St Mark's Catholic Primary School, Drummoyne Annual School Report to the Community 2016
School Contact Details 31 Tranmere Street, Drummoyne 2047
[email protected] http://stmdrummoyne.catholic.edu.au 9181 3042 9181 4332
Principal Ms Rachel Bourke
ABOUT THIS REPORT St Mark's Catholic Primary School is registered by the Board of Studies Teaching and Educational Standards (BOSTES), and managed by Sydney Catholic Schools (SCS), the ‘approved authority’ for the Registration System formed under Section 39 of the Education Act 1990 (NSW). The Annual School Report to the Community provides parents and the wider School community with fair, reliable and objective information about School performance measures and policies, as determined by the Minister for Education. The Report also outlines information about initiatives and developments of major interest and importance during the year and the achievements arising from the implementation of the School’s Annual Improvement Plan. The Report demonstrates accountability to regulatory bodies, the School community and Sydney Catholic Schools. This Report has been approved by Sydney Catholic Schools in consultation with the Regional Consultant who monitors that the School has appropriate processes in place to ensure compliance with all Board of Studies Teaching and Educational Standards requirements for Registration and Accreditation. This Report complements and is supplementary to School newsletters and other regular communications. Further information about the School may be obtained by contacting the School or by visiting the School’s website.
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S ECTION O NE : M ESSAGE FROM K EY G ROUPS IN OUR COMMUNITY Principal's Message
It is a pleasure to present this Annual Report acknowledging our many achievements during 2016. St Mark’s Catholic Primary School has a commitment to ongoing school improvement which directly impacts on student learning. We have been privileged to have had significant opportunities for professional learning, which has included the History and Geography syllabus, as well as introducing the frameworks for Kidsmatter and Schoolwide Positive Behaviour for Learning (SPBL). An online language program, Rosetta Stone, has been introduced for students in Years 3 - 6. This year a collaborative process between staff and students and parents enabled our vision for learning to be implemented. As the school has been targeted for refurbishment and building work, there have been ongoing meetings all year with the architects and personnel from Sydney Catholic Schools (SCS). This is a lengthy process and we look forward to a new and improved school with work beginning in 2018. I thank all members of staff, the parents and parish community for their commitment to the academic, pastoral care and faith life of all students at St Mark’s Catholic Primary School. Parent Body Message
St Mark's Parents and Friends’ Association (P & F) is a group open to all our parents and carers. Our aim is to work together to support the educational and social needs of our children at school. We also plan social events to encourage a sense of community at St Mark's Catholic Primary School. The class parents program continues and this helps to unite families in a social way as well as providing support if needed. Our annual fete is our big fundraising event and while it is a lot of hard work, it brings the school community together to fund additional resources for our school. With the large amount raised, the funds went towards: additional Physical Education lessons for students through the sporting company 'Got Game' additional drama lessons for students through the company 'Let it Shine' English resources personnel to plan and lead a whole school Christmas concert To those families who have now left our school, we thank them for their many years of support. We look forward to meeting our new families at our beginning of the year welcome picnic. Annual School Report to the Community 2016
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President, St Mark’s Parents and Friends' Association Student Body Message
On all accounts, this year was a very productive and beneficial year at St Mark’s. Three major initiatives that benefited students learning were introduced: SPBL, Bring Your Own Designated Device (BYODD) and Rosetta Stone online language program. SPBL has encouraged students to show respect, demonstrate mature behaviour and consistently listen to teachers and peers. A new school wide reward system was developed around “St Mark’s is the Place to Be” and this has helped students make good choices on the playground. BYODD was rolled out for Years 3-5 students and they have enjoyed using their own devices to research information and present their work using the Google platform. Another exciting program that was introduced this year for Years 3-6 was Rosetta Stone. Rosetta Stone is an online language program that teaches children a language of their choice. Learning a language in this interactive way has helped children work at their own pace when learning new concepts. In summary, it has been a positive year at St Mark’s and we have been privileged to lead our school as school captains.
