St. Monica’s Primary School Wodongasmwodonga.catholic.edu.au/download/forms/St.-Monicas-Wodonga...... along with St. Augustine’s, St. Francis of Asissi and Catholic ... Monica’s

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2015 ANNUAL REPORT TO THE SCHOOL COMMUNITY

St. Monica’s Primary School

Wodonga

REGISTERED SCHOOL NUMBER: 1699

ST MONICA’S PRIMARY SCHOOL – WODONGA WEST

2014 ANNUAL REPORT TO THE SCHOOL

Contents

Our School Vision and Graduate Outcomes ............................................................................................ 2

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

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

Canonical Administrator's Report ............................................................................................................. 5

Catholic Identity .......................................................................................................................................... 7

Learning & Teaching ................................................................................................................................... 8

NAPLAN Results ....................................................................................................................................... 10

Pastoral Wellbeing .................................................................................................................................... 12

Student Attendance .................................................................................................................................. 14

Leadership ................................................................................................................................................. 16

Insight SRC Data ....................................................................................................................................... 17

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

Financial Performance .............................................................................................................................. 21

Contact Details

ADDRESS 137 Brockley St Wodonga Vic 3690

PRINCIPAL Mrs. Jacqui Partington CANONICAL ADMINISTRATOR Fr. Dennis Crameri SCHOOL BOARD CHAIR Mr. Tom Keating

TELEPHONE 02 60 24 3151

EMAIL [email protected]

WEBSITE www.smwodonga.catholic.edu.au

Minimum Standards Attestation

I, Jacqui Partington, attest that St. Monica’s Primary School Wodonga 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) 24 May 2015



Our School Vision

St Monica’s School Vision Statement Jesus is our guide. In him we live, we move, we are called to be. 1. We believe that we are a community of faith and hope with many gifts and talents.

Matthew 5:14. You are the light of the World. A city built on a hill-top cannot

be hidden

2. We promote justice for all, preserving the dignity of each individual.

Proverbs 31:8 Speak out for those who cannot speak, for the rights of all the

destitute

3. We believe that individuals can reach their full potential with a strong relationship between home and school.

Gravissimum Educationis – Declaration on Christian Education Since

parents have conferred life on their children, they have a most solemn

obligation to educate their offspring. (n.3)

4. We believe that all students need an engaging curriculum that provides them with a variety of learning experiences and caters for all.

Pope John Paul II – Address on Catholic Education, Melbourne 1986.

As teachers you kindle in your students a thirst for truth and wisdom. You

spark off for them a desire for beauty. You introduce them to their cultural

heritage.



GRADUATE OUTCOMES

AT ST. MONICA’S WE COMMIT TO EDUCATING STUDENTS TO BE…

In a relationship with Jesus and each other

Gaudium et Spes – Pastoral Constitution on the Church in the Modern

World The joys and the hopes, the griefs and the anxieties of the men of this

age, especially those who are poor or in any way afflicted, these too are the joys

and hopes, the griefs and anxieties of the followers of Christ. (n. 1)

Stewards of Creation

Genesis 2:15 And the Lord God took the man and put him in the garden of

Eden to till it and keep it.

Confident, resilient Risk Takers

Proverbs 29:18 Without a vision the people perish

Hope-filled and truthful

Micah 6:8 And what does the Lord require of you but to do justice, and to love

kindness and to walk humbly with your God



School Overview

Catholic Education in Wodonga has a long and distinguished history. St Monica’s Primary

School is one of the largest Catholic Primary Schools in the Diocese of Sandhurst and

continues to provide outstanding contemporary education to students.

Enrolment and Facilities:

In 2015, our August census recorded an enrolment of 523 students. This consisted of:

Prep - 79 Pupils

Year 1 - 69 Pupils

Year 2 - 80 Pupils

Year 3 - 82 Pupils

Year 4 - 82 Pupils

Year 5 - 62 Pupils

Year 6 - 69 Pupils

The staffing allocation under the General Recurrent Grant (GRGA) was 25.8 FTE (Full time

equivalent teachers).

- Teacher aides: 2.32 FTE - Administration hours: 1.79 FTE - Defence transition Aide: 0.26 FTE - School Counsellor: 0.36 FTE - Librarian: 0.33 FTE - Home School Liason Officer: 0.29 FTE - Canteen Coordinator: 0.59 FTE - Grounds and Maintenance: 0.4 FTE



Principal’s Report

We celebrate 2015 and give thanks for the life giving community of St. Monica’s and all those

that contribute to our mission as a Catholic School, our community of faith. The strong sense

of belonging that is fostered among families, staff and students has resulted in many

achievements including academic, sporting, personal and team successes.

