numeracy and Literacy Leaders and                     Environmental Leader. 

● Continued to provide a welcoming, supportive environment and               opportunities for parents to become involved in their children’s learning.                   Year 5 students led an interactive display focused on key events in                       Australian history. Year 4 students invited parents to be part of a live                         museum experience, Year 3 students hosted an immigration showcase.                 Year 2 students organised a pop up restaurant. Year 1 students held a                         grandparents morning. Preps had a family dance event with ‘Footsteps’. All                     levels invited parents to class prayer liturgies.  

● Continued to incorporate strategies to engage and motivate boys. These included a lego robotics group, a                               lunch time chess club, lego group and a Minecraft online gaming group. 

● Purchase of new technology included touch screen computers, flexible IWB, Beebots robotics, hovercams                         and iPads supported contemporary engaging learning experiences for students in all levels. Integration of the                             above technology with particular focus on ‘the technology working for us” continued to support powerful                             teaching and learning. 

● The Visual Arts teacher provided an extensive program for students in P­6 and                         continued to display students’ artistic work throughout the school and at the                       Whittlesea Show. 

● A new Performing Arts teacher was appointed. Performing Arts provided an                     engaging specialist program which included music, dance and drama for students in                       P­6 students. The purchase and introduction of recorders and ukuleles added                     significant depth to the music program.  

● The school now offers a private and small group instrumental music program onsite                         facilitated by Marciano Music. 

● The LOTE (Japanese) teacher participated in professional learning externally and with the Contemporary                         Learning leader to ensure students’ learning was engaging and contemporary. Year 5 students designed                           Japanese gardens and students in Years 3­6 participated in Japanese performances at Assembly. 

● Students in Years 2, 3 and 4 were involved in swimming program. Prep, Years 1 and 5                                 students participated in movement/dance programs facilitated by external agents. Year 6                     students participated in interschool sports, an adventure camp at Arrabri Lodge,                     Warburton and a sporting experience over a four week period at Leisure City, Epping.                           Two Year 6 basketball teams competed in finals.  

● The Physical Education teacher organised a successful whole school athletics day and                       footy day. He supported the Parents and Friends group in conducting a very successful                           Adidas Fun Run for Prep­Year 6 students and their families. The Year 5 students                           participated in Sports Electives program to develop games skills. The girls’ and boys’                         basketball team participated in district Hooptime finals. The Year 6 football and cricket teams were premiers                               in the Lalor District Interschool Sporting competition. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● There has been a particular focus on Cyber citizenship at all levels. Evaluation of and revision of Acceptable                                   Use agreements included the ongoing implementation of a Staff Action Plan for cyber issues that might arise.                                 The eSmart team continues to work towards eSmart Accreditation over the next three years.  

 

 

St. Peter’s Catholic Parish Primary School, Epping 

STUDENT LEARNING OUTCOMES P­2 Reading Data ● In Literacy our Prep to Year 2 data indicates that students at St Peter’s continue to consistently out­ perform                                     

students in Like and State schools. ● Prep reading data for 2014 indicates that 88% of students achieved text level 5 with 59% at or above text                                       

level 10. ● Year 1 reading data indicates that in 2014, 100% of students reached the minimum standard of text level 15                                     

with 97.56% of our students at or above text level 20. In 2014 this was 22% higher than “Like schools”. In                                         2013, 98.5% of students reached text level 15 while in 2012, 100% of students had reached the minimum                                   standard text level 15. 

● Reading Recovery continues to be an effective support for our Year 1 students with 7 students completing                                 the program in 2014. The average text entry level was 3.6 and the average exit text level was 15.7. 

● Year 2 reading data indicates that in 2014, 96.3% of students reached the standard of text level 28.  NAPLAN ­ Reading ● In 2014 in Year 3, 98.6% of students were at or above the National Minimum Standards for Reading. ● In 2013 in Year 3, 95% of students were at or above the National Minimum Standards for Reading.  ● In 2012 in Year 3, 98% of students were at or above the National Minimum Standards for Reading.  It is noted that in 2012 to 2013 there was a decrease in the percentage of students in Year 3 who are performing                                             at or above the National Minimum Standard in Reading. The increase in the percentage of students in Year 3 who                                       are performing at or above the National Minimum Standard in Reading from 2013 to 2014 is very pleasing                                   reflecting the success of professional learning opportunities for P­2 teachers to strengthen and further develop                             teaching professional knowledge in order to enhance teaching and learning opportunities for all students. A strong                               focus on reading instructional strategies including comprehension and close data tracking and monitoring have                           been taking place in P­2 classroom practice.   ● In 2014 in Year 5, 98.5% of students were at or above the National Minimum Standards for Reading. ● In 2013 in Year 5, 100% of students were at or above the National Minimum Standards for Reading.  ● In 2012 in Year 5, 98% of students were at or above the National Minimum Standards for Reading.  It is noted that while there was a slight increase in the percentage of students in Year 5 who are performing at or                                             above the National Minimum Standard in Reading from 2012 to 2013 this has decreased slightly from 2013 to                                   2014.  NAPLAN ­ Writing ● In 2014 in Year 3, 97.2% of students were at or above the National Minimum Standards for Writing. ● In 2013 in Year 3, 98% of students were at or above the National Minimum Standards for Writing.  ● In 2012 in Year 3, 100% of students were at or above the National Minimum Standards for Writing. It is noted that there was a slight decrease in the percentage of students in Year 3 who are performing at or above                                             the National Minimum Standard in Writing from 2012 to 2014. Professional learning opportunities for P­2 teachers                               have been explored to strengthen and further develop teaching professional knowledge in order to enhance                             teaching and learning opportunities for all students. Writing instructional strategies exploration and writing analysis                           practices have been taking place in order to set future teaching and learning directions.   ● In 2014 in Year 5, 98.5% of students were at or above the National Minimum Standards for Writing.  ● In 2013 in Year 5, 98% of students were at or above the National Minimum Standards for Writing.  ● In 2012 in Year 5, 100% of students were at or above the National Minimum Standards for Writing.  It is noted that there was a slight decrease in the percentage of students in Year 5 who are performing at or above                                             the National Minimum Standard in Writing from 2012 to 2014.  NAPLAN ­ Spelling ● In 2014 in Year 3, 95.8% of students were at or above the National Minimum Standards for Spelling. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● In 2013 in Year 3, 100% of students were at or above the National Minimum Standards for Spelling.  ● In 2012 in Year 3, 100% of students were at or above the National Minimum Standards for Spelling. It is noted that there was a slight increase in the percentage of students in Year 3 who are performing at or above                                             the National Minimum Standard in Spelling from 2012 to 2014.  ● In 2014 in Year 5, 95.5% of students were at or above the National Minimum Standards for Spelling.  ● In 2013 in Year 5, 94% of students were at or above the National Minimum Standards for Spelling.  ● In 2012 in Year 5, 100% of students were at or above the National Minimum Standards for Spelling.  It is noted that there was a slight increase in the percentage of students in Year 5 who are performing at or above                                             the National Minimum Standard in Spelling from 2013 to 2014  NAPLAN – Grammar and Punctuation ● In 2014 in Year 3, 98.6% of students were at or above the National Minimum Standards for Grammar and                                     

