St Andrew’s School South Clayton - St Edwards Report... · St Andrew’s School South Clayton . St Andrew’s School – Clayton South 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY

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2014 ANNUAL REPORT to the School Community

REGISTERED SCHOOL NUMBER: 1821

St Andrew’s School

South Clayton

St Andrew’s School – Clayton South

2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY 1

Contents

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

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

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

Enrolments ............................................................................................................................................................. 4

Principal’s Report ................................................................................................................................................... 6

Education in Faith .................................................................................................................................................. 7

Learning & Teaching ............................................................................................................................................. 10

Student Wellbeing ............................................................................................................................................... 13

Leadership & Management .................................................................................................................................. 16

School Community ............................................................................................................................................... 18

Financial Performance .......................................................................................................................................... 20

VRQA Compliance Data ........................................................................................................................................ 21



Contact Details

ADDRESS 96 Bunney Road Clayton South VIC 3169

PRINCIPAL Phillip Tierney

PARISH PRIEST Fr Shanthaiah Marneni

SCHOOL BOARD CHAIR Rosemary Restaino

TELEPHONE (03) 9551 5094

EMAIL principal@ saclaytonsth.catholic.edu.au

WEBSITE www.saclaytonsth.catholic.edu.au

Minimum Standards Attestation

I, Phillip Tierney, attest that St Andrew’s Clayton South 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



Our School Vision

St Andrew’s is a community of learners where teachers work with current trends in education to

foster in all students the life skills necessary for their future.

· We aim to motivate the students with realistic goals that will assist academic, spiritual and

social achievements.

· As stewards of God’s creation, through the pastoral care displayed by teachers, we will

continue to create a strong commitment to cultural acceptance, respect of self and others,

responsibilities and care of the environment throughout the community.

· Our Catholic Identity is visible through our involvement with the parish community and

participation through worship and liturgy.

· We welcome parish, parents and the wider community to assist with the development of all

students.

· We will empower students to learn and grow in a safe and vibrant environment based on the

teachings of the Gospels according to the Catholic Church.

Australian society is defined, among other aspects, by a belief in elected Government; by a

commitment to the rule of law, to equal rights for all before the law; and by a belief in freedom of

religion, freedom of speech and freedom of association. Our society is also tolerant of a range

of religious, political, social and cultural beliefs and values in the context of the fundamental

principle of our democracy.

The ‘Education and Reform Act 2006’ requires all education providers to operate in a manner

consistent with this set of Australian democratic principles.

In accordance with the Act we will deliver our programs and teaching in a manner that supports

and promotes the principles and practice of Australian democracy. This includes a commitment

to:

Elected government The rule of law Equal rights for all before the law Freedom of religion Freedom of speech and association The values of openness and tolerance



School Overview

School History

Originally the present Parish of St Andrew’s belonged to St Peter’s, Clayton. Numbers at St

Peter’s indicated the need for another school to be built on the land owned by the Clayton

Parish located in Bunney Road, South Clayton. St Andrew’s School opened in 1981 with an

enrolment of 191 students.

On 25th September 1982 St Andrew’s, South Clayton became a Parish in its own right. Over the

past 33 years St Andrew’s Parish and School have experienced much growth. At present there

are 490 students enrolled following a peak enrolment of 619 students in 2004.

School Facilities

Since opening, St Andrew’s has undergone various stages of development. The school is

located on a large property that consists of three permanent school buildings, a relocatable

building and the Parish Church. One of the permanent buildings is the Multi- Purpose Hall /

Gymnasium completed in 2010. This excellent facility has added to the student’s participation in

physical education and sporting activities and is an outstanding venue for our school

performances, assemblies and is currently used by a number of community sporting groups.

A large multi-purpose playing field occupies the west boundary of the site and another multi-

purpose playing area is situated at the front of the school grounds. Adequate play equipment is

available for both the junior and senior students. These are covered with shade sails.

Enrolments

St Andrew’s School is located in a suburb of diverse cultural backgrounds. The 2006 Census

data indicated that 61.1% of the population of Clayton was born in non-English speaking

countries with a total of 51% of the population born overseas.