Our CEW theme this year, “the time is now lets make Gods kingdom real” has been embraced

and lived. The kingdom is alive and well at St. Monica’s. The kingdom is the here and now and

it is comprised of the whole community, staff, students, families. It has been a privilege this

year to watch the kingdom flourish and become real through the everyday interactions of all

those involved. I thank Fr. Dennis for leading and supporting our community and Fr. Bernie

who we farewelled late in the year. We also welcomed Fr. Jin Jo and Fr. JunRay.

2015 saw the opening of the new 3/4 learning centre. We are excited about this next phase of

our educational journey and the capital improvement in the school as we strive to provide

outstanding education for all we serve. We have once again received an award for the space

that has been created. We were the recipients, along with Ken Woodman (No.42 architects) of

the prestigious CEFPI award. The award recognizes outstanding facilities and programs that

meet the needs of young learners. We also saw the start of the extension to the Senior

Learning Centre, which will be completed in 2016, the next phase in our capital improvement

journey.

Passion, dedication, intellect, creativity and a student centred focus are all ingredients that are

readily found at St. Monica's. We are positioned well, along with St. Augustine’s, St. Francis of

Asissi and Catholic College to continue to provide outstanding Catholic Education within the

Wodonga community. I sincerely thank everyone for your continued contribution and

commitment to our great school.

.

Jacqui Partington

Principal



Canonical Administrator’s Report

“The Time is Now - Make God’s Kingdom Real” was this year’s theme for our parish and

schools. Constantly throughout the year, be it at school liturgies, weekend celebrations at

parish masses or just wandering through the schools, this theme was ever before us. It serves

as a reminder, not only to those associated directly with our parish and schools, but to visitors

as well, that we are all invited to make God’s Kingdom a reality in daily living.

Throughout the scriptures, references to the Kingdom of God abound. Jesus often speaks

about this Kingdom and he reminds the people of his time that it is already in their midst.

Interestingly, there is never offered a precise definition of the Kingdom but it is always referred

to as “like” something. For example the Gospels speak of the Kingdom being like: a treasure in

the field; like a dragnet cast into the sea; like a mustard seed; like the yeast used in baking;

and so on (Matthew chapter 13).

A vital part of our catholic education is to assist students and each other to be alert to the daily

signs of the Kingdom in our midst and to proclaim such. To be able to create within ourselves

a disposition that recognises the glimpses of God’s Kingdom that come our way enables us to

appreciate more and more the goodness that surrounds us. How empowering and life giving it

is, at the end of the day, to be able to think about or articulate a Kingdom experience. It may

something that a child said or did; something that a teacher mentioned; an experience of the

love or the forgiveness or the compassion of another; the beauty of autumn colours.

In presenting this Annual Report, I wish to acknowledge the contribution of members of

Catholic Education Wodonga Council, the school principals and their leadership teams and in

fact all associated with our catholic schools. We are indeed very blessed to have such

dedicated and capable people leading our schools and I thank them for their support and

friendship. To all parents, families and students that form the CEW family, I confidently

commend our schools to you as centres of excellence in education. I also publicly express

gratitude to Vanessa Williamson, our CEW Project Office for her dedication and work.

May we all continue to seek God’s Kingdom in our midst and do our best to proclaim this by

lives of dedicated and loving service in educating our young. God bless you all.

Fr Dennis Crameri P.P.

Canonical Administrator



Catholic Identity

Goals, Intended Outcomes and Achievements

In 2015 St Monica’s committed to the following;

Building staff confidence, capacity and passion in faith formation, sacramental programs and

liturgical preparation in response to our Catholic identity Review.

Strengthening links between the Parish and the school and providing opportunities for our St

Monica’s community to participate in liturgy and prayer life in response to Insight SRC and

Leuven data recommendations.

Promoting the richness of diversity and difference of cultures and faith traditions of all by

celebrating Harmony Day and developing whole school understanding of the F.I.R.E Carriers

program.

Embedding the Making Jesus Real program through all curriculum areas and linking it to a

whole school positive behaviour plan (Respect for self, others and the environment).

Value Added

St Monica’s school is a community that seeks to promote a faith relationship with Jesus and

this is reflected in our identity statement;

Jesus is our Guide. In Him we live, we move, we are called to be.

Our living faith is demonstrated daily in the way we relate to others. The Making Jesus Real

(MJR) program is a whole school approach aimed at helping our students to gain and maintain

a positive attitude to life through assisting in the development of people skills and life skills.