Punctuation.  ● In 2013 in Year 3, 100% of students were at or above the National Minimum Standards for Grammar and                                     

Punctuation.  ● In 2012 in Year 3, 100% of students were at or above the National Minimum Standards for Grammar and                                     

Punctuation. It is noted that the percentage of students in Year 3 who are performing at or above the National Minimum                                       Standard in Grammar and Punctuation has decreased slightly. ● In 2014 in Year 5, 98.5% of students were at or above the National Minimum Standards for Grammar and                                     

Punctuation. ● In 2013 in Year 5, 98% of students were at or above the National Minimum Standards for Grammar and                                     

Punctuation.  ● In 2012 in Year 5, 100% of students were at or above the National Minimum Standards for Grammar and                                     

Punctuation.   It is noted that there has been consistency in the percentage of students in Year 5 who are performing at or above                                           the National Minimum Standard in Grammar and Punctuation from 2012 to 2013.   NAPLAN­ Numeracy ● In 2014 in Year 3, 97.2% of students were performing at or above the National Minimum Standard in                                   

Numeracy. ● In 2013 in Year 3, 96% of students were performing at or above the National Minimum Standard in Numeracy.  ● In 2012 in Year 3, 97% of students were performing at or above the National Minimum Standard in Numeracy.  It is noted that there has been a slight increase in the percentage of students in Year 3 who are performing at or                                               above the National Minimum Standard in Numeracy reflecting the effectiveness of professional learning                         opportunities for P­3 teachers to strengthen and further develop teaching professional knowledge in order to                             enhance teaching and learning opportunities for all students.   ● In 2014 in Year 5, 95.5% of students were performing at or above the National Minimum Standard in                                   

Numeracy. ● In 2013 in Year 5, 98% of students were performing at or above the National Minimum Standard in Numeracy.  ● In 2012 in Year 5, 97% of students were performing at or above the National Minimum Standard in Numeracy.  It is noted that there has been a slight decrease in the percentage of students in Year 5 who are performing at or                                             above the National Minimum Standard in Numeracy from 2013 to 2014. Professional learning foe teachers will                               continue to support their understandings of strategies that challenge and extend student mathematical knowledge.  

 

St. Peter’s Catholic Parish Primary School, Epping 

Student Wellbeing Goals & Intended Outcomes To develop students who are resilient, engaged, connected and successful. 

● That connectedness to peers improve. Achievements ● The Student Wellbeing Strategic Plan continued to be implemented highlighting processes needed to build                           

capacity and intent and to ensure common understandings amongst staff.  ● All new staff members were informed of the Student Wellbeing Policy and the way we address issues on the                                     

following levels – prevention, early intervention, intervention and recovery.  ● We continued to implement our whole school approach to behaviour management based on PBS (Positive                             

Behaviour Support.) ● Moderate incidents on the playground are recorded and evaluated by members of the Strategic Policy Team                                 

on a fortnightly basis. Patterns and further actions are then communicated to all staff to improve behaviour on                                   the playground. Major incidents are referred to the leadership team to address, our school target is two per                                   term and in 2014 we had an average of three per term.  

● Our school wide expectations linked to Positive Behaviour               Support and BOUNCE BACK continued to be promoted and lived                   in all aspects of school life. The expectations are known as the                       STAR acronym and is displayed in all learning areas. ● Class dojo points were implemented for in class and outside                   meeting the school goal set each week by the PBS team  ● The BOUNCEBACK program continues with a 1 hour fortnightly focus in classrooms and                         promoted at assemblies. Resources linked to the values are used in each year level along                             with students engaging in role play activities.  

● Year 5s participated in a wellbeing program Empower Me.  ● We continued to revisit the issue of cyber safety throughout the year and ensured students take ownership of                                   

cyber agreements and expectations. Weekly cyber safety messages in the school newsletter for families.  ● A ‘Say No To Bullying’ Day was organised with children doing different                       

activities which reinforced the Say NO To Bullying message; an incursion                     about Cyber Bullying by Cultural Infusion supported this. 

● The Student Wellbeing leader maintains regular contact with parents of                   students with additional needs scheduling Program Support Group (PSGs)                 meetings once a term or on a needs basis. Teachers are released from                         their classroom teaching to attend these meetings. They can also at times                       involve outside agencies, speech pathologists, psychologists and             Kindergarten or Secondary school staff.  

● Individual Learning Plans (ILPs) are used for children in all areas of the curriculum to ensure that teachers are                                     monitoring progress of students at risk. The school received funding from CEOM for fifteen students identified                               with additional needs; still more students, identified as being below expected level had individual learning                             plans with specific targets devised to address their learning needs.  