These statistics are reflected in the school enrolment. 84.7% of the students were born in

Australia; 4.15% - India; 2.45% - Philippines; 1.15% - Mauritius; 1.13% - Sri Lanka; 1.13 –

United Arab Emirates. Another 5.29% of students were born in 18 other countries including

Cambodia, Korea, Norway, Saudi Arabia and Vietnam. The different backgrounds brings to St

Andrew’s a rich cultural diversity.

This diversity is heightened when we study the language backgrounds of the students. 23.4% of

students have an English speaking background. The other prominent language backgrounds

are Vietnamese – 7.0%; Chinese – 5.5%; Greek – 4.3%; Cambodian – 4.3%; Tagalog – 2.8%.

A further 23.4% of the students come from 33 other language backgrounds including Assyrian,

Chaldean, Filipino, Hindi, Khmer, Tamil and Korean. 29.2% of the students come from an

English but English As An Additional Language or Dialect (EAL/D) background.



The families from the various religious backgrounds seek an education at St Andrew’s to

provide their children with a religious education. The percentage breakdown of the religious

background of the students is as follows: - Catholic – 63.09%; Greek Orthodox – 11.75%;

Buddhist – 4.33%; Hindu – 3.51% and Other Christian – 2.68%. We have 14.64% of students

who have no religious affiliation.

The population data indicates that between 2009 and 2021 the enrolment figures will be

maintained in around 500. This would match anecdotal information and recent enrolment trends.

The South Clayton area is an established area with only pockets of new housing being

constructed.

The school families give education a high priority and seek the best for their children. Over

recent years the school has performed well on State and National Testing as reflected in the

Achievement Improvement Monitor (A.I.M. Testing) replaced in 2008 by the National

Assessment Program – Literacy & Numeracy (NAPLAN) Testing.

St Andrew’s School implements an Enrolment Policy. We have consistently maintained strong

numbers. Siblings of enrolled students and Catholic families are given preference for entry.



Principal’s Report

St Andrew’s School completed a Review in 2013 as a part of the School Improvement Plan. The

Review involved the staff undertaking an evaluation of all aspects of the operation of the school

and concluded with the writing of the Self Reflection Report. An external reviewer appointed by

the Catholic Education Office conducted his own review of the school and documented his

findings and recommendations in the External Review Report.

The Review was a significant point in time with the following Strategic Intent encapsulating the

work to be undertaken over the period 2014 – 2017:

We will embed innovative, contemporary practices in partnership with our local and

global community to deliver an exemplary education in the Catholic context

2014 therefore was the first full year of the implementation of the strategies aimed at achieving

our goals and intended outcomes developed as a part of the school review.

Several major initiatives were undertaken including the introduction of the appointment of a

Learning Support Officer at each year level to further assist all students to achieve improved

learning outcomes.

The school had also been selected to work on a two year Schools Improving Schools pilot

project with three other schools from the Southern Region. After undertaking a Change2

Process the collective worked toward improving Reading outcomes for all students by improving

the teaching capacity of staff. The pilot project resulted in improvements in reading

comprehension results for students across the school. The Schools Improving Schools model is

now being implemented across all CEOM Regions as a strategy to improvement student

performance and outcomes.

The school started implementing a number of the strategies used as a part of the School Wide

Positive Behaviour Support framework. This framework is a model used to organize Tier 1, 11

and 111 teaching across all areas of the curriculum for all students. Following a trial of a

number of the strategies the school was successful in being accepted into the professional

development project sponsored by CEOM for 2015 – 2016 entitled School Wide Positive

Behaviour Support.

The school community values the education of the whole child and therefore continued to put

resources in to education of the Arts, Sport and Physical Education and Outdoor Education.

Student Voice was a major goal coming from the School Review and work was undertaken to

ensure an effective Student Council and Student Leaders Program was further developed.



Education in Faith

Goals & Intended Outcomes

To employ contemporary pedagogical strategies to strengthen student engagement in Religious Education.

That students and staff will demonstrate Gospel values in all aspects of school life.

Achievements

According to the VELS achievement data and teacher assessment, our intended

outcome of students meeting the standards in Religious Education continues to be

achieved.