The main aspect of MJR is to use the Risen Jesus, who is amongst us in our lives each day,

with the people we come in contact with. There is so much Goodness around us and we guide

our students to be switched on to it by reflecting every day to see “Where was Jesus in my

life today?”. MJR qualities are explicitly taught in the classroom and are linked to what is

happening around to the school embracing our school motto

Learn to Love, Love to Learn.

As a Catholic School we have actively promoted our faith and practices. This is demonstrated

through encouraging parents and friends to attend school masses and liturgies at Sacred

Heart Parish and at school. Sacramental preparation and retreats are provided for our

students to support the parish based sacramental program. We welcome parent leaders to use

the facilities at St Monica’s to run their parent led sacramental groups.



The opening of the MLC was celebrated with a mass led by Fr Dennis. Many parents and

friends attended the celebration which provided a rich opportunity for our sacramental students

to acknowledged by our school community

We aim to strengthen our Parish links in 2016 by taking each area to a parish morning mass

once a term to build relationships and links between the school. Students will then be able to

personally inviting parishioners to our school liturgies.


The Sandhurst Diocese Religious Education Program, the Source of Life, continues to be

implemented in the school. Staff participated in professional development to build their

confidence and capacity in prayer, scripture and liturgical preparations in response to

recommendations from the Leuven data.

The staff participated in professional development in spirituality to encourage personal prayer

led by Michael Crowe(CEO). Christian Meditation was revisited and two new prayer practices

were introduced Lectio Divinio and The Daily Examin(reflective practice).

Kerri Hill(CEO) has modeled the use of Godly Play as a framework to creatively teach

scripture. Staff were supported in their use of Shared Christian Praxis (Groome 1991) as an

effective means of creatively bringing together life, culture and faith.

At St Monica’s we promote Christian Leadership by providing opportunities for our senior

students.

18 Grade 5 students participated in the Caritas Just Leadership Social Justice Program.

All interested senior students are involved in Mission Day stalls as a social justice

initiative.

25 students and 5 staff have been commissioned as F.I.R.E carriers (Friends, Igniting,

Reconciliation, Education).

Yr 6 students joined the YCS (Young Christian Students) movement led by our CEW student worker. These students have supported school prayer and liturgies and local initiatives such as the St Monica’s St. Vincent de Paul Christmas Appeal.



Through the Insight SRC data – Students identified that:

They have good opportunities supporting their understanding of Catholic Identity inspired by

the Catholic story and to reflect on their faith. They are encouraged to pray, show compassion

to others and actively participate in social justice activities.

They see their teachers as great role models showing respect to others, caring, trusting and

being prepared to forgive others.

Parents see St Monica’s as a –

Welcoming place where compassion is modelled and they see the Christian Values of

respect, trust, fairness and forgiveness between students.

School that provides rich opportunities for their child to participate in prayer, liturgies and to learn about the Catholic faith and to live their faith by showing compassion to

others.

YCS GROUP 2015



Learning & Teaching

Goals Intended Outcomes and achievements

In 2015, professional readings and responses were carried out through Professional Learning Teams. All teams used Teachmeets to share resources and current research and practises. Some professional learning includes data, Reggio Emilia philosophy, the importance of learning through play, differentiation, feedback, goal setting and the 7 Habits of Highly Effective People. Feedback continued to be a minor focus in all areas, however, the development of common language around feedback still needs to be a priority for 2016 and will be approached through the process of action research at PLTs and PLCs. Common procedures for student conference and LA meetings have started to be implemented, but this will continued to be refined in 2016. Each student has a profile on Google Drive, which is owned by the principal account, and is used to focus on the whole child rather than just assessment. We continue to moderate what is documented on these profiles. Data analysis has been a strong focus for St Monica’s staff in 2015. We have used NAPLAN, Acer testing, Observational Surveys and PROBE data to support the ongoing learning of students. Recently, staff participated in a professional development day with Arn Gorman, which focused on using this data. The data had been analysed by John Eason and staff became familiar with the process of using the data protocol. The Learning and Teaching Team worked with Arn Gorman to develop benchmarks and targets from Prep- 6 in Literacy and Numeracy. These are being trialled and will be reviewed in 2016. Staff have been using the assessment schedule across the school. These documents need to be further developed in 2016. Staff goal setting has been a strength in 2015. Staff have set two goals per term, one focused on students and one on professional learning and have shared these with their area teams. Students across the school have been working on goals that they have set and have discussed these at LA meetings and student conferences. These goals have reinforced the philosophy of developing a growth mindset. Consistency of planning documents have been a major focus for the Learning and Teaching Team. Staff have worked with Arn Gorman to research and develop new domain planners for English and Mathematics, yearly overviews and unit planners. These planners have been developed using the Victorian Curriculum which will be implemented in 2016 and allow for differentiation for students and links to First Steps. All planning documentation is now stored in Google Drive for access by all staff.