● Students identified with health risks such as asthma, anaphylaxis, epilepsy and diabetes have a medical                             action plan displayed in the First Aid Room. Staff updated their training in level one First Aid. Teaching                                   Assistants, Office staff and Physical Education teacher are trained in Level Two first aid courses. We also                                 updated our medical management procedures for when students require medication at school. 

● The Primary School Nursing Program continued for our Year Prep students. ● Referrals have been made to appropriate agencies for students needing further intervention for social,                           

emotional or academic needs. They have included speech pathology, educational assessments, cognitive                       assessments and behavioural management plans. Most have been outsourced to the Catholic Education                         

 

St. Peter’s Catholic Parish Primary School, Epping 

Office, Student Services and some have been referred privately to such agencies as Onpsych, AUSTIN                             CAMHS or Child First.  

● In 2014, ten students were referred for further intervention. Assessment reports were provided and learning                             plans developed from the recommendations.  

● The Seasons program is conducted each year for students suffering from loss. In 2013 – four                               students participated in the program. It is run after school hours by trained teachers within the                               school for a five week period.  

● The Reading Recovery Program continues to be offered to students in Year 1 who are at risk with                                   Reading. In 2014 we had eight students requiring Reading Recovery at the commencement of                           Year 1.  

● To support the transition process, Prep students are buddied up with a Year 6 student at the                                 commencement of the school year. The Year 6 student acts as a personal support accompanying the Prep                                 student to liturgies and participating in learning activities on a regular basis throughout the year. The Student                                 Wellbeing leader assists with the transition process for both kindergarten and Year 6 students through contact                               with the Kindergartens and Secondary Schools.  

Student Voice and Extra­curricular Activities Student voice is actively promoted and encouraged; this is evidenced by student led school                           assemblies. The leadership roles developed in Year 6 encouraging student voice are – School Captains,                           arts, extra curricula, techno, sport, RE, social justice and environment and hospitality                       leaders. Some achievements in this area included: Year levels were rostered on to spend time involved in indoor                                   activities. The social justice leaders organised the selling of badges and wrist bands for ANZAC Day and                                 Remembrance Day. They also worked in partnership with St Monica’s SRC in hosting a cupcake day with the                                   money raised going to Moira Kelly Foundation. The environment leaders worked developing a whole school Green                               Day – an action packed day full of activities connected to the environment and sustainability. The sport leaders                                   took on a leadership role at the annual athletics day carnival. They were responsible for encouraging co­operation                                 and persistence and worked in partnership with the sports teacher to ensure a successful day. They also took                                   responsibility of monitoring how engaging the yard play equipment was. They also have the responsibility of                               distributing and managing sports equipment at recess and lunch times. The Religious Education leaders                           represented the school on many occasions including during Catholic Education week and they also played an                               active role in encouraging donations for Christmas Hampers for St Vincent De Paul. The Hospitality group prepare                                 afternoon tea for parents before assembly. They welcome people, serve food, coffee and tea and have an                                 affiliation with St Monica’s Catholic Secondary College where they attend days focussed on food preparations.  STUDENT ATTENDANCE We continued to implement our policy on school attendance. We aim to have a shared understanding with                                 collaboration between parents and staff to ensure students attend school on a regular basis. Phone calls,                               emails and meetings are arranged to determine factors preventing children from coming to school.                           Management plans are devised and put in place for children with low attendance to ensure increase                               attendance. There is support offered from outside agencies (Austin CAHMS, Onpsych, and Child First).    VALUE ADDED

Students in all levels were actively engaged in both incursions and excursions beyond the school boundaries that enable them to experience rich learning opportunities related to units of inquiry. These extra curricula activities add value to the life of the children at St Peter’s school. These included: ­Incursions: Hands on Science, Tree Planting, Footsteps, Spinning a Yarn, Australian wildlife, Aboriginal Experience. Excursions – Scienceworks. Botanical Gardens, Green Gables, Quest Program at St Monica’s, Clean Up Australia, Tree 

 

St. Peter’s Catholic Parish Primary School, Epping 

Planting, Eureka Towers, BuzyKids, Bundoora Farm, Melbourne Zoo and Latrobe University Recreational Centre and Roam Adventures.  STUDENT SATISFACTION

Student engagement is rated highly at 82.8 and Student Wellbeing is 81.52 With student data indicating that while Purposeful Teaching is high at 85.10, Stimulating Learning is rated at 74.75. Teachers are committed to providing a classroom climate that encourages student voice and is strongly focused on achievement, wellbeing and engagement for each and every student. An increased focus on personalised learning will ensure the learning environment and activities are regarded by students as stimulating.  

Leadership and Management Goals & Intended Outcomes

To live out our Vision through effective collaboration. ● That empowerment and ownership will be strengthened through effective team work and collaborative                         

decision making  Achievements Model of leadership ● A new Principal commenced her appointment in 2014. ● In 2014 we had a staff of 41 comprising 31 teachers, 7 teaching assistants, 2 administration staff and 1                                     

maintenance person. ● The School Organisational Structure is a distributive leadership model aimed to empower all staff. This model                               

was streamlined in 2014 and is led by a School Improvement and Planning (SIP) Team which consists of the                                     Principal and the leaders of a Learning and Teaching Team, Student Wellbeing Team, Education in Faith                               Team and School Community Team; all staff are invited to join one of these teams. In 2014 the SIP team met                                         fortnightly alternating with the Learning and Teaching team meetings. In 2014 the Education and Faith                             Leader, Environment and Sustainability Leader and MSSD Leader joined the Learning and Teaching team.                           The Principal, Deputy Principal and Daily Organiser were in daily contact for a briefing of events past and                                   upcoming in the school. 

● Minutes from all these meetings are posted online in the staff folder. Each week the principal posts a briefing                                     outlining the week ahead through our online desktop property space. 