The Enhancing Catholic School Identity (ECSI) data reflects that teachers believe that

they are making Religious Education purposeful and that students see this school as a

place where they can grow closer to God. St Andrew’s is a dialogue school where

teachers are responsive to the needs and voices of all learners and a place that

recognises the diversity of faiths. There is a strong agreement amongst parent, students

and staff that there is diversity in the way we think and believe. The Catholic Identity is

strongly experienced at St Andrews.

Behaviour of Staff

The School Improvement Survey Data (SIS) Staff, Parent and Student Climate Survey

for behaviour of staff continues an upward trend reflecting faith based values are lived

out in interactions with others. The parent data plateaus even though the target has

been achieved warranting ongoing monitoring and consideration of the reasons.

Student Behaviour

The staff SIS data showed an upward trend in student behaviour and achievement of the

target. Interestingly, student and parent data reflect concern for student behaviour as the

scores are below expected targets. The perception of parents and students about

student behaviour also requires investigation given that there is a slight decline and that

targets were not met.

Social Justice

The target for Social Justice in the Staff, Student and Parent SIS surveys has been

exceeded reflecting the importance of opportunity, participation and involvement in the

area of Social Justice. That the scores are well beyond target for Compassion indicates

that as a community we care about and value opportunities to assist those in greater

need. The school is planning a particular focus on Social Justice in the coming years.



VALUE ADDED

In Religious Education, the goal to employ contemporary pedagogical strategies to strengthen

student engagement has been implemented through an Inquiry based approach. This has meant a

major shift in planning. The goal has been achieved by the making of explicit links with the Religious

Education key concepts and understandings and matching these to the Inquiry. Students are invited to

respond to who God is in our lives and that through our actions we can come to a greater

understanding of our relationship with God and the Catholic faith. The emphasis in planning has been

shifted to enable students to make connections to their own experiences and to respond personally

through rich learning experiences. In planning for this, Religious Education becomes more meaningful

to students.

Social actions are embedded in the Inquiry Units to enable students to take action at the school, local

community and global level as these match to their developmental understandings. Each year level has

committed to undertake a Social Justice Action project to make their learning authentic and

purposeful. The response to Social Justice teaching has been positive and encouraging and will

continue to be a focus.

Prayer is another important element of our Catholic Identity and the rich prayer life of this community

is evident in many aspects of the life of the school. At the beginning and end of the day, children in

each class gather to pray together, whether in a formal or spontaneous way. All classrooms have a

prominent Prayer Table. Staff also gather together to pray before meetings.

As a school we continue to work with parents, to support them in their role as the primary educators in

their child’s faith. Many opportunities are provided for students to participate in prayer and to

celebrate Liturgies and parents are personally invited by their children to attend. Teachers, together

with student input, prepare these prayer sessions. The Holy Week Reflections which with each year

level highlighting one of the days are well attended by the parents and members of the community.

Every child participates in the programs for the Sacraments regardless of their religious affiliation.

Reconciliation is celebrated in Year 3, Holy Eucharist in Year 4 and Confirmation in Year 5. Part of the

preparation involves a sacramental evening with an external provider and a workshop with a focus on

reflection and prayer. These have been very well attended and highly successful with positive

feedback from staff, parents and the students.

The Catholic Identity is visible at St Andrew’s School through our actions and the Catholic symbols. The

recent refurbishment of the Parish Church was well received by the School Community. The children’s

participation in Eucharistic Celebrations shows more reverence and understanding of the Catholic

rituals and traditions.

The parent response in the School Improvement Surveys for Student Opportunity scored exceptionally

high with an average of 98%. Parents value the opportunities provided for their children to learn about

the Catholic Faith. All scores related to Social Justice, Compassion and Behaviour of Staff and Students

were above 90th percentile. These results show a marked improvement from the previous year and



indicate that our improvement strategies are on track.

Value Added

Inquiry based approach to Religious Education

Authentic teaching and learning of our Faith and Social Justice

Social Justice Actions that lead to engagement in supporting the local Community through the

Friendship Club and St Vincent De Paul Society, taking a global perspective using Caritas as a

vehicle for understanding world poverty

A more positive welcoming climate throughout the school

Participation in the Liturgical life of the school has been enhanced



Learning & Teaching


To improve student learning outcomes in Reading (comprehension) and the number dimension

of Mathematics.

