2016 Primary Template - St Andrew's Primary



Contents

Contact Details 2

Minimum Standards Attestation 2

Our School Vision 3

School Overview 4

Principal’s Report 5

Education in Faith 7

Learning & Teaching 8

Student Wellbeing 9

Leadership & Management 12

School Community 14

Future Directions 15

VRQA Compliance Data 16

Contact Details

|ADDRESS |110 Greaves St Nth |

| |Werribee VIC 3030 |

|PRINCIPAL |Mr Michael Gavaghan |

|PARISH PRIEST |Fr Frank Buhagiar |

|SCHOOL BOARD CHAIR |Mr Tom Rickard |

|TELEPHONE |(03) 9741 3686 |

|EMAIL |principal@sawerribee.catholic.edu.au |

|WEBSITE |sawerribee.catholic.edu.au |

Minimum Standards Attestation

|I, Michael Gavaghan, attest that St Andrew’s is compliant with: |

|All of the requirements for the minimum standards and other requirements for the registration of schools as specified in the Education and |

|Training Reform Act 2006 (Vic) and the Education and Training Reform Regulations 2007 (Vic), except where the school has been granted an |

|exemption from any of these requirements by the VRQA |

|Australian Government accountability requirements related to the 2016 school year under the Australian Education Act 2013 (Cth) and the |

|Australian Education Regulations 2013 (Cth) |

|19 May 2017 |

Our School Vision

At St. Andrew’s School, we believe that we are a community centered in Christ, working in partnership in the education of each child. The school strives to develop within the child the fundamental beliefs and values of the Catholic Church in a Gospel based environment.

St. Andrew’s is a school of rich history immersed in the culture of the school, parish and wider community. The school endeavours to provide opportunities for the children to be part of this tradition, so they embrace it as part of their heritage.

We believe that the years in primary school should be happy, allowing each child to feel successful and develop skills and talents supported by the pastoral care of the staff and parish community.

We believe that primary school education helps prepare the child for challenges in life. This preparation will enrich the spiritual, intellectual, physical and emotional growth of each individual.

School Overview

Having been established in 1908, St Andrew’s School has been educating the children of the St Andrew’s parish for more than one hundred years. For most of those years the Sisters of St Joseph were the custodians, providing their unique charism, leadership and care for those who chose St Andrew’s for their education. From humble beginnings in a small bluestone church the school, like the parish and the municipality, grew and changed as the face of the community grew and changed. Over time more primary schools have been built within the parish of St Andrew’s to cater for the expansion experienced in the region as Melbourne’s population has sprawled further westward and in 2016, five parish primary schools cater to those wishing for a Catholic Education for their children.

The combination of history and recent expansion has developed a unique school population that includes families who have a generational connection with the parish and school, as well as families who have moved into the many new developments within the Wyndham municipality. Although this adds a richness to the school community it provides a challenge of building a strong and harmonious community, providing for the many needs each individual student brings with them each day as they enter the school gate.

The school is situated in the Western region of Melbourne serving a diverse school community, with parents and students from numerous nations represented. St Andrew’s has significant populations from Australia, South Sudan, South East Asia and Central Asia. This diversity of culture and socio economic circumstances is reflected in the ICSEA measure of 992. Although many students have traditional families, a growing number are in situations where there is shared care by parents who are separated, while in some cases, students have only a single parent or live in out of home care.

In recent history the enrolment of the school has declined from a high of around 400 that in 2016 is at around 360. Over the next few years it is expected to be maintained at around this level as homes in a new estate called Harpley are completed. In 2016 the classes were arranged into 16 straight classes, two Foundation classes, two Year 1 classes, two Year 2 classes, three Year 3 classes, two Year 4 classes, three Year 5 classes and two Year 6 classes. The school currently employs 32 teachers, 28.68 FTE and 17 non-teaching staff, 14.25 FTE. The teaching staff include 16 classroom teachers; one is a job share. The core leadership structure includes a full time principal, a full time deputy principal who also has responsibilities as a Learning Leader for the F-2 and Family Engagement, a full time Learning Leader for the Years 3-6 classes, a full time Student Wellbeing Leader who also has responsibility for students with additional needs and a part time (0.6 FTE) Religious Education Leader. The broader leadership structure also includes Learning Community Leaders in F-2, 3-4 & 5-6 as well as a parish liaison and a technology leader. The remainder of the teaching staff teach specialist classes, Physical Education, Italian LOTE, Creative Arts, Technology and Literature. The school also has Reading Recovery and New Arrivals support. Our non-teaching staff include Administrative support, Library, Bilingual support, maintenance & cleaners.