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S ECTION TWO : S CHOOL F EATURES St Mark's Catholic Primary School is a Catholic systemic Co-educational School located in Drummoyne. It is an integral part of St Mark’s Parish. The school draws the majority of its students from the local parish and the Canada Bay Council area. It enjoys a positive, active relationship with the parish and works closely with the Parish Priest and the parish team. The school is noted for being a welcoming community. The school was founded in 1889. In 1894 the Sisters of the Good Samaritan took over the leadership of the school and then in 1900 the Sisters of St Joseph began their tenure. In 1948, the Presentation Sisters of Wagga Wagga began their leadership of the school and remained a significant part of the school until 1994, when the first lay principal was appointed. Our vision for learning inspires students to be self-motivated and independent so that they can achieve their full potential. This vision promotes authentic practices which are relevant and engaging, enabling students to connect to the real world and become lifelong learners. It fosters critical thinking and application of skills and knowledge in a variety of settings. It is central to our work as Catholic educators because it promotes the continual growth and wellbeing of the whole person. The parents are highly involved and committed to supporting school initiatives. Parents help in the classrooms in different Key Learning Areas, accompany classes on excursions, attend class and school Masses and organise significant events including Mother’s and Father’s Day and Grandparents' Day. Class parents provide support for families and opportunities for social events. St Mark's implements the Schoolwide Positive Behaviour for Learning (SPBL) framework, which is a comprehensive, integrated whole school approach to student wellbeing and behaviour. SPBL is closely aligned to the KidsMatter framework as they both look at developing and maintaining students wellbeing and mental health which clearly improves learning. St Mark’s School offers specialist programs that support and enhance learning. Programs that are offered are: Special Education, Reading Recovery, Gifted and Talented, leadership, coding, transition to high school, challenge days with local secondary schools, debating, public speaking, physical education, dance, martial arts, music, visual arts and Rosetta Stone online program for languages.
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S ECTION THREE : S TUDENT PROFILE Student Enrolment
The School caters for students in Kindergarten to Year 6. Students attending this School come from a variety of backgrounds and nationalities. The following information describes the student profile for 2016: Girls
Boys
LBOTE*
Total Students
168
166
202
334
* Language Background Other than English Enrolment Policy
The Archdiocese of Sydney has established an Enrolment Policy for Systemic Catholic Schools. Sydney Catholic Schools monitor the implementation of this policy. The policy has been developed in the context of government and system requirements. Children from families who are prepared to support the ethos and values of the Catholic Church may be considered eligible for enrolment. Total fees are made up of the Archdiocesan tuition fee, the parish school levy and local fees and charges. A pastoral approach is adopted for parents experiencing genuine difficulty with the payment of fees. Information about enrolling in a systemic school in the Archdiocese of Sydney may be accessed at the Sydney Catholic Schools website. Student Attendance Rates
The average student attendance rate for 2016 was 95.28%. Attendance rates disaggregated by Year group are shown in the following table. Attendance rates by Year group Kindergarten
95.25%
Year 1
95.69%
Year 2
95.56%
Year 3
95.18%
Year 4
96.75%
Year 5
92.27%
Year 6
96.29%
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Managing Student Non-attendance
Regular attendance at school is essential if students are to maximise their potential. The School, in partnership with parents, is responsible for promoting the regular attendance of students. While parents are legally responsible for the regular attendance of their children, School staff, as part of their duty of care, monitor part or whole day absences. School staff, under the Principal’s leadership, support the regular attendance of students by: providing a caring teaching and learning environment which fosters students’ sense of wellbeing and belonging to the School community maintaining accurate records of student attendance recognising and rewarding excellent and improved student attendance implementing programs and practices to address attendance issues when they arise. The Principal is responsible for supporting the regular attendance of students by ensuring that: parents and students are regularly informed of attendance requirements and the consequences of unsatisfactory attendance all cases of unsatisfactory attendance and part or full day absences from school are investigated promptly and that appropriate intervention strategies are implemented documented plans are developed to address the needs of students whose attendance is identified as being of concern the Executive Director of Sydney Catholic Schools or designated Sydney Catholic Schools officer is provided with regular information about students for whom chronic nonattendance is an issue and for whom School strategies have failed to restore regular attendance.