Professional Learning and Leadership opportunities ● Contemporary Learning initiatives and organisational structures that support improvement in student learning                       

outcomes forms the focus for all Learning and Teaching meetings.  ● There are many opportunities for leadership at St Peter’s School; the following Positions of Leadership                             

(POLs) worked to bring about the goals and outcomes of the School Improvement Plan: Literacy Leader,                               Numeracy Leader, Environmental Leader, Contemporary Learning Leader, Assistant Literacy Leader,                   Assistant Numeracy Leader, Assistant RE Leader, Assistant Student Wellbeing Leader, Assistant                     Contemporary Learning Leader (SINA and Nforma), Daily Organizer (staff replacements/specialist                   timetables), Assistant Learning and Teaching leader (AUSVELs). 

● In term 4, in preparation for new cycle of Positions of Leadership, current roles were reviewed and new roles                                     created to reflect the future focus of the school. This review and future recommendations were completed by                                 the Consultative Committee. In preparation for appointment of these new POLs, detailed role descriptions                           were developed. 

● In addition to these positions many other staff take on leadership roles and these include, Transition                               Coordinator, Environmental Team, Social Committee, Student Leadership teams support, PBS Team, eSmart                       Team. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● St Peter’s is a Professional Learning Community with a high priority to build the capacity of all staff. This is                                       evidenced by the Professional Learning Goals that staff complete each term and exhibit to the Principal and                                 Deputy Principal. All staff (teachers and teaching assistants) identify a goal for the term using the Australian                                 Professional Standards for Teachers, plan what they will do to achieve the goal and identify who can assist                                   and support them. At the end of each term, teachers reflect on their goal and set a new goal for the following                                           term. In 2014, a team coaching model was introduced creating triads of teachers with similar goals coming                                 together to collaborate on cycles of professional enquiry. 

● The Wisdom Meets Hope Leader formally meets with teachers in their first five years to monitor their goals                                   and actions using the Australian Professional Standards for teachers. 

● The Literacy Leader and Assistant Literacy Leader continued studies in literacy leadership and attended                           regular network cluster meetings.  

● The Deputy Principal co­facilitated the Change 2 process at another school and another staff member                             completed the Change 2 facilitators’ course. Five staff members in total are now accredited as Change 2                                 facilitators. 

● All staff engaged in an Annual Review Meeting (ARM). Prior to this meeting, staff are asked to complete an                                     Annual Review document that aligned with the Australian Professional Standards for Teachers. Staff reflect                           on their strengths, challenges and goals and address areas for future professional growth and development.  

● The Principal and Deputy Principal used staff Professional Learning Goals and ARMs to assist the                             organisation of professional learning, as well as future development in the School Improvement Plan and                             budgeting. We continue to have a large professional learning budget at St Peter’s School. All teachers                               participated in extensive professional learning activities. The average expenditure for each teacher was                         $3336.  

● All staff and School Board members worked to develop School Design Principles for Learning and Teaching ● An Induction Policy continues to support new staff to the school. The Induction process at St Peter’s School                                   

has many elements. An Induction survey reflected this as a very detailed and positive experience. New                               members of staff have an opportunity to meet with their team and teacher leaders before they begin at the                                     school. The Deputy Principal met with new teachers to explain procedures, expectations and structures at St                               Peter’s School.  

● The Daily Organiser is to be commended on the management of replacement for staff absences,                             endeavouring at all times to have a replacement teacher in the class. To support the replacement of                                 classroom teachers during times of high demand, the services of a recruitment company is used with great                                 success; all teachers who were placed at our school proved to be high quality teachers. Staff attendance is                                   86.67% and teacher attendance is 83.59% 

● We employed two new staff at the beginning of term four for fixed term positions. Staff retention is80%. We                                       thank the staff in contract positions, generally maternity leave replacements for their dedicated service to St                               Peter’s school.  

● Teachers see themselves as learners and reflect on ways to improve their practice. Ongoing Professional                             Learning Teams (PLTs) meet weekly to develop shared beliefs, understandings and time for moderation. PLT                             meetings include Literacy and Numeracy as well as a personal learning project of staff choice; ‘Choose Your                                 Own Adventure’. The purpose of the project PLT was to build teacher capacity and these projects were linked                                   to teacher interest and professional learning goals. These included:  ­ Contemporary learning including Google Apps for Education (GAfE) and blogging ­ Stephanie Alexander Kitchen garden project ­ Additional Learning Needs in Literacy supported by Universal Design for Learning ­ Numeracy strategies for problem solving 

● Weekly staff meetings provide opportunities for professional learning and conversations in learning and                         teaching including Positive Behaviour Support, Sustainability, Literacy and Numeracy moderation, Catholic                     Identity, Conceptual Framework for Inquiry to encompass a 2 year cycle. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● The School Improvement Plan has enabled the school to implement a deep and comprehensive curriculum,                             addressing the five spheres of schooling including curriculum mapping of AUSVELS domains.  

● Since 2007 curriculum leaders have been randomly scheduled to meet with each level during planning time                               twice a term. As a result of Change 2 process in 2013, leaders are now invited by levels twice a term to                                           support planning in a more focused manner. Professional learning conversations at these planning sessions                           lead to increased teacher confidence in planning, a deeper knowledge of skills and content and management                               of learning. Timetable structures provide for all teachers at each level to be released together with curriculum                                 leaders to analyse data, evaluate and assist to plan programs to meet students’ needs.  

Infrastructure ● Prep to Year 6 students and their teachers continued to explore ways to best                           

use the shared learning spaces to personalise learning more effectively. This                     Learning Neighbourhood allows for all contemporary learning and teaching                 practices to be considered, from explicit focus, teacher directed instruction to                     a variety of individual and collaborative inquiry and project based learning                     opportunities. The embedded ICT environments maximised opportunities for               staff and students.  

● Photocopiers were upgraded and copying/printing is now the responsibility of                   teachers.  