Principal’s Report

The 2016 leadership team was:

Michael Gavaghan – Principal

Tracie Kunigiskis – Deputy Principal

Glenn Mugavin – Religious Education Leader

Marie Westgarth – Learning & Teaching Leader

Anne Marie Palmer – Parish Liaison & Liturgical

Kris Montgomery – Technology Leader

Julia Cascone – Students with Additional Needs Leader

Bianca Wallis – F-2 Learning Community Leader

Silvio Zahra – 3&4 Learning Community Leader

Anne Marie Palmer – 5&6 Learning Community Leader

School Improvement Review

In 2016 St Andrew’s school were in the fourth year of the CECV School Improvement Cycle and therefore underwent an external School Review and VRQA Compliance audit. The Review was conducted by Mr Graeme Luck across two days, 23 and 25 May 2016 and the final report was made available on 14 June 2016. A key focus for the next review period will be the consistent application of the school Behaviour Management Policy, a consistent and transparent approach to students exhibiting extreme behaviour and the selection of a whole school Student Emotional Learning (SEL) curriculum framework to be effectively implemented across all teams.

Education in Faith

The school continues to participate in the St Andrew’s Parish liturgical life through weekly class masses, Sacramental celebrations and Feast day masses. Fr Elio Capra was engaged to facilitate family faith nights for the sacraments of Reconciliation, Eucharist & Confirmation. A hermeneutical approach to Religious Education continued through the use of termly image and scripture. Glenn Mugavin, the Religious Education leader was available to work with teachers during collaborative planning to assist teachers maintain a high quality RE program and approach.

Prayer is an important feature of the faith life of the school, with assemblies, staff meetings and other gatherings beginning with prayer and classes expected to begin and end each school day with prayer. Anne Marie Palmer continued in her role as Parish Liaison and Liturgy Co- ordinator, also a position of leadership, to continue to maintain the school’s strong links to the parish.

Learning & Teaching

in 2016 Marie Westgarth continued as Learning & Teaching Leader of Grade 3-6 with responsibilities for working with the leadership team to assist teachers to develop in their ability to deliver an effective and contemporary approach to learning and teaching. Marie is also the Collaborative Impact coach for the Visible Learning Plus Collaborative Impact project. This is a three year project centred on the research of John Hattie, 2016 was our second year of participation.

The development of the CAFÉ model across the school continued. The CAFE model is an approach to teaching reading based on the skills of Comprehension, Accuracy, Fluency and Extending Vocabulary. This approach gives students greater responsibility for their learning, especially in choosing appropriate and interest based reading material.

At the Foundation and Grade One level of the school a play based learning approach is being implemented for 3-4 sessions each week. This approach is based on the work of Kathy Walker and is focussed on engagement of students through using their interests combined with the intended curriculum to allow children to use their curiosity and creativity in pursuing small investigations. The development of Social and Emotional competencies is also very important during this time.

Student Wellbeing

Julia Cascone is the Student Wellbeing Leader. Throughout the year the school was focussed on creating a positive school environment and used external consultants, David Vinegrad and Sarah Morgante, to work with staff at building understanding and consistency with behavioural support within the school.

The school continued to engage a Catholic Care counsellor one day a week and Next Door psychology, also offered a counselling program for students and families on another day per week for students displaying a range of issues, especially anxiety or anger or for students experiencing trauma.

The Friendly Meeting place, a passive play area established for students who find the activity and stimulus of the playground too hard to participate in, continued to be offered during lunch times and is supported by education support officers.