That student reading and mathematics outcomes will improve

To embed contemporary pedagogy with an emphasis on personalised learning

That students will be more engaged and more responsible for their learning

Achievements

The National Minimum Standards data indicates that the majority of students have reached the

minimum standards in Numeracy in Years 3 and 5.

The Year 3 SIR data indicates achievement of 100% of the students in 2012-2013and this has

been maintained in 2014.

The Year 5 SIR data shows consistent results in the level of achievement.

The NAPLAN Relative Growth Report for 2014, indicates that over 31% of students made a

high level of improvement from Years 3 to 5, compared to 25% of the State. This report also

indicates that 31% of St Andrew’s students made a low level of growth compared to 25% across

the State.

The scores on the Student Engagement variables indicate an upward trend in all areas. The

three areas which have exceeded the target of 85% are:

Teacher empathy

Connectedness to school

Student motivation

Purposeful Teaching

Student Distress

Student Safety

Learning confidence, Stimulating Learning and Student Morale scored 80%. Ideally we will like

to raise these areas a few percentage points.

The student data shows that there has been an improvement in Student Behaviour with a score

of 75% however this is not reflected in the parent survey where the score was 67%.



STUDENT LEARNING OUTCOMES

The NAPLAN results over the period 2012 - 2014 indicate the following at the Year 3 level:

Reading result has improved significantly over the three year period, being higher than the State Mean and National Mean Scaled Score in 2014

The Writing result is slightly higher in 2014 than 2013

The Spelling result improved in 2014 and remains above the State and National Mean Scaled Score

The Numeracy Score improved in 2014 and remains below the State but above the National Mean Scaled Score

The Grammar and Punctuation Scores Have improved from 2014 but remain below the State and National Mean Scaled Score

The NAPLAN results over the period 2012 - 2014 indicate the following at the Year 5 level:

Reading results steadily improved throughout the 2012 – 2013 period with a slight drop in 2014

The Writing results remained the same in 2012 – 2013 with a slight drop in 2014. In 2014 the scores were below the State Mean Score but above the National Mean Score.

The Spelling Score remains higher than the State and National Mean Score with a slight drop in 2014.

In Numeracy the school has continued to outscore the State and National Mean Scores.

The Grammar and Punctuation Scores decreased in 2014, however the school’s Mean Scaled Score remained above the State and National Scores.

The comparative growth of the St Andrew’s students compared to the State average using the Scaled Scores is as follows:

Growth in Reading 75.92 compared to the State growth of 77.82

Growth in Writing of 39.41 compared to the State growth of 51.64

Growth in Spelling of 81.66 compared to the State growth of 77.43

Growth in Grammar & Punctuation of 82.71 compared to the State growth of 71.47

Growth in Numeracy of 92.95 compared to the State growth of 87.90 Growth in Numeracy from Years 3 to 5 has been supported by the Number Intervention Program which supports struggling students and also focuses on upskilling teachers in effective strategies for teaching Number in the classroom context. As part of the ‘Schools Improving Schools Program’, St. Andrew’s had a major focus on improving student outcomes in reading. Pat R testing was used to measure growth from November 2013 to November 2014.

Growth in Year 1 was a scale score of 19.25 compared to expected growth of 10.95






All levels exceeded expected Growth. This growth can be attributed to the use of Levelled Literacy Intervention in Years 1 - 5 to support focused teaching of reading skills in every



classroom and the having the teaching of Reading as a major focus for staff Professional Development. The Levelled Literacy Intervention will be extended to Year Six in Semester



Student Wellbeing


To develop strategies to strengthen student connectedness to school and their learning

That student social and emotional learning skills are strengthened. That students will be more

strongly connected to school and learning

Achievements

The data for Student Motivation has been maintained at a high level with student data achieving

the target of 90/100 in 2014.

Data on Student Connectedness to school achieved the target of 85/100.

There has been a slight downward trend in the data related to Student Connectedness to their

peers with a score of 81/100 after the target of 85/100 in 2013.

Results of the VELS standards in Personal Learning indicate that we are well above the

suggested target with 97% being at or above standard.

The School has developed a School Attendance Policy to ensure that we have a focus on maximizing the benefits of being at school each day or at least on days other than which the student is feeling unwell.