● Program budgeting was introduced with class teachers and learning leaders                   responsible for allocated budgets. 

● The school upgraded its security measures through alarm installation and                   monitoring. 

● There is a master plan for the replacement of computer hardware in classrooms. All                           teachers are provided with laptops and all classrooms have interactive boards. New                       technology including iPads, laptops, touch screen computers and digital televisions                   were purchased in 2014.  

   

 

St. Peter’s Catholic Parish Primary School, Epping 

Communication ● Tiqbiz, the community noticeboard, website and weekly newsletter continue to communicate all forthcoming                         

events within the community. The newsletter is now available online through Tiqbiz however a hard copy is                                 available in the Office. 

● Tiqbiz, a communications app was purchased at the end of 2013, allowing messages to be sent to families                                   for reminders of school events. 

● The staff handbook includes information about policies and procedures at St Peter’s School and is used with                                 new staff during induction. This and other school policies are available to all staff through the St Peter’s                                   mydesktop page. An online directory is in place to assist in locating all online resources.  

● Google drive is now used extensively by staff to share documents and collaborate online. ● Learning and Teaching and School Community teams have established Google+ communities to facilitate                         

collaborative learning within and beyond the teams. ● Administrative matters are covered at conclusion of staff meetings each week. Our electronic notice board                             

and calendar provide staff with information as to what is happening in the school each day. The Daily                                   Organiser coordinates all that is happening in the school and ensures smooth organisation.  

● St Peter’s staff continue to utilise the protocols for working together, they are generally addressed and                               featured at meetings; the purpose of these protocols is to ensure a voice for all.  

Staff wellbeing and support ● There are ever increasing demands in teaching and learning, accountability and expectations. It is important                             

that leadership in the school continue to actively listen to staff, as well as build trust and respect and support                                       staff in addressing difficulties and challenges. Structures in place to address staff wellbeing, school morale                             and work demands include:  

● Above award release from scheduled class time, weekly leader supported team planning time, provision of                             additional needs based time release for literacy pre and post testing (P–2), SINE clinical interviews (P–6),                               meetings with school leaders, support in the analysis of NAPLAN and other learning data, one day per term                                   supported team planning, specialists programs, contemporary tools and equipment to support teaching and                         learning, extensive resources, contemporary learning environment, collegial environment. 

● Staff meetings and PLT meetings include moderation for reporting and assessment purposes. New teachers                           are supported in this process through extra release and scheduled meetings with the Learning and Teaching                               leader  

● All classroom teachers are provided with laptops and cameras  ● For all school closure days lunch is provided, end of year Christmas lunch is provided by the school, meals                                     

are provided for all teachers who attend evening school meetings and events. ● Yard duty bonuses are allocated to staff  ● All requests for additional leave are considered  ● All staff supplies such as tea, coffee and milk, and including a coffee machine, are provided by the school                                     

and flu immunisations are organised through the local council annually ● Affirmation of staff through recognition and celebration of best practice at staff meetings.  ● Birthdays, engagements and weddings are celebrated with morning teas, gifts. ● ‘Choir Practice’ is held fortnightly on a rotational roster led by staff teams. ● The Principal’s door is always open for discussion, professional conversation, and/or personal sharing.   EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING DESCRIPTION OF PL UNDERTAKEN IN 2014 Teachers at St Peter’s School are committed to improving their teaching practice and actively seek professional                               learning both within and outside the school environment. This has included the following opportunities:  ● All staff visited Silverton Primary School in preparation for further developing flexible learning and                           

collaboration. All levels trialled some strategies observed at this professional learning and a Google                           presentation recorded successes, reflections and wonderings. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● Peer observation where teachers observe best practice in teaching with other teachers at our school. A team                                 coaching model was introduced with teachers with similar professional learning goals forming a triad for                             focused peer observation, feedback and refinement of learning and teaching plans. This is supportive of the                               well­ established cycle of Learning Walks at our school. 

● Staff Seminar day on ‘Being Catholic in our Catholic Schools’  ● Wisdom Meets Hope support for graduate teachers and those within their first five years of experience  ● Literacy Leadership studies  ● Reading Recovery strategies  ● Learning Walks­ teachers visit classrooms with a specific learning focus aimed at identifying school trends and                               

directions for further improvement. The focus has been on reading comprehension from P­ 6, real life authentic                                 learning experiences in numeracy, contemporary learning tools for collaboration, linking inquiry units to                         religious education ensuring links between faith and life through Catholic Identity. 

● Staff meetings and Professional Learning Team meetings that support learning in all areas of the curriculum.                               Teaching assistants now attend PLT meetings to assist in informing directions for student learning. 

● Developing an online classroom presence supported by the Contemporary Learning Leader  ● Online data analysis in literacy and numeracy including P­2 literacy data, PAT M and PAT R and Years 3­6                                     

data tracking in reading linked to AUSVELS indicators. ● Middle Leaders Professional Learning  ● Numeracy Strategies  ● Student Wellbeing Leadership Conference ● Professional Networks including: Principal, Deputy Principal, Religious Education, Learning and Teaching,                     

Student Wellbeing, Literacy, Maths, Reading Recovery,  ● Sustainable Environmental Projects and community networks  ● Learning and Teaching Leader and Assistant Learning and Teaching Leader attended professional learning on                           

AUSVELs­ Leading the Learning provided by the Catholic Education, Melbourne ● Contemporary use of digital technologies that promotes student engagement in the classroom ● Contemporary Approaches to Primary Science (CAPS) professional learning for teachers in Years 5&6. ● Stephanie Alexander Kitchen Garden Project ● Additional learning Needs in literacy. ● Accreditation to Teach Religious Education in a Catholic School. ● Staff participated in First Aid qualifications update as mandated. ● Staff participated in EMQ Emergency Management training as mandated and successfully conducted 

Emergency Evacuation and Lockdown drills. ● School closure days for professional learning in Aboriginal and Torres Strait Islander perspectives, Catholic                           

