2015 ANSCR FINAL - sjkorumburra.catholic.edu.au ASRC.pdf · employment of an additional classroom teacher. ... body with the prayer and justice work they felt ... The Mathematics

ANNUAL REPORT TO THE SCHOOL COMMUNITY

ST JOSEPH’S PRIMARY SCHOOOL KORUMBURRA 2015

REGISTERED SCHOOL NUMBER: 999

Primary School

ST JOSEPH’S PRIMARY SCHOOL KORUMBURRA

2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

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

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

Education in Faith .......................................................................................... Error! Bookmark not defined.

Learning & Teaching ...................................................................................... Error! Bookmark not defined.

School Community & Student Wellbeing ................................................................................................. 6

Leadership & Stewardship ...................................................................................................................... 10

Financial Performance ............................................................................................................................. 12

VRQA Compliance Data ........................................................................................................................... 10



Contact Details

ADDRESS 1-3 Bridge St Korumburra VIC 3953

PRINCIPAL Kate Dourley

PARISH PRIEST Fr Peter Kooloos

SCHOOL BOARD CHAIR Stuart Gent

TELEPHONE (03) 56 552 040

EMAIL [email protected]

WEBSITE www.sjkorumburra.catholic.edu.au

Minimum Standards Attestation

I, Kate Dourley attest that St Joseph’s is compliant with:

• All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an exemption from any of these requirements by the Victorian Regulation and Qualifications Authority (VRQA).

• Australian Government accountability requirements related to the 2015 school year under the Australian Education Act 2013 (Cth) and the Australian Education Regulations 2013 (Cth).

December 2015



Our School Vision

• VISION STATEMENT We envisage a welcoming, inclusive and safe school community where the experience of a loving God, the Catholic faith, and supportive relationships are at the heart of our identity; and where the environment is creative, relevant, engaging and challenges individuals potential and development.

• MISSION STATEMENT St Joseph’s Primary School is called to serve the children of St Joseph’s Parish and the wider community of Korumburra. We are committed to the evangelizing mission of the Parish and to the spiritual tradition of the Sisters of the Good Samaritan. The school endeavours to receive each person as Christ: with the same warmth, care, dignity and attention. In imitation of the Good Samaritan in the Gospel, we undertake to respond to our children’s needs with energy, compassion, professionalism and adaptability.



School Overview

St Joseph’s School is a small but vibrant school community in the rolling green hills of South Gippsland. Set in Korumburra where the vistas of productive agricultural land open our horizons to the connections between nature, society and economy. With 75 families and 117 students our community is close knit with each child knowing the names others. The strong sense of pride in the school is demonstrated by the engaged and supportive family school partnerships. Students are proud of their school and are extending their understanding of themselves as learners.

Over the past few years the staff have been exploring contemporary education and how this can be fostered and supported here at St Joseph’s. This study has included research, academic papers, study visits to others schools, collegial networking and discussion. The increase in student population has allowed the school to move to 6 classrooms in 2016. This has permitted the creation of level learning teams and some experimentation in classroom set up.

The focus on successful learning is driving all areas of teaching and environmental change. Staff undertook significant professional learning around Integrated Inquiry and the students benefited from their change in practice. The tour of other schools to look at collaborative environments lead to some planning for class structures in 2016.

The school community worked closely this year; strengthening links between the school, families and wider community. Our fete was once again a tremendous success and showed the immense spirit of our little school.



Principal’s Report It was a very great honour to be Acting Principal of St Joseph’s Korumburra in 2015. This was

my eighth year in the school and therefore I was very much aware of the school improvement

plan and strategic direction. This year we continued to meet the planned goals, implementing

strategies and professional learning that were intended to support the expected outcomes.

The focus on identifying the independent reading level for each child ensured that the living

anchor chart on the Principal’s wall became a talking point. Staff, students and parents became

more aware of the learning required to attain growth. Discussions around fluency,

comprehension and decoding helped to broaden everyone’s understanding of the skills required

for successful reading. We set ourselves the target of having 80% of our students at or above

the expected independent level for the end of the year. Our data had shown that we were well

below this in 2014. We didn’t quite make our target finishing with 78%. However, of that figure

50% of students were above expected level! This is an excellent outcome and shows that our

students are feeling engaged with their learning.

A number of changes of staff occurred and we have finished the school year with the

employment of an additional classroom teacher. Our staff are hardworking and dedicated to

their students. I thank them for their effort and engagement in improving learning for our

students.

The positive way our school is viewed in the Korumburra community and the increased ways we

are working to engage with the wider community are to be celebrated. This greater engagement

can only assist our students to grow as citizens both locally and globally.

I am very sorry to be leaving the school as a teacher and leader but am extremely proud of the

school and will continue to be an active parent in the community.

Kate Dourley 2015



Education in Faith

Goals & Intended Outcomes • A comprehensive understanding of Catholic Social Teaching is shared and acted on by

the whole school community.

• St Joseph’s is recognized within the community as a Catholic school that lives the message of Jesus.