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S ECTION F OUR : S TAFFING PROFILE The following information describes the staffing profile for 2016: Total Teaching Staff*
Total Non-Teaching Staff
Combined Total
24
8
32
* This number includes 13 full-time teachers and 11 part-time teachers. Percentage of staff who are Indigenous
0%
Professional Learning
The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in services, meetings and conferences and a range of professional learning programs provided by Sydney Catholic Schools. The School takes responsibility for planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes. The School held the equivalent of five staff developments days this year with areas of focus as follows: Term 1
The mission of Catholic Educators; Kidsmatter - Module 1 and Restorative Practice
Term 2
Gifted Education; Kidsmatter - Module 2 and Schoolwide Positive Behaviour for Learning
Term 3
Faith formation of staff
Term 4
Annual Improvement Plan unpacked, school plan and handover
Teacher Standards
The following table sets out the number of teachers who fall into each of the two categories determined by the Board of Studies Teaching and Educational Standards:
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Teacher Qualifications
Number of Teachers
1 Those having formal qualifications from a recognised higher education institution or equivalent.
26
2 Those having graduate qualifications but not a formal teaching qualification from a recognised higher education institution or equivalent.
0
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S ECTION F IVE : CATHOLIC L IFE AND R ELIGIOUS EDUCATION Catholic Schools have a unique role in the evangelising and educating mission of the Church. The Archbishop's Charter for Catholic Schools sets out the purpose and mission of Catholic schools in the Archdiocese of Sydney. In responding to the Charter, the School engages in processes to reflect on and revitalise its mission and strengthen the religious life of members of the School community. The School follows the Archdiocesan Religious Education (RE) Curriculum and uses the student textbooks To Know, Worship and Love, as authorised by the Archbishop of Sydney. St Mark’s gives witness to its Catholic identity by providing opportunities for students, families and staff to actively participate in the Catholic life of the school and wider Church. Prayer is an integral part of the faith life of the school and is given prominence through the following practices: daily prayer experiences as part of the daily classroom routine and Religious Education curriculum attendance and participation in grade/class Masses and whole school celebrations for solemnities and significant feast days weekly meditation sessions for parents weekly staff and a longer prayer experience at the end of each term. The school works in partnership with the Parish Priest and sacramental co-ordinator to implement a parish based Sacramental Program. St Mark’s lives out its Mission and Vision by building awareness of needs in our community and participating in social justice initiatives. Examples of outreach programs include Caritas Australia, St Vincent de Paul, St Canice’s Kitchen and Charitable Works Fund. This year, student leaders played a critical role in promoting the Lenten Project Compassion program and St Vincent de Paul’s Winter Appeal. Also in 2016, staff participated in a Street Retreat as part of our four year faith formation plan. The school provides a rigorous Religious Education (RE) curriculum. In 2016, the focus was unpacking the RE vocabulary and developing oral language activities to assist students. There was also a focus on using an inquiry model for programming. Students in Years 6 and 8 in Catholic schools in the Archdiocese of Sydney undertake the Archdiocesan Religious Education (RE) Test annually. The test consists of fifty multiple-choice questions. Results of the test are analysed by teachers and are used to inform teaching and Annual School Report to the Community 2016
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learning in Religious Education. Our School's average result (as a mark out of 50) Year 6
39.09
Further information about the Archdiocesan Religious Education Curriculum and the RE Tests may be accessed at the Religious Education and Evangelisation site on the Sydney Catholic Schools website.