School Community

In 2016 we began a new Werribee Family School Partnership cluster involving the five St Andrew’s primary schools. During the year a group of 13 teachers from across the cluster travelled to Santa Fe, USA to work with Dr George Otero and the Centre for Relational Learning. The cluster visited schools, community and cultural organisations to see the work of Family Engagement in action. Whole school learning expos were offered, coffee mornings and Jingle and Mingle, our Christmas get together all emerged through this work.

The Werribee Family School Partnership cluster employed Che Vincent as the Cluster Leader, she was based at St Andrew’s as the Lead School. With the assistance of Che, the school established a breakfast program twice per week as well as establishing a partnership with AMES to provide weekly English classes to non-English speaking parents. This group consists of around 10 South Sudanese ladies.

The School Advisory Board, chaired by Tom Rickard, continued to provide advice for new school program and policies. The Board had input into the new Master plan and Child Safety policy and procedures.

The Parents & Friends continued to support the school and after a successful year of fundraising and social events were able to provided $13,000 to the school. A highlight for 2016 was the receiving of a grant from CUA of $5,000 that was used to construct a Gaga Pit in the senior playground.

Michael Gavaghan

Education in Faith

Goals & Intended Outcomes

To improve students’ knowledge understanding and engagement in the Catholic faith

• That students’ perception of their own behaviour in living Catholic values will improve

• That students’ sense of ownership of the school’s liturgical activities is enhanced.

• That strong connections exist between Religious Education and Social Justice activities

• That staff knowledge in preparing for and implementing Religious Education and the Liturgies is improved.

Achievements

During the year the children and staff were involved in a number of Liturgical events including:

Opening of the School Year Mass at St Andrew’s Church

Staff Commitment Mass at St Andrew’s Church

St Patrick’s Day Celebration at St Patrick’s Cathedral

Easter Paraliturgy

Mission Mass at St Patrick’s Cathedral

Celebration of All Saints and All Souls Day

Celebration of St Andrew’s Feast Day

Weekly Class Masses

|VALUE ADDED |

|Children in Years 3, 4 & 6 were involved in the Parish based Sacramental Programs for Reconciliation, Eucharist and Confirmation. Parent |

|Information sessions were held |

|prior to each of the Sacraments. |

|All Year Levels from Prep to 6 continued to participate in class and school celebrations of the |

|Eucharist. |

|At the beginning of the school year, the staff from St Andrew’s gathered with the staff from the |

|Western Zone to celebrate the beginning of the School Year with Mass. |

|Staff of all St Andrew’s parish primary schools were involved in two joint practice development sessions |

| |

Learning & Teaching

Goals & Intended Outcomes

To improve student learning outcomes and engagement in their learning.

• That collaborative classroom practice, with teachers sharing their practice and learning with each other, is evident

• That student outcomes in Reading and Numeracy will improve.

• That authentic assessment of student progress in Literacy & Numeracy through moderation is in place

Achievements

St Andrew’s Primary School has maintained a focus on achieving their goal to improve student learning outcomes and engagement in their learning. Using NAPLAN as one measure the school has maintained a trend of the matched cohort score exceeding the state mean in Reading and Numeracy in each of the last 3 years. When the scores for Writing, Spelling and Grammar & Punctuation are examined, the three year score trend is downward, and falling further behind the state mean. This would point to specific teaching or design issues for some parts of the curriculum, as opposed to a failure of whole school teaching approaches.

The growth for Reading and Numeracy between 2013- 2015 enabled St Andrew’s Yr 3 – 5 students to make up a deficit to achieve a similar score in Numeracy, and a slightly higher score in Reading, than cohorts in statistically similar schools. This supports the observation that the learning and teaching approach between Years 3 and 5 is effective in closing the gap with similar schools.

|STUDENT LEARNING OUTCOMES |

|The number of students meeting the minimum national standards in Writing and Grammar and Punctuation remain at high levels with Grade 3 |

|data showing 100 percent of students reaching the minimum standards for writing. The percentage of grade 5 students meeting minimum |

|standards is highest in Numeracy but all areas remain over 90%. As mentioned earlier, the percentage of grade 3 students meeting minimum |

|standards is highest in Writing but all areas remain above 90%. There has been a decline in Reading and Spelling between 2015 and 2016 at |

|both grade 3 and grade 5, this is a surprise result as we had been making improvements in these areas in previous years. |

Student Wellbeing

Goals & Intended Outcomes

To develop students as confident, empowered successful and capable learners

• That student emotional and social development and their awareness of how this impacts on their learning is improved.