All staff at St Monica’s work to ensure that all practices are consistent with a personalised, student centred learning model. In 2015, we have used a coaching model where Helena Brennan has worked with P-2 staff and Zac Fulford has worked with 3-6 staff. Through this coaching in 2016, we hope to develop a ‘Learning Walk’ culture. Jenny Middleton has been working to implement the CLIL model of teaching French, through Visual Arts and classroom support.



NAPLAN TESTS

The following tables for Year 3 and 5 results in numeracy and literacy reflect the percentage of

students meeting the National minimum standards. They indicate that we have had an

increase in reading, writing, grammar and punctuation for Year 3 students and an increase in

reading, writing, spelling and numeracy at Year 5 level. We have had a slight decrease in Year

3 spelling and numeracy and Year 5 grammar and punctuation.



The table below indicates we have had a slight decrease in spelling and numeracy for Year 3. It also shows an increase in all other areas. This percentage reflects the percentage of students meeting the National Minimum Standards.

The table below indicates that we have had a slight decrease of .5% in grammar and punctuation. This also shows an increase in all other areas. This percentage reflects the percentage of students meeting the National Minimum Standards.



Pastoral Wellbeing

Goals Intended Outcomes and Achievements

In 2015, the Pastoral Care and Wellbeing Team has continued to work through goals outlined in the Strategic Plan. Our main focus was that all members of the St Monica’s Community will be welcomed, respected, included and safe at all times. With increasing online developments, an eSmart team has been formed in association with the Pastoral Care and Wellbeing Team.

The central focus for the Pastoral Wellbeing team has been on developing whole school approaches where practices are understood, agreed upon, coherent and coordinated across the school. It is imperative that all staff, students and parents feel that St Monica’s is a safe and life giving place to be. Our students are always encouraged to be positive and we aim to help them to develop into well-rounded individuals with a sense of faith. It is our aim that families of children at St Monica’s feel engaged with their school and are able to participate in their child’s education, personal and social development. With the large number of Defence children in our school we have a responsibility to support these transient families and the social and emotional support that they require. Our Defence Transition Aide, Carl Rogalski has continued to be a great support to our Defence families in helping them to feel welcome and connected to St Monica’s.

In 2015, Maria Hutchings was appointed as School Counsellor to work with individual students, groups and families. Maria also conducted a 5 week parenting program, ‘Tuning Into Kids- Emotionally Intelligent Parenting’. This program helps parents build strong relationships with their children and learn strategies to manage tricky moments and challenging behaviours. We had an extremely positive response to this program. During the year staff have continued to make themselves familiar with the National Safe Schools Framework and completed a survey regarding the safety of students within our school community. Following this, all staff completed an additional survey and results were collated which identified three priorities that would become our focus. Furthermore, staff, students and parents completed the Insight SRC Survey and from these results, formed the future goals for the year.

The Student Engagement Policy was developed throughout 2014 by the Pastoral Wellbeing team with the support of all staff. This policy was introduced to the staff and students at the beginning of 2015. This policy reflects the very complex and important issues surrounding student engagement and behaviour. St Monica’s Staff have continued to implement the process of Restorative Practice during 2015 and new staff were introduced to this process. New staff attended two training sessions with Jo Martin. This training of new staff will be an ongoing commitment by St Monica’s. Restorative practice sessions between students aim to restore the relationship that may have broken down.



Restorative sessions or behaviour incidents were documented on StudyTurf and also on Individual student Google Docs by teachers, to enhance social behaviour outcomes for all students by collecting data to inform decisions. This has enabled the school to build student profiles, as is a requirement of the National Safe Schools Framework to enhance the safety and wellbeing of all students at St Monica’s. Communication between school and home has been a focus for St Monica’s throughout 2015. Teaching staff have continued with group parent emails to allow for regular communication to parents on a fortnightly basis. This has been in conjunction with the newsletter, student conferences and semester reports. We acknowledge that it is vital for our students and parents to be regularly informed regarding behaviour and performance.

We have continued to embed the procedures and practices in the OH&S Guidelines and a major focus has been reviewing our policy documents. The safety and wellbeing of all students, their families and staff is paramount at St Monica’s. In 2015, all policies were reviewed and transferred to Google Documents, ensuring accessibility for all staff.



Student Attendance

Student attendance roles are marked online twice daily by teachers in the classroom. Parents are asked to contact the school if their child will not be attending school. If there has been no explanation of student absence, contact is made with the child’s parents or carer by the teacher, office administration staff or the Principal.