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S ECTION S IX : CURRICULUM The school provides an educational program based on, and taught in accordance with the Board of Studies Teaching and Educational Standards syllabuses for Primary Education. The Key Learning Areas (KLAs) are English, Mathematics, Science and Technology, Human Society and its Environment, Creative Arts and Personal Development, Health and Physical Education. In addition, the school implements the curriculum requirements of Sydney Catholic Schools. The teaching and learning processes are informed by the Statement on Authentic Learning in Sydney Archdiocesan Schools. Staff members are committed to continuous improvement of teaching and learning in all facets of the school curriculum. Particular features of St Mark’s school curriculum include: a comprehensive reading program which includes explicitly teaching reading comprehension strategies the talking, listening and writing program which focuses on improving language acquisition through talking and listening activities English as an Additional Language/Dialect (EAL/D) support program real world investigations in Mathematics the availability and use of a wide range of digital technology, especially due to the Bring Your Own Dedicated Device for learning program opportunities for students to learn coding and participate in Makerspace programs gifted education programs for identified gifted and talented students which provide challenges and opportunities for students to work with like-minded peers at school learning support programs for special needs students and students who require assistance in literacy and numeracy specialist programs in social skills and anxiety specialist programs in Music, Art, Physical Education and an online language program diverse opportunities to improve students’ physical well-being through dance, martial arts and gymnastics.
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S ECTION S EVEN : S TUDENT PERFORMANCE IN N ATIONAL AND S TATE -W IDE TESTS The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. NAPLAN assessment results provide valuable information about student achievements in literacy and numeracy. An analysis of these results assists School planning and is used to support teaching and learning programs. The tables below show the percentages of students who achieved particular skill bands in numeracy and the aspects of literacy. The School results shown are compared to students nationally. Literacy is reported in four content strands (aspects): Reading, Writing, Spelling, Grammar and Punctuation. Numeracy is reported as a single content strand. % of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
74.55%
52.80%
3.64%
9.70%
Reading
76.36%
49.40%
1.82%
11.40%
Year Writing 3 Spelling
74.55%
48.60%
3.64%
6.20%
76.36%
46.50%
1.82%
12.30%
69.09%
35.70%
5.45%
13.40%
NAPLAN RESULTS 2016
Numeracy
% of students in the top 2 bands
% of students in the bottom 2 bands
School
Australia
School
Australia
Grammar & Punctuation
61.54%
36.30%
3.85%
14.70%
Reading
73.08%
35.20%
0.00%
15.50%
Year Writing 5 Spelling
42.31%
17.40%
11.54%
18.30%
65.38%
29.60%
0.00%
17.00%
61.54%
28.20%
0.00%
16.30%
NAPLAN RESULTS 2016
Numeracy
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S ECTION EIGHT : PASTORAL CARE AND W ELLBEING Student Welfare Policy
The school’s Pastoral Care policy is based on Restorative Principles and procedural fairness. The policy reflects the vision and mission of the Catholic Church and is characterised by safety, trust and mutual respect. To live this policy the school has adopted various programs aimed at helping students value themselves and experience well-being. These programs include a focus on self-esteem, social relationships, moral development, sexuality, anti-bullying, drug awareness, health and personal safety. The school’s pastoral care program has been developed in consultation with staff, parents and students. No changes were made to this policy this year.