Achievements As the school community has become more familiar with the principles of Catholic Social Teaching we are seeing evidence of explicit understanding and action within the student and staff. Teachers are listening to the concerns of students and supporting children in their search for ways to help solve the social justice problems they see within the global and local community. Our assemblies became a valuable place where students could engage the parent body with the prayer and justice work they felt passionate about. We saw whole school prayer gain a higher profile run by the middle and upper students on a volunteer basis. Individual students or groups of students would be able to showcase a problem within the world and identify ways that we could help. Activities were run to raise money and heighten awareness of issues such as leukemia, ocean rubbish, river blindness etc. Many of these were included in the local papers allowing a wider audience. During Lent and Mission Month the programs run by Project Compassion and Catholic Mission were highlighted.

VALUE ADDED

• Sacrament of Reconciliation and Eucharist

• Reconciliation preparation day at Mary Mackillop Regional College

• Fundraising: Sock Day, River Blindness (CBM)

• Class masses were held in the Walsh Parish Centre with the parishioners which has created an opportunity for meaningful interactions between students and adults.



Learning and Teaching

Goals & Intended Outcomes • Members of the school community understand, articulate and demonstrate the qualities

of successful readers

• Students are able to articulate challenges and strengths to better understand the reading process

• Learning is diverse and personalised

Achievements During 2015 we explored what is ‘Inquiry Learning’ and we formulated a template for planning. We began planning with new templates and sharing and reflecting on our practices. We believe students can personalise their learning through inquiry planning. We are developing an inquiry concept overview which will guide our planning in 2016. Staff have explored ‘The Daily 5’ as a structure for developing independence in learners. They have incorporated elements to a varied degree in their classrooms. This will continue during 2016. Students have a shared language of the Daily 5 structures and show satisfaction at being able to control the order of their learning. Each class has plotted their students reading growth on an Anchor Chart. This gives a clear picture of students’ growth and an opportunity to address the needs of students not progress in the expected manner. Purchases of home readers involved the staff in the process of levelling books on the Fountas and Pinnell (F&P) broadband levels. In term one and two staff PLTs focussed on the teaching of reading with the assistance of CEOSale. Guided Reading was a focus in addition to using The Daily 5. The Reading Intervention Program was a successful intervention opportunity during 2015. It had a dual outcome: improving student reading using a 1:1 model with a short time goal focused approach and also giving staff an opportunity to experience goal setting with F&P continuum for specific and targeted student growth. The More Support for Students with Disabilities (MSSD) funding allowed the introduction of the Guided Phonic Reading program ‘EasyRead’ which met the needs of students who have not been able to master phonics.

STUDENT LEARNING OUTCOMES Our Year 3 NAPLAN Literacy data indicates improvement in both Reading and Spelling. Our Writing data remained at 100%. The Mathematics data indicated that we have to continue to work in this area to improve numeracy understanding. As only 86.7% of the year 3 students achieved the minimum standard, variation in NAPLAN results, particularly in light of the school cohort sizes, is understandable. Diversity of students, including special learning needs students who required additional assistance are included in the data. Year 5 NAPLAN data showed a marked improvement in all aspects of literacy, whilst our Mathematics remained the same at 100%.



School Community and Student Wellbeing

Goals & Intended Outcomes • To value and challenge personal growth within a community that cultivates active

participation

• Members of the school community further develop respectful and assertive communication skills in order to participate more successfully in collaborative situations

Achievements In 2015 the school has shown flexibility in managing students with additional needs in a compassionate way. Classes have explored different structures to engage all students in their learning. Staff continue to invest considerable time in the emotional and social skill development of students. A range of supportive programs ran in 2015 including Art Therapy, Rock and Water, Tuning in for Kids and meditation.

As part of our Inquiry Learning staff have engaged in common planning, unified language and shared successful and unsuccessful learning experiences. Assemblies provide a platform for valuing student growth through the acknowledgement of their success and presentation of certificates.

Student Attendance

Attendance is viewed as extremely important at St Joseph’s. Students who miss more than a single day without notification are initially followed up by class teacher. Continued absence is reported to the Principal for follow up using the ‘Every Day Counts’ framework and processes. Holidays taken within term time must have a written request from parents to the Principal. If permission is granted the school then sends a letter containing information about student work to be completed during absences.

VALUE ADDED

Opportunities for student engagement in community in 201t5 included:

• Winter Sport, Milo Cricket, AFL visit,

• Music Camp,

• Bike Challenge,

• billycarts, tree planting,

Anzac Dawn Service and Remembrance Day cenotaph unveiling.



STUDENT SATISFACTION

Our Insight SRC data from our students indicates that they feel the teachers like them and meet their learning needs which they also believe is stimulating. However, as a cohort they are not confident learners. The students believe that classroom behaviour is excellent and this allows them to focus on their learning.