The approach is foremost a positive approach in which we highlight the students who

have a good attendance record as follows:

A positive approach including a reward system is implemented to encourage an improvement in student attendance at St Andrew’s.

Certificates will be presented at assembly.

The Reward System:

- Perfect attendance in any one term – Silver Award

- Perfect attendance in any 2 consecutive terms – two Silver Awards

- Perfect attendance in 3 consecutive terms – Gold Award

- Perfect attendance in 4 consecutive terms – Certificate presented at end of year mass / final assembly

Bronze Awards:

- Almost perfect attendance plus a note for absenteeism due to illness

- Improved attendance

- Significantly improved attendance

- As a form of positive reinforcement to encourage students



School Attendance Roll is marked both morning and afternoon using an electronic

register. Absent notes are required when students are away and parents have the option

to do this in a variety of ways including via the schools app, by email or note.

The Wellbeing Coordinator checks the Attendance Roll on a monthly basis and contact is

made with parents who have not presented absent notes.

VALUE ADDED

The goal to strengthen student engagement to their school and their learning was developed

through a variety of initiatives.

In 2014 the school targeted student safety focussing on aspects of physical safety at school

to Cybersafety, in response to the data from the School Improvement Survey. A focus on

student safety was developed through a range of anti-bullying programs and policies with a

particular emphasis on Cybersafety. Through our curriculum planning, lessons were

developed to teach specific aspects of Cybersafety relevant to the student needs, level of

development and their interests. Since the introduction of 1:1 devices Cybersafety

behaviours and expectations continue to be a focus for learning. In recognition of our policies

and commitment to Student Wellbeing and safety, through the Alanna and Madeleine

Foundation, St Andrew’s has been granted E Smart accreditation and awarded a Better

Buddies Friendship Seat that students enjoy.

To further embed our safety practices and improve engagement and empowerment of

students in this process we introduced our BEST that encapsulates our values. A whole

school weekly focus on each aspect of the BEST was implemented.

Be respectful

Erase Bullying and Teasing

Start doing your best

Think kindness

Student Connectedness is evident in the high participation rate of our school leaders.

Students are prepared for roles in leadership through the student Leadership Program. This

program develops their skills in organisation, communication and prepares them to take on

challenges to lead actions that make a difference. This provides the students representation



and voice in school development and improvement.

A number of successful activities have been:

First Term Inquiry/Religious education Unit with a focus and Wellbeing and Safety

culminating in SWEL Week Activities

ACMA sessions for parents, staff and students

Strengthening of the Better Buddies program through a variety of cross-age activities

National Day against Bullying and Violence/Harmony Day

National Buddy Day

Safe Internet Day

The safe use of ICT has been supported by an external coach

Implementation of specific guidelines for safe, responsible use of all ICT devices

The introduction of the Kitchen Garden and sensory garden to enrich learning

opportunities

Data from the School Improvement survey indicates the Student Safety variable target of

85% has been exceeded. With scores averaging over 88%

This indicates that students are more connected, feel safer and take more responsibility for

their own actions.

STUDENT SATISFACTION

The Student responses from the School Improvement Surveys were generally high with the actual scores exceeding 80 for the majority of items.

The high scores were:

Student Motivation

Purposeful Teaching

Teacher Empathy

The only score under 80 was Classroom Behavior. Generally the students are motivated and

this is a trait that is reinforced by their parents. They give the academic element of schooling

a high priority.



Leadership & Management


Achievements

To further develop leadership capacity across the school with an emphasis on strategic leadership and enhanced communications

That teamwork across the school will improve. That parent perceptions of parent input and approachability will improve

EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2013

Reading Recovery Ongoing Contact

A Beginning Understanding of the ESL Continuum

Colourful Semantics

Phonological Early Reading Instruction

Change 2 Facilitators Training

Philip Holmes- Smith Data Collection, Analysis and Target Setting

EAL Continuum

Mathematics Intervention Continuing Contact

Mathematics Leadership

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 36

AVERAGE EXPENDITURE PER TEACHER FOR PL $2135



TEACHER SATISFACTION

The actual teacher scores on the School Improvement Surveys are generally in the 80+ range. The high scores include Respect for Students, Student Behaviour and Student Confidence. The scores below 80 are Work Demands, School Distress and Appraisal and Recognition.