Identity, Google Apps for Education, Assessment and Reporting and Whole School Curriculum Mapping. ● The leadership team attended the Religious Education Conference and the CEOM Leadership Conference. Teacher qualifications at St Peter’s School include two staff member with a Master’s in Education, one with                                 Masters in RE, teachers with post­graduate qualifications in Education, Student Wellbeing, Religious Education,                         ESL, Educational Administration, and Numeracy, Degrees in Education and Teaching and Advanced Diplomas.                         The Deputy Principal completed post graduate studies in Instructional Leadership at Melbourne University and                           another staff member participated in the MSSD Project, completing studies at Melbourne University to support                             students with additional learning needs. NUMBER OF TEACHERS WHO PARTICIPATED IN PL 31

AVERAGE EXPENDITURE PER TEACHER FOR PL $3,336

 TEACHER SATISFACTION

 

St. Peter’s Catholic Parish Primary School, Epping 

Insight SRC survey data rates staff school climate at 77.32. Teacher confidence is rated at 85.56 with Professional Growth at 71.87. Quality teaching rates at 83.19 with teachers acknowledging a strong focus on School Improvement (83.85). Teachers at St Peter’s have identified the need to focus on collaborative teamwork where professional goal setting, peer observation and timely feedback are essential to improving quality teaching and therefore student learning. Processes to empower teachers in their capacity to be the best teachers through peer collaboration and co­teaching were further developed in 2014 and commitment to professional growth and teamwork remains high in 2014.   

 

St. Peter’s Catholic Parish Primary School, Epping 

School Community Goals & Intended Outcomes To strengthen students’ learning through active participation in the local and the global community  To strengthen parent, school and parish partnerships  ● That students are engaged, enabled and supported in their learning in the contemporary world  ● That students’ learning will be enhanced through parent and staff collaboration  Achievements Family School Partnerships: ● Families invited to attend class Prayer Liturgies and also join classes when attending Parish Masses. ● Development and maintenance of class blogs to share student learning. ● Showcasing student learning experiences with parents. ● Learning Showcases e.g. Prep Dance, Year 5 elective sports demonstrations, Year 4 Live Museum.  ● School assemblies provide an opportunity to strengthen the learning partnership with parents through                         

children presenting their learning. Students conduct and lead the assembly, sharing their learning, saying                           prayers, acknowledging birthdays, awarding the STAR and Environmental award winners. Prior to                       assemblies, the Year 6 Hospitality Leadership Group work with a staff member to provide parents with an                                 afternoon tea in the staffroom. This provides the opportunity for parents to interact and for students to build                                   their leadership skills.   

● Students sporting achievements are recognised at whole school assemblies. They have included: Year 6                           involvement in Interschool sports, Whole school athletics day, students participating in the Lalor District                           Athletics Carnival and the Whittlesea Division Athletics carnival. Cricket and football teams were premiers for                             Lalor District sports competition. A student competed at the state cross country championships.   

● There is an active and effective School Board who monitor progress and offer a discernment process for                                 parents who would like to see how the School Board operates before nominating. The School Board also has                                   an induction process for new members. Some foci for the Board in 2014 included: ­ Say No to Bullying                                     initiatives, School Communication processes, Emerging technologies­ blogging, Edmodo, robotics including                   opportunities for local and global online connections, Australian Curriculum developments, Personalised                     learning, Developing Catholic identity, Social Justice projects, NAPLAN school trends in literacy and                         numeracy, Intervention programs including MSSD project, CEOM Board Formation, Developing student                     leadership and voice. 

● School Improvement Surveys are sent randomly to families to complete.  ● Parents are invited to assist in the school in many ways; an example of this is classroom helpers. The                                     

Literacy Leader conducts programs during the year for parents who wish to help in their child’s classroom.  ● The Parents’ Association coordinated the making of pancakes for the whole school community                         

on Shrove Tuesday.  ● A series of comprehensive Prep orientation sessions were held. While the incoming students                         

participated in a variety of play based activities, parents attended information sessions outlining                         areas such cyber safety and environmental education. 

● The Parents’ Association facilitates a welcome to the Prep families with a BBQ. Members of the Leadership                                 Team along with the Prep teachers and our Parish Priest, Maurie Cooney attend this evening to talk to new                                     parents and provide a link to the parish.  

● Each year the Parents’ Association and the School Board recognise the staff on International Teachers’ Day. ● The Parents’ Association provides great financial support for our school through wonderful                       

fundraising. Some of their achievements in 2014 were – Pancake Day,                     sausage sizzles, St Peter’s Fun Run, Mother’s day and Father’s day stall,                       Christmas raffle, Easter raffle, selling entertainment books and running a                   family working bee. Money raised from these events contributed to the                     

 

St. Peter’s Catholic Parish Primary School, Epping 

development of outdoor learning spaces including the Stephanie Alexander Kitchen Garden.  ● Family activity nights during Sacrament programs have always had excellent attendance, supporting parents                         

in the faith development of their children.  ● Parent teacher interviews are conducted twice a year formally. In addition, parents are invited to meet and                                 

discuss issues whenever they wish throughout the year. Parents of children with additional needs have                             regular meetings with the teacher and Student Wellbeing Leader to ensure consistency and updates on the                               child’s progress.  

● Canteen operates on Wednesdays and Thursdays and the updated Healthy Eating Policy is in place. ● The Year 5 students hosted a parish morning tea. The morning tea was attended by a number of                                   

parishioners, the Parish Priest and parents. The event aimed to strengthen our                       connection with our wider Parish. 