The full text of the School's Pastoral Care Policy may be accessed on the School's website or at the administration office. Discipline Policy
Corporal punishment is expressly prohibited in this School. The School does not sanction administration of corporal punishment by School persons and non-School persons, including parents, to enforce discipline in the School. St Mark’s Behaviour Management policy is built on Restorative Principles and serves to develop in our students an awareness of the presence of Christ in each person and to encourage them to behave in a way that reflects this awareness. We encourage a responsible attitude and selfdiscipline based on Gospel values. There are consequences for inappropriate behaviour and these are made known to the students and carers. As a learning community we are committed to making St Mark’s a place where love, reconciliation and compassion are evident. We strive to: develop in our students an awareness of the presence of Christ in each person and to encourage them to behave in a way that reflects this awareness develop a responsible attitude/self-discipline based on Gospel values help students accept responsibility for their own behaviour ensure the rights of self and others are respected develop in the students a spirit of co-operation create safe classroom and playground environments. No changes were made to this policy this year. Annual School Report to the Community 2016
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The full text of the School's Student Discipline Policy may be accessed on the School's website or at the administration office. Anti-Bullying Policy
The Archdiocese of Sydney has established an Anti-Bullying Policy which is implemented by our school and all systemic schools in the Archdiocese. It provides a framework for school communities to work together to prevent and address issues of student bullying, in order to build respectful relationships that respond effectively and sensitively to the needs of each person. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in August 2016 and no changes were made to the policy this year. The full text of the Anti-Bullying Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Complaints and Grievances Resolution Policy
The Archdiocese of Sydney has established a Resolution of Complaints Policy which is implemented by our school and all systemic schools in the Archdiocese. The rationale for the policy is that within the reality of the schooling experience, it is recognised that, from time to time, misunderstandings and differences of opinion will occur, and that these need to be resolved satisfactorily. Addressing such matters within a framework of dignity, respect and truth can provide powerful opportunities to model the love of Christ in the reality of our contemporary world. Sydney Catholic Schools (SCS) monitors the implementation of this policy. The policy was reviewed in December 2015 and no changes were made to the policy this year. The full text of the Resolution of Complaints Policy may be accessed on the School’s website, the administration office or at the SCS website at this link. Initiatives Promoting Respect and Responsibility
As a faith filled community, our school motto is Live the Gospel. To give life to this motto, students are encouraged to develop their perceptive understanding, responsible self-direction and respect for others. This is demonstrated in various ways: students follow the expected behaviour on the SPBL matrix fundraising initiatives included a focus on educating students on the injustices people face, locally and globally our senior students participate in the Drummoyne ANZAC Day Dawn Ceremony awards at assembly acknowledge students’ contribution to promoting a happy and harmonious environment Annual School Report to the Community 2016
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lunch time clubs provide options for students who prefer a smaller, quieter and more structured environment the school is committed to organising student visits to aged care facilities in our area to provide cross generational dialogue and understandings students in Years 5 and 6 have been involved in leadership training using the Restorative Practice principles. These students then become restorative practice leaders on the playground.
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S ECTION N INE : S CHOOL R EVIEW AND IMPROVEMENT The School implements the Sydney Catholic Schools' School Review and Improvement (SRI) Framework which outlines the processes and benchmarks for creating the culture and practice of continuous improvement with students as the focus. Each year, the School develops an Annual Improvement Plan indicating the intended key improvements for student learning outcomes. The plan is drawn from the School’s Strategic Improvement Plan and informed by the document New Horizons: Inspiring Spirits and Minds. The School engages in an annual evidence-based evaluation of its effectiveness against these external standards in collaboration with the Regional Consultant. A copy of the Strategic Improvement Plan and the Annual Improvement Plan may be obtained from the school administrative office. Key Improvements Achieved in 2016 This year there has been a focus on a whole school approach to professional learning for staff so that they are further skilled in how to cater for students with diverse needs. Professional learning has included workshops on autism and hearing. Sydney Catholic Schools (SCS) personnel worked with staff and students on utilising effective digital tools to enhance learning. This has enabled students to present their learning in a creative and engaging manner. Staff have participated in professional learning in the Gifted Education Naturally Embedded (GENE) program in order to further meet the needs of the gifted learner. The leadership team has worked with two other schools as part of the 'Innovate Now' project. The focus for this project was upskilling leadership teams to give quality feedback to staff. The outcome of this process was all teachers engaging with the process and then gaining further skills to give quality feedback to students, particularly in writing. Staff and parents worked collaboratively to determine and implement a new electronic communication platform to enhance communication between home and school.
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Priority Key Improvements for 2017 The professional learning community will continue to deepen its understanding of pedagogy that is underpinned and informed by contemporary based research and quality teaching. This culture includes regularly giving time to critically reflect and challenge practice to ensure that students engage in deep learning. Focus areas will include: continued professional learning on the English, Mathematics, History and Geography curriculum continued development of the literacy and numeracy blocks differentiation in all Key Learning Areas with a focus on the needs of gifted students, especially in Mathematics and English continued use of data to inform teaching and learning Rosetta Stone - online language program for Years 3-6 Bring Your Own Designated Device for learning in Years 3-6 KidsMatter framework to promote wellbeing.