Appraisal and Recognition, Coaching, Goal Setting and Review continue to be a

focus. The participation of peers is an important aspect of these approaches.



School Community


To strengthen parent and community links in support of authentic student learning

That children’s learning will be enhanced by way of a stronger parent connection

Achievements


To improve student learning via links between the school and the wider community

That the school will better access the community as a resource for student learning

That parent input to school policies and programs will be improved.

Achievements

PARENT INPUT

Target 80%

2011 2012 2013 2014

74 66 68 60

Over the 4 year duration we did not achieve the intended target of 80%.

Initially the data remained consistent then declined in 2012 and 2014.

APPROACHABILITY

Target 80%

2011 2012 2013 2014

78 80 79 77

The data indicates that we achieved our target of 80% for 1 of the 4 years.

We were below our target by 1%, 2% and 3% for the other 3 years.

We have sustained a moderately successful score.



REPORTING

Target : 85%

2011 2012 2013 2014

72 75 73 72

The intended target was not achieved.

The trend of the data is consistent with limited improvement.

PARENT SATISFACTION

The Parent Opinion Survey indicates that the scores for St Andrew’s on the majority of survey questions fall within the Middle 50% of all Victorian Schools.

The items marked at the high range by the parents included Connectedness to School and

Connectedness to Peers.

The items at the lower range included Parent Input, Extra Curricular and Classroom Behaviour.

The school continues to highlight the area of School Community as a focus for our School

Improvement Plan for the duration of the School Improvement Cycle in particular involving

parents in the authentic learning of their children.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 198,891

Other fee income 228,353

Private income 98,224

State government recurrent grants 1,099,071

Australian government recurrent grants 3,018,972

Total recurrent income 4,643,511

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 3,199,879

Non salary expenses 781,789

Total recurrent expenditure 3,981,668

Capital income and expenditure Tuition

Government capital grants -

Capital fees and levies 235,869

Other capital income 30,000

Total capital income 265,869

Total capital expenditure 224,644

Loans (includes refundable enrolment deposits and recurrent, capital and

bridging loans)

Total opening balance -

Total closing balance -

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



VRQA Compliance Data

E1320

St Andrew's School, Clayton South

PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS

NAPLAN TESTS 2012

%

2013

%

2012–2013

Changes

%

2014

%

2013–2014

Changes

%

YR 03 Reading 100.0 100.0 0.0 100.0 0.0

YR 03 Writing 98.7 98.6 -0.1 98.7 0.1

YR 03 Spelling 100.0 98.6 -1.4 100.0 1.4

YR 03 Grammar & Punctuation 96.1 95.8 -0.3 96.1 0.3

YR 03 Numeracy 93.4 100.0 6.6 93.4 -6.6

YR 05 Reading 93.1 100.0 6.9 93.1 -6.9

YR 05 Writing 100.0 100.0 0.0 100.0 0.0

YR 05 Spelling 100.0 100.0 0.0 100.0 0.0

YR 05 Grammar & Punctuation 98.3 100.0 1.7 98.3 -1.7

YR 05 Numeracy 100.0 100.0 0.0 100.0 0.0



AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Year 1 92.30

Year 2 94.86

Year 3 93.59

Year 4 94.51

Year 5 95.01

Year 6 95.72

Overall average attendance 94.33



TEACHING STAFF ATTENDANCE RATE

Teaching Staff Attendance Rate 86.81%

STAFF RETENTION RATE

Staff Retention Rate 87.5%

TEACHER QUALIFICATIONS

Doctorate 0.00%

Masters 31.01%

Graduate 24.14%

Certificate Graduate 17.24%

Degree Bachelor 82.76%

Diploma Advanced 48.28%

No Qualifications Listed 0.00%

STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count) 41

FTE Teaching Staff 39.315

Non-Teaching Staff (Head Count) 9

FTE Non-Teaching Staff 6.160

Indigenous Teaching Staff 0

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St Andrew’s School South Clayton - St Edwards Report... · St Andrew’s School South Clayton . St Andrew’s School – Clayton South 2014 ANNUAL REPORT TO THE SCHOOL COMMUNITY