STUDENT ATTENDANCE RATE

90.9%

AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL %

Year 1 94.2

Year 2 93.2

Year 3 91.2

Year 4 88.3

Year 5 90.0

Year 6 90.2

Overall average attendance 90.9



STUDENT SATISFACTION



Leadership


The purpose in all leadership, whether teachers, students or parents is to work as a team with clarity and in collaboration. We recognise the importance of a whole school approach to create a shared vision and future direction for St. Monica’s. We have worked in Teams to pursue research and educational best practice with support from CEO consultants, professional reading and development. This process has enabled all stakeholders to participate toward change. Leadership has continued to drive further change and innovation in the St. Monica’s community. In seeking support and resources from a variety of networks, shows our commitment to developing partnerships for innovation, research and funding. The development of the 3/4 learning centre demonstrates this commitment. Staff and students were involved in the design to promote purposeful and exciting contemporary learning opportunities.

This year we have progressed our school communities from the original house colours, with a strong sport focus to now be centred around the community aspect. Our students and staff have been involved in identifying new names for these communities. Through campaigning, discussion and voting we have developed the following new community names - Houn, Bonegilla, Bandianna and Duduaroa. These names connect to the environment and areas from which our students come from and pays respect to the difference with our school community. Over the course of 2015, Community Groups gathered together to participate in a number of cross-aged activities. A variety of activities were planned to cater for a range of interests across the school. These activities took advantage of seasons and events outside the school. Term 1 saw the students involved in Caritas Km's which supported the yearly fundraising event helping to promote the awareness of world poverty. The other three activities were centred around students having the opportunity to socialise and engage in fun learning experiences, such as: Literacy activity for Book Week, Annual Browny Cup coinciding with footy grand finals and Christmas art and craft.

We have acknowledged the importance of parents/carers as primary educators. We encourage all parents to take on responsibilities and roles within our school.



COMMUNITY LEADERS 2015

3/4 CENTRE BOOK TREE



TEACHING STAFF ATTENDANCE RATE

90.78%

NON TEACHING STAFF ATTENDANCE RATE

96.17%

STAFF RETENTION RATE

89.66%



STAFF COMPOSITION

Principal Class 2

Teaching Staff (Head Count)

30

FTE Teaching Staff

26.3

Non-Teaching Staff (Head Count)

14

FTE Non-Teaching Staff

6

Indigenous Teaching Staff

0



EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL

LEARNING

DESCRIPTION OF PL UNDERTAKEN IN 2014

A range of professional learning was undertaken in 2014 in Leadership, Catholic Identity, Pastoral Wellbeing, Learning and Teaching and Stewardship of Resources. Four staff members attended the Reggio Emilia Study Tour.

All Prep and 1/2 staff visited Silverton Primary School to observe best practice.

All staff were trained in Restorative Practices

All staff were trained in First Steps Maths

CEW Staff Conference

NUMBER OF TEACHERS WHO PARTICIPATED IN PL 48

AVERAGE EXPENDITURE PER TEACHER FOR PL $675.84



TEACHER SATISFACTION

Insight SRC data identified the following in regards to teacher satisfaction….



Stewardship of Resources


In 2015 St. Monica’s committed to the following;

Appointment of new staff for 2016

Enrolment growth

Completion of the 3/4 learning centre

School finance team regularly meeting to discuss School financial position termly.

Planning for the extension of the Senior Learning Centre

The Finance team, along with the leadership team and with input from the St. Monica’s community

continued to upgrade and maintain current facilities to meet growing enrolment demand. New gardens

were established and general maintenance, including painting of the administration block were

undertaken. The 3/4 learning centre was opened with a beautiful liturgy, seeing a large number of

parents attend. We have once again received an award for the space that has been created.

We were the recipients, along with Ken Woodman (No.42 architects) of the prestigious CEFPI

award. The award recognizes outstanding facilities and programs that meet the needs of

young learners. The extension of the senior learning space to cater for increased enrolments

also began.



Financial Performance

REPORTING FRAMEWORK MODIFIED CASH

$

Recurrent income Tuition

School fees 0

Other fee income 343,302

Private income 208,095

State government recurrent grants 1,130,238

Australian government recurrent grants 3,247,207

Total recurrent income 4,928,842

Recurrent Expenditure Tuition

Salaries; allowances and related expenses 3,295,100

Non salary expenses 1,025,786

Total recurrent expenditure 4,320,886

Capital income and expenditure Tuition

Government capital grants 0

Capital fees and levies 497,954

Other capital income 33,960

Total capital income 531,914

Total capital expenditure 1,009,286

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

Total opening balance 872,712

Total closing balance 1,266,256

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.