• That students see themselves as active self-directed learners

• That a greater focus on active as opposed to passive learning is evident.

• That students feel challenged in their learning and express a sense of ownership of their learning.

Achievements

Throughout 2016, staff from St Andrew’s demonstrated an understanding and commitment to the importance of student wellbeing as an enabling factor in the development of the whole student, as well as underpinning improved academic achievement. In the past few years the Student Wellbeing Aggregate Index fluctuated between 74 and 78.4, indicating that students generally felt that the school environment was stable. The school’s own analysis of the individual variables showed Emotional Wellbeing (Student Morale, Student Distress & Connectedness to School), Teacher Relationships (Teacher Empathy, Purposeful Teaching & Stimulating Learning) & Engagement in Learning (Learning Confidence, Student Motivation & Connectedness to Peers) show that there is little to no variance with any of the indicators.

Parents and staff raised concerns about the issue of extreme student behaviour

|The attendance roll is marked electronically twice daily. All unexplained absences or absences that are more than two days without |

|notification are followed up with a phone call to parents initially by the classroom teacher but continued unexplained absence would be |

|referred to the school’s leadership. |

| |

|VALUE ADDED |

|Student Representative Council |

|Prep –Year 5 and Year 1 – Year 6 Buddy Program |

|Year 3 – 6 Camp Program |

|Friendly Meeting Place. |

|Community Links: MacKillop College SEDA students |

|Prep & Year 6 Transition/Orientation Programs |

| |

|STUDENT SATISFACTION |

|The student experience variables from the SIS report generally placed St Andrew’s in the lower 25% of Australian primary schools for 2015.|

|For students, the relative strength of the Student Safety (36 percentile) and Connectedness to Peers (15 percentile) show that the |

|experience of school for most students is a positive one. |

Child Safe Standards

Goals and Intended Outcomes

All students enrolled, and any child visiting, have a right to feel safe and to be safe. The

wellbeing of children in our care will always be first priority and we have zero tolerance to

child abuse. We aim to create a child safe and friendly environment where children feel safe

and are free to enjoy life to the full without any concerns for their safety.

Achievements

• A policy & procedures document has been developed including a code of conduct.

• Staff meetings have been held to present the background to the creation of Child Safety Standards and to present the Child Safe policy and procedures, section at a time.

• The School Advisory Board have Child Safety as a regular agenda item and excerpts from the policy have been included in school newsletters. The Policy is available on the School’s Website

• All new employees, volunteers and contractors undergo screening of referees for Child Safety Suitability. All new employees, volunteers and contractors must read and sign the school’s Child Safe Code of Conduct.

Leadership & Management

Goals & Intended Outcomes

To strengthen a culture where staff demonstrate collective responsibility for school improvement in a collaborative environment.

• That school goals are aligned to the school’s overall vision

• That a shared sense of responsibility for meeting the school’s goal is evident

• That teamwork pervades all school’s operations

• That a culture of recognition and feedback is evident in the school’s staff development processes.

Achievements

Continued development of a shared leadership model around four principles:

• Vision

• People

• Resources

• Teaching & Learning

Collaborative practices were a major focus

New leaders were appointed in Learning and Teaching (Yr 3-6), Student Wellbeing and Additional Needs (SWAN). These leaders form the core leadership team. The core team plus Year Level Leaders (F-2, 3-4, 5-6), ICT Leader and Parish Liaison comprise the school leadership team. The core leadership team has responsibility for strategic direction and decision making as well as creating the conditions and actions to meet the school improvement goals and outcomes (SRR p 22). The full leadership team meets monthly and is responsible for the management of the school.