  Community Partnership ● Director of School Community appointed as a formal role to commence from the start                            of 

2015. ● Teachers worked with the kindergartens and secondary school to ensure a smooth transition from                           

kindergarten to Prep and Year 6 to Year 7.  ● We have Walk to School Day each term, in term 4 we incorporated a free breakfast as part of the event. ● We liaised with agencies in the community and had designated times throughout the year for reflecting on the                                   

needs of others and responding to them such as Christmas hampers for St Vincent de Paul. ● A mentoring program was conducted between Year 4 and 5 students from St Peter’s School and St Monica’s                                   

College students. The program focused on contributing to the new wetlands environment and involved                           students from each school. This was a collaboration between the schools as part of the SMC                               Quest program which catered to students in Year 9 and encouraged them to be motivated and                             confident. St Peter’s students benefited by learning about and working to conserve our natural                           environment while collaborating with older role models. The program also saw students                       participate in sessions at St Peter’s to build cyber safety knowledge as well as walk to Green                                 Gables Aged Care to interact with residents.  

● Engaging with the wider community has enhanced classroom programs with relevant excursions, incursions                         and guest speakers, for example parishioners and parents have participated in the Stephanie Alexander                           Kitchen Garden Project. 

● One Year 5 class had a visiting student from Shanghai participate in their lessons for two weeks. This                                   provided a cultural experience for all students involved. 

● We built our partnership with the community during Catholic Education Week with an Open morning,                             promotions in local media and children attending Catholic Education Week Mass at St Patrick’s Cathedral.  

● The school participated in the City of Whittlesea Student recognition awards. The award is for students who                                 demonstrate initiative or leadership in line with its community values which includes respect for the individual                               and all cultures in our community. In 2014 the winner received the award for his dedication in raising                                   awareness and funds for Leukaemia Australia by organising a whole school Crazy                       Hair Day. 

● St Peter’s established a relationship with Green Gables Aged Care. All students in                         Year 5 participated in a series of visits which allowed them to engage with the elderly                               residents in our community. When visiting in December, the students sang Christmas                       carols and shared crafts they had made with the residents.  

● We have continued to submit art work to the Whittlesea Show.  ● St Monica’s students support our school in the literacy block (P­2), at sporting events and through the Quest                                   

program ● Our Prep transition program to school this year included a playground experience, MacKillop Centre                           

(contemporary learning approach) and classroom experience: Stay and Play, Move and Groove, Draw and                           

 

St. Peter’s Catholic Parish Primary School, Epping 

Soar, 2015 Prep Family BBQ. This enabled the students to interact with a number of students in a number of                                       different school environments. The feedback from both parents and teachers was extremely positive with                           students settling into the routines very easily. There is an Enrolment Information night. The Prep teachers                               phone and visit the kindergartens. Most Prep parents gather on the first day of school for, “Pop the Cork and                                       Cut the Ties.” There is a Prep information night early in the year. All new Prep parents receive a personal                                       invitation to the Annual General Meeting of the Parents’ Association. Year 6 children are enthusiastic guides                               for prospective parents on open mornings. Parents report positively on this experience.  

● Our Year 6 to secondary schools transition programs includes a number of experiences with our main feeder                                 school St Monica’s Secondary College. The Year 5 children visit St Monica’s College and have the Principal                                 and past pupils as guest speakers. Teachers liaise with secondary schools and write transition                           reports.  

● Students in all levels were actively engaged in both incursions and excursions that enable them                             to experience rich learning opportunities related to Inquiry units beyond the school boundaries.                         These extra curricula activities add value to the life of the children at St Peter’s school. These                                 included: Epping Plaza, St Monica’s Secondary school wetlands, Melbourne Zoo  (Prep and Year                         3 students),CERES environmental park, Scienceworks, Latrobe University Wildlife sanctuary,                 Latrobe University Recreational Centre, Camp Arrabri for Year 6, Victorian Parliament, Kids Teaching Kids                           Program Events, Botanical Gardens, National Student Leaders Conference, Bundoora Farm, Eureka Tower  

Communication ● We continue to update our school website.  The weekly newsletter is available through the news and events                                 

page as well as an app­ Tiqbiz. The printed newsletter is only available in the Office with strong                                   encouragement for families to access this online, therefore reducing our carbon footprint. 

● We continue to use Tiqbiz as a tool to enhance and support the communication between parents and the                                   school. It also allows us to make immediate contact with families as necessary on issues relating to student                                   wellbeing and safety.  

● Cyber news was included in the school newsletter by the Contemporary Learning Leader. This included                             information for parents on cyber safety. 

● A report from School Board meetings goes home with the newsletter after each meeting to keep the                                 community informed of the work of the Board.  

● The school has structures that promote and foster quality regular communication with families. Weekly                           newsletters contain reflections on the Church seasons and Sacramental programs as well as information                           about teaching and learning, news from the grades, sports information, healthy eating tips, Parents and                             Friends’ Association news, School Board reports and issues relevant at the time.  

● Parents are invited to address concerns with classroom teachers or the Principal through reminders in the                               newsletter.  

● Year 6 year book – full of memories, photos and reflections­ is presented to each Year 6 student at Graduation. 

Student leadership and social justice ● The Student leadership structure remained a priority with Year 6 students, to encourage Student Voice. This                               

included 8 groups of students who are leaders of different events and structures in the school. They are                                   Social Justice, Sport, Environment, Techno, Extra­ curricular, Arts, Religion, Hospitality and School Captains.  

● St Peter’s School community is actively involved in a variety of activities that live out the Gospel message of                                     service to others in need.  

● A group of students marched behind the school banner at the local ANZAC Day march and laid a wreath at                                       the service at the Epping RSL. Later in the year, another group of students placed crosses in front of the                                       Cenotaph on Remembrance Day. 

 

St. Peter’s Catholic Parish Primary School, Epping 

● The Social Justice leaders sold legacy wrist bands and badges and also ANZAC day badges. Children from                                 the school also participated in the Epping RSL ANZAC Day march.  

● The Yr 6 social justice team worked in partnership with St Monica’s SRC in holding a fundraiser to raise                                     money for Children First Charity. Cupcakes were made and sold by St Monica’s students.   