PARENT SATISFACTION Our Insight SRC data indicates that parents believe they have a close working relationship with the school. They find the staff to be approachable and feel they have genuine input in decision making. They see a high staff morale and find the learning focus in the school to be stimulating for their children. Our parents generally believe that their children enjoy coming to school.



Leadership and Stewardship

Goals & Intended Outcomes • That the learning vision statement is known and understood

• Design and implement an effective intervention strategy

• Staff ownership and accountability of educational change is increased

Achievements During 2015 the staff took the focus on successful learning in the areas of Reading and Inquiry Learning. Professional reading and learning accompanied this strategy. Through this process classes successfully trialled different structures and practices. Ongoing development of planning, reflection and implementation will continue in 2016. Unpacking our vision for successful learning occurred through assemblies, newsletters, staff meetings and the development of a common language which drives our commitment to improved outcomes for students. Students were supported by personalising learning both within the classroom program and through intervention. In setting a target of 80% of students reaching expected reading levels, staff have familiarized themselves with Fountas and Pinnell (F&P) Benchmark Assessment System and are increasingly incorporating the F&P continuum of reading development into their planning of learning experiences. The visual of the anchor chart has led to rich professional discussion and celebrated success within the whole school community. We are in the process of developing a professional learning community. We recognise we need to include opportunities for our won professional growth. The strategies we wish to expand on include reflective practice, school visits and professional sharing. In order to plan for increased enrolment and best practice teaching we visited several other schools to explore flexible learning spaces. This learning will be put into practice in a variety of ways in 2016. The conversations which will occur during 2016 as the building project expands will be based on the educational philosophies which were articulated in part during 2015.

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING (PL)

DESCRIPTION OF PL UNDERTAKEN IN 2015

Religious Education Days

Maths-EMU

Literacy-Assessment Screening

Bike Education

LOTE



Visits to other schools to gain a greater understanding of Flexible Learning

Rock and Water

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 10

AVERAGE EXPENDITURE PER TEACHER FOR PL $350.00

TEACHER SATISFACTION

The teacher Insight SRC data indicates that staff morale is very high and they feel

supported by Leadership. The staff feel empowered to make decisions. Staff are looking forward to welcoming the new Victorian Curriculum to assist them in developing an improved Learning and Teaching Framework for each student.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH $

Recurrent income Tuition

School fees 46,904

Other fee income 32,797

Private income 27,577

State Government recurrent grants 330,840

Australian Government recurrent grants 1,073,329

Total recurrent income 1,511,447

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 895,531

Non-salary expenses 137,801

Total recurrent expenditure 1,033,332

Capital income and expenditure Tuition

Government capital grants

Capital fees and levies 8,943

Other capital income 60,000

Total capital income 68,943

Total capital expenditure 1,240

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

Total opening balance

Total closing balance

The information provided above does not include system levies charged to individual schools, intra-systemic transfers and, for primary schools, the Diocesan Supplementary Capital Fund supporting primary schools’ capital borrowings. The information provided in this VRQA template is not comparable with other educational sectors or to ACARA school-level income reports displayed on the MySchool website. ACARA school level reporting requires system level income from Government grants and some private income to be allocated to each school resulting in a small adjustment to the total level of school resources. Currently, recurrent income from Government sources, school generated income and capital expenditure are reported by schools. When assessing the private income of the school, both recurrent and capital school fees are included.



VRQA Compliance Data

E4010 St Joseph's School, Korumburra

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2013

%

2014

%

2013–2014 Changes

%

2015

%

2014–2015 Changes

%

YR 03 Reading 100.0 94.4 -5.6 100.0 5.6

YR 03 Writing 100.0 100.0 0.0 100.0 0.0

YR 03 Spelling 100.0 94.4 -5.6 100.0 5.6

YR 03 Grammar & Punctuation 100.0 100.0 0.0 93.3 -6.7

YR 03 Numeracy 100.0 100.0 0.0 86.7 -13.3

YR 05 Reading 100.0 71.4 -28.6 100.0 28.6

YR 05 Writing 100.0 85.7 -14.3 100.0 14.3

YR 05 Spelling 92.3 71.4 -20.9 100.0 28.6

YR 05 Grammar & Punctuation 92.3 71.4 -20.9 100.0 28.6

YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Y01 94.63

Y02 93.22

Y03 92.80

Y04 92.91

Y05 93.94

Y06 89.21

Overall average attendance 92.79

TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 82.23%

STAFF RETENTION RATE

Staff Retention Rate 81.82%



TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 0.00%

Graduate 33.33%

Certificate Graduate 0.00%

Degree Bachelor 66.67%

Diploma Advanced 44.44%

No Qualifications Listed 11.11%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

14

FTE Teaching Staff

8.763

Non-Teaching Staff (Head Count)

8

FTE Non-Teaching Staff

3.836

Indigenous Teaching Staff

0

Documents

2015 ANSCR FINAL - sjkorumburra.catholic.edu.au ASRC.pdf · employment of an additional classroom teacher. ... body with the prayer and justice work they felt ... The Mathematics