|EXPENDITURE AND TEACHER PARTICIPATION IN PROFESSIONAL LEARNING |

|DESCRIPTION OF PL UNDERTAKEN IN 2016 |

|Visible Learning Foundation Day (Whole Staff) |

|Evidence into Action |

|Feedback that Makes Learning Visible |

|Building and Developing the Visible Learner |

|School Improvement - Literacy Leaders |

|The Literacy Assessment Project Ongoing Network |

|Reading Recovery Ongoing |

|Student Wellbeing: Connect, Grow, Learn, Flourish |

|Scripture in the Classroom |

|Leading Family School Partnerships |

|Learning & Teaching Network |

|Student Wellbeing |

|The Intervention Process |

|Autism Spectrum Disorders |

|NUMBER OF TEACHERS WHO PARTICIPATED IN PL |23 |

|AVERAGE EXPENDITURE PER TEACHER FOR PL |$ 2500 |

|TEACHER SATISFACTION |

|The Organisational Climate Aggregate Index has fallen consistently. As noted by the school. Within the index the most |

|significant variable declines identified by the school in the Engagement category (three indicators that reflect the |

|extent to which staff members collaborate, share ideas and solve problems together, leading to a shared understanding and |

|alignment of team goals) were Teamwork 50 (down from 60 in 2014), Empowerment 50 (down from 59) and Ownership 58 (down |

|from 65) (SRR p 21). |

|The four cultural pillars used in the SIS Interpretive Report demonstrate low percentile values compared with other |

|Australian primary schools, with Clarity (Role Clarity) being the lowest at the 2nd percentile, closely followed by |

|Engagement at the 2.5 percentile. Role clarity is defined as the extent to which staff know what is expected and required |

|of them. This suggests that the school improvement vision is not clear to all staff. |

School Community

Goals & Intended Outcomes

To improve parents’ engagement in the life of the school.

• That parents are more engaged in the school’s learning program

• That community members are engaged in the school’s planning for new directions.

• That parents feel more confident about their participation in their children’s learning and wellbeing and feel valued as partners in their children’s learning

Achievements

• Celebration of Mothers’ Day, Fathers’ Day/ Footy Day

• St Andrew’s Feast Day Luncheon

• Termly Learning Expos

• Jingle & Mingle Christmas Performance & Celebration

• Increased participation of school families in the Parish Fair

• Increase in the number of parents involved in the 3 – 6 PE/ Outdoor Education Program

• Breakfast Club

• Ames English Classes

• Lap a thon & Gaga pit construction

|PARENT SATISFACTION |

|There is a sense that the school welcomes parents and the wider school community in numerous events, information sessions and celebrations. |

|The parent and student focus groups provided a strong view that the school has in place a range of active partnerships that support the |

|school goal of improving parents’ engagement in the life of the school. |

|The variables of Behaviour Management, Student Safety and Classroom Behaviour all suffered significant declines, with less than half of the |

|parents (48.4%) favourable for Classroom Behaviour and two thirds (66.6%) favourable for Student Safety. Clearly the perception in the |

|broader community is a concern for the school management and communication of these variables. |

Future Directions

• That the leadership team in partnership with the Parish Priest, prioritise the consideration of strategies and activities that enable staff to connect strongly with their faith in the school environment, and demonstrate these elements across the school.

• Greater clarity and acknowledgement of Social Justice may be possible through a focused approach to the consistent naming (or perhaps branding) of Social Justice throughout the school.

• Develop a documented scope and sequence for RE, similar in format to documents prepared for other

• The school should maintain active support to ensure all staff are currently, or are on the way to being, accredited both to teach in a Catholic school, and to teach RE in a Catholic school.

• Establishing a team that can facilitate the review of St Andrew’s ECSI report to enable the identification of appropriate elements to be incorporated into future planning.

• That teachers receive continuing professional learning opportunities to be acquainted with the most recent methodologies and approaches to biblical interpretation.

• Identify and implement specific leadership support to all of the learning leaders.

• The development of a Learning and Teaching communication strategy to ensure staff and families are using a common language and are clear about the school improvement objectives for Learning and Teaching;

• Revisit whole school protocols / expectations for team meetings and activities.

• Development of a learning and teaching culture that supports staff to try new approaches e.g. open to peer to peer visits, learning walkthroughs;

• Review learning and teaching curriculum and approaches to Spelling, Writing and Grammar & Punctuation – to address large student numbers in low/medium growth; and

• The school focus on the development, support and evaluation of high performing teams.