Projects that encourage sustainability: ● Whole School Green Day (Environmental and Sustainability focus)­ recycling sports, making bird feeders,                         

exploring the frog pond, planting trees, guest speakers from environmental organisations as well as other                             schools. 

● Our school participates in the Resource Smart AUSSI Vic program.  There are 5 modules to work through in                                   achieving our accreditation – Core, Waste, Water, Energy and Biodiversity.  We have completed the Core                             module and also received certification for Energy and Waste in 2014. Our school currently has 2 stars. 

● Wrapper Free Every Day is actively promoted. Carry in carry out waste policy for students and staff was                                   implemented whereby all lunch wrappers are taken home again. All incoming Prep students received a                             reusable lunch bag as a gift from the school. 

● A relationship is maintained with Environmental officer at the City of Whittlesea, as well as members of the                                   Darebin Creek Management Committee. Both organisations attended and presented interactive workshops                     on St Peter’s Green Day. 

● Sustainability leader continues to actively seek out and promote environmental projects that                       are sustainable ensuring our sustainability accreditation process continues. A Sustainability                   team meets once a term to plan Green Day, Environmental afternoons, Walk to School Day                             each term, maintaining water audit and use of SETS.  

● Thirty students participated in an arts project through Melbourne Water to create tiles that                             became part of a larger art work which was displayed at Federation Square and                           Docklands. 

● All classrooms and eating areas now have compost and recycling bins available and waste                           generated is tracked.  

● Visitors from City of Whittlesea and VISY worked with students on developing                       understanding about waste.  

● E­waste collection bin was onsite for a fortnight to allow school community to recycle electrical goods in a                                   sustainable manner. 

● Participated in Kids Teaching Kids program. Students attended Melbourne Water Kids Teaching Kids                         Conference and presented at Kids of the Yarra event. Green Day provided the opportunity for all Year 4                                   students to prepare and present an environmental presentation to the junior school. A number of visiting                               schools also presented workshops on this day. 

● Commenced our involvement in the Stephanie Alexander Kitchen Garden Program. Two                     teachers, a teaching assistant and parishioner participated in the training and Year 5 students                           were selected to trial the program in 2014.  

● Vegetable gardens have been increased in number to eighteen with the school community                         working together at Working Bees to construct them. Various year levels use the garden to                             support their learning.  

● Walk to School Day occurs each term. In 2014 this was given substantial media coverage and extended to                                   include a community breakfast. 

 PARENT SATISFACTION

 

St. Peter’s Catholic Parish Primary School, Epping 

Insight SRC data rates parent satisfaction with the school highly at 78.2. Community engagement is also high at                                   78.8. Parents at St Peter’s school are extremely supportive of the school, value education highly and are active                                   in the school in many ways. Our school has a high standing in the local community and this reflected in the                                         Parent Satisfaction data. 

 

 

St. Peter’s Catholic Parish Primary School, Epping 

Financial Performance REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees  98,467 

Other fee income  17,497 

Private income  52,695 

State government recurrent grants  822,590 

Australian government recurrent grants  2,968,047 

Total recurrent income 4,121,296

   

Recurrent Expenditure Tuition

Salaries; allowances and related expenses  2,905,067 

Non salary expenses  481,224 

Total recurrent expenditure 3,386,291

   

Capital income and expenditure Tuition

Government capital grants  ­ 

Capital fees and levies  279,301 

Other capital income  ­ 

Total capital income 279,301

Total capital expenditure 180,886

   

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

Total opening balance 171,280 

Total closing balance 113,155 

 Note that the information provided above does not include the following items:  System levies charged to individual schools, intra­systemic 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 school­level 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.  

 

St. Peter’s Catholic Parish Primary School, Epping 

Future Directions  Annual Action Plan Graphic for 2015 reflecting future directions in the five spheres of schooling.  

 

 

St. Peter’s Catholic Parish Primary School, Epping 

VRQA Compliance Data E1137 St Peter's School, Epping  

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS 

NAPLAN TESTS  2012

% 

2013

% 

2012–2013 Changes

% 

2014

% 

2013–2014 Changes

% 

YR 03     Reading  98.5  100.0  1.5  98.6  ­1.4 

YR 03     Writing  100.0  98.2  ­1.8  97.2  ­1.0 

YR 03     Spelling  100.0  100.0  0.0  95.8  ­4.2 

YR 03     Grammar & Punctuation  100.0  100.0  0.0  98.6  ­1.4 

YR 03     Numeracy  97.0  96.4  ­0.6  97.2  0.8 

 

YR 05     Reading  95.9  100.0  4.1  98.5  ­1.5 

YR 05     Writing  100.0  98.3  ­1.7  98.5  0.2 

YR 05     Spelling  98.6  94.9  ­3.7  95.5  0.6 

YR 05     Grammar & Punctuation  94.6  98.3  3.7  98.5  0.2 

YR 05     Numeracy  97.3  98.3  1.0  95.5  ­2.8 

  

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL  % 

Year 1    94.27 

Year 2    94.62 

Year 3    92.98 

Year 4    92.82 

Year 5    95.18 

Year 6    93.76 

Overall average attendance  93.94 

 

TEACHING STAFF ATTENDANCE RATE 

Teaching Staff Attendance Rate  83.59% 

STAFF RETENTION RATE 

Staff Retention Rate  80.00% 

TEACHER QUALIFICATIONS   STAFF COMPOSITION

Doctorate  0.00%  Principal Class  3 

Masters  10.71%  Teaching Staff (Head Count)  42 

Graduate  7.14%  FTE Teaching Staff  34.470 

Certificate Graduate  7.14%  Non­Teaching Staff (Head Count)  12 

 

St. Peter’s Catholic Parish Primary School, Epping 

Degree Bachelor  89.29%  FTE Non­Teaching Staff  9.595 

Diploma Advanced  28.57%  Indigenous Teaching Staff  0 

No Qualifications Listed  0.00%