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S ECTION TEN : PARENT , S TUDENT AND TEACHER S ATISFACTION The opinions and ideas of parents, students and teachers are valued and sought. Their suggestions are incorporated into planning for and achieving improved outcomes for students. This year, the School has used a variety of processes to gain information about the level of satisfaction with the School from parents, students and teachers. Parent Satisfaction
Parents and Friends' meetings provide an avenue for parents to voice their opinions about their child’s education. The high attendance at these meetings and the cross section of parents who attend allows the school to gain insight into parents’ concerns and suggestions for improvement. Constructive and balanced feedback was also evident in parent surveys which helped to inform future directions in the area of homework, wellbeing, online language learning and digital communication. Parents expressed their satisfaction with the opportunities given to students. This year parents met to contribute to the BYODD for learning initiative, reading in Years K-2 and the parent communication upgrade. The number of people participating in the workshops indicated a keen interest in the students' learning.
Student Satisfaction
Students completed surveys in relation to BYODD, student wellbeing, homework, behaviour and the Rosetta Stone online language program. All results from the surveys indicated high satisfaction for students' learning and they articulated how their learning could be improved. Students were satisfied with the greater access to digital devices in their classrooms which allowed for independent research as well as collaborative sharing of information. Students expressed a positive view of their school and learning
Teacher Satisfaction
A high level of teacher and support staff morale is indicated by staff retention rates and staff participation in voluntary extra-curricular activities, such as sacramental celebrations, parish/family Masses, fetes and discos. Teachers are given ongoing opportunities during staff meetings, in surveys and in formal and informal conversations to express their satisfaction with the school. Areas of satisfaction that were mentioned included the sense of community, pastoral care of staff, parent engagement, professional learning opportunities and educational resources. Annual School Report to the Community 2016
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Teachers also articulated that having a clear vision for learning enabled all teachers to work towards greater improvement in student outcomes and have a common understanding around effective contemporary pedagogy. Staff have valued the time given to them to work collaboratively with colleagues in planning and analysing data in English and Mathematics and working in partnership with specialist teachers, cluster coach and SCS personnel. Staff have found the feedback process worthwhile and feedback has had a noticeable effect on teachers' programs, classroom practice and students' work.
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S ECTION ELEVEN : F INANCIAL S TATEMENT This School Financial Information is based on the detailed information provided to the Commonwealth Government in the Commonwealth Financial Questionnaire. School Financial Information for the 2016 year is detailed below: RECURRENT and CAPITAL INCOME
RECURRENT and CAPITAL EXPENDITURE
Commonwealth Recurrent Grants $2,210,774
Capital Expenditure 6
$110,375
1
Salaries and Related Expenses 7 Government Capital Grants State Recurrent Grants
Other Capital Income 5 Total Income
$664,539
3
Fees and Private Income
$0
2
4
Non-Salary Expenses 8 Total Expenditure
$2,751,120 $838,954 $3,700,449
$968,522 $169,912 $4,013,747
For the 2016 year the St Mark's Catholic Primary School received $6,506 as Interest Subsidy. Our school community is appreciative of the support it received from the NSW State Government under the Interest Subsidy Scheme Notes 1. Commonwealth Recurrent Grants includes recurrent per capita grants and special purpose grants. 2. Government Capital Grants includes all capital grants received from the Commonwealth and State Governments. 3. State Recurrent Grants includes recurrent grants per capita, special purpose grants and interest subsidy grants. 4. Fees and Private Income include Archdiocesan and school based fees, excursions and other private income. 5. Other Capital Income includes building levy fees and capital donations used to fund Capital Expenditure. 6. Capital Expenditure includes expenditure on School Buildings, and Furniture and Equipment. 7. Salaries and Related Expenditure includes all salaries, allowances and related expenses such as superannuation and workers compensation insurance. 8. Non-Salary Expenses include all other Non-Salary Recurrent Expenditure covering resources, administration, operational expenses, utilities, repairs and maintenance.
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