• To develop a shared understanding of the skills and competencies of social and emotional learning that the school expects to develop in its students.

• The development of a P-6 scope and sequence for wellbeing with alignment to programs such as Kidsmatter, Circle Time

• Positive Behaviour Acknowledgement to support students’ social and emotional learning, greater consistency in implementation, monitoring and reporting.

VRQA Compliance Data

NOTE:

|The School’s financial performance information has been provided to the Victorian Registration and Qualifications Authority and will be |

|available for the community to access from their website from October 2017. |

|Victorian Registration and Qualifications Authority |

|E1035 |

|St Andrew's School, Werribee |

| |

| | | | |

|PROPORTION OF STUDENTS MEETING THE MININUM STANDARDS |

| |

|NAPLAN TESTS |

|2014 |

| |

|% |

|2015 |

| |

|% |

|2014 - 2015 |

|Changes |

|% |

|2016 |

| |

|% |

|2015 - 2016 |

|Changes |

|% |

| |

|YR 03 Reading |

|92.4 |

|100.0 |

|7.6 |

|92.7 |

|-7.3 |

| |

|YR 03 Writing |

|98.5 |

|100.0 |

|1.5 |

|100.0 |

|0.0 |

| |

|YR 03 Spelling |

|97.0 |

|96.2 |

|-0.8 |

|90.7 |

|-5.5 |

| |

|YR 03 Grammar & Punctuation |

|91.0 |

|98.1 |

|7.1 |

|98.1 |

|0.0 |

| |

|YR 03 Numeracy |

|97.0 |

|94.2 |

|-2.8 |

|90.7 |

|-3.5 |

| |

| |

| |

|YR 05 Reading |

|94.5 |

|97.5 |

|3.0 |

|91.4 |

|-6.1 |

| |

|YR 05 Writing |

|89.1 |

|90.0 |

|0.9 |

|94.3 |

|4.3 |

| |

|YR 05 Spelling |

|92.7 |

|100.0 |

|7.3 |

|95.7 |

|-4.3 |

| |

|YR 05 Grammar & Punctuation |

|96.4 |

|87.5 |

|-8.9 |

|92.8 |

|5.3 |

| |

|YR 05 Numeracy |

|94.5 |

|100.0 |

|5.5 |

|98.6 |

|-1.4 |

| |

| |

| |

| | | | |

|[pic] | |[pic] |

| | | | |

|AVERAGE STUDENT ATTENDANCE RATE BY YEAR LEVEL |

|% |

| |

|Overall average attendance |

| |

| |

| | | | |

|TEACHING STAFF ATTENDANCE RATE |

| |

|Teaching Staff Attendance Rate |

|88.25% |

| |

| | | | |

| |STAFF RETENTION RATE |

| | |

| |Staff Retention Rate |

| |88.46% |

| | |

| | | | |

| |TEACHER QUALIFICATIONS |

| | |

| | |

| | |

| |Doctorate |

| |0.00% |

| | |

| |Masters |

| |13.04% |

| | |

| |Graduate |

| |30.43% |

| | |

| |Certificate Graduate |

| |4.35% |

| | |

| |Degree Bachelor |

| |95.65% |

| | |

| |Diploma Advanced |

| |34.78% |

| | |

| |No Qualifications Listed |

| |0.00% |

| | |

| | | | |

| |STAFF COMPOSITION |

| | |

| | |

| | |

| |Principal Class |

| |2 |

| | |

| |Teaching Staff (Head Count) |

| | |

| | |

| |32 |

| | |

| | |

| | |

| |FTE Teaching Staff |

| | |

| | |

| |28.683 |

| | |

| | |

| | |

| |Non-Teaching Staff (Head Count) |

| | |

| | |

| |17 |

| | |

| | |

| | |

| |FTE Non-Teaching Staff |

| | |

| | |

| |14.259 |

| | |

| | |

| | |

| |Indigenous Teaching Staff |

| | |

| | |

| |0 |

| | |

| | |

| | |

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REGISTERED SCHOOL NUMBER: 0338

2016 ANNUAL REPORT

TO THE SCHOOL COMMUNITY

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2016 ANNUAL REPORT TO THE SCHOOL COMMUNITY